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General school information

Division: Scott County Public Schools
Address: 340 E Jackson St Gate City, VA 24251
Superintendent: Mr. John Ferguson
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools13
Fully Accredited13

Federal Graduation Indicator

Federal Graduation Indicator: All Students

For federal accountability purposes, Virginia reports a graduation rate known as the Federal Graduation Indicator, which unlike the Virginia On-Time Graduation Rate, does not adjust high school cohorts to account for students’ English language learner or disability status, and only includes Standard Diplomas and Advanced Studies Diplomas in the numerator.

Like the Virginia On-Time Graduation Rate, the Federal Graduation Indicator is an adjusted cohort graduation rate based on cohorts of students who enter ninth grade for the first time; it is adjusted for students who transfer in or transfer out of a high school, school division, or the commonwealth.

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision918988
 Virginia858687
FemaleDivision929292
 Virginia898990
MaleDivision908783
 Virginia828384
AsianDivision<100
 Virginia909293
BlackDivision<100100
 Virginia797981
HispanicDivision100100100
 Virginia767675
WhiteDivision918988
 Virginia899091
Two or more racesDivision100100<
 Virginia888989
Students with DisabilitiesDivision656846
 Virginia535354
Economically DisadvantagedDivision918583
 Virginia757578
English LearnersDivision<100
 Virginia676762
Gap Group 2Division<100100
 Virginia797981
Gap Group 3Division100100100
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168468161987681318856715
Female178770132290691019886912
Male148167191684681617836617
American Indian<<<<<100<0<100<0
Asian<100<0<<<<<100<0
Black-929282385621520705030
Hispanic9776923880732013877413
White168468161987681318856715
Two or more races5847916-848416-797921
Students with Disabilities115948411059494111554345
Economically Disadvantaged118069201382691812796721
English Learners<<<<<<<<<<<<
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258358172189681115766124
Female298758132390671016766024
Male218059201988691215776223
Black<100<0<100<0<<<<
Hispanic<<<<<100<0<<<<
White268458162289661115776123
Two or more races<<<<<100<0<100<0
Students with Disabilities165640441067563311574643
Economically Disadvantaged157964211387731311705930
English Learners<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16806520339159922856315
Female15786322369458621886712
Male168266183089591124835817
Black<<<<<100<0<100<0
Hispanic<<<<<<<<<100<0
White16816519349258823866214
Students with Disabilities136147391374612617543746
Economically Disadvantaged97464262187651319816219
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198162192188671229896011
Female22856315248864123591579
Male167862221887701324876313
Asian<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<<<<<<<<<<<<
White198162192188671230895911
Two or more races<100<0<<<<<100<0
Students with Disabilities96556351062523812665434
Economically Disadvantaged137764231680642018846516
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188870121885661519907210
Female21906910198769131593788
Male148571151882641822886712
Black<100<0<100<0
Hispanic<100<0<<<<<<<<
White18886912188566151891739
Two or more races<<<<<100<0<<<<
Students with Disabilities6716529956474410655535
Economically Disadvantaged108677141578632213857215
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158772132187661318876813
Female209272828916392194736
Male108273181583681716806420
Hispanic<<<<<100<0<100<0
White158772132286651419866814
Two or more races<100<0<100<0<100<0
Students with Disabilities8564944451474911493851
Economically Disadvantaged12847216118473168807220
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8766824676692412766424
Female78073201084741612796821
Male10726328368653212726028
Hispanic<<<<<<<<<<<<
White8766824677702312756325
Two or more races<100<0<<<<<100<0
Students with Disabilities741345952924716312469
Economically Disadvantaged671652946662347686132
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1092828993847992838
Female109686410978731294826
Male98778138898111791849
American Indian<<<<<100<0
Black<100<0<<<<<100<0
Hispanic<100<0<<<<<<<<
White992838994856993837
Two or more races<100<0<100<0<<<<
Students with Disabilities205737432182611815745926
Economically Disadvantaged10918197918496898311
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157964211280682015776223
Female188365171689741120826218
Male11746426870623010726228
American Indian<<<<<100<0<100<0
Asian<100<0<<<<<100<0
Black<100<0<<<<<100<0
Hispanic10605040177558252791649
White157964211281691915776223
Two or more races<100<0<<<<<<<<
Students with Disabilities13463254939296111342366
Economically Disadvantaged11746326972632811695931
English Learners<<<<<<<<<100<0
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137057301274612614756125
Female177457261987691316796421
Male10655635763553812705930
Hispanic<<<<<<<<<<<<
White147056301274622613756225
Two or more races<100<0<<<<<<<<
Students with Disabilities332296832826726302470
Economically Disadvantaged862543896758338686032
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168972111285731517806220
Female2092728149177926855915
Male12847216107868229746526
American Indian<<<<<100<0
Black<100<0<<<<<100<0
Hispanic<100<0<<<<<100<0
White168872121287751318796221
Two or more races<100<0<<<<<<<<
Students with Disabilities225735431750335033501750
Economically Disadvantaged13887412977682313705730
English Learners<100<0<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208766132190691020876813
Female22896711209271819907110
Male198566152188671220856515
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<<<<
Black14937971189781113736027
Hispanic1286741489587515907510
Native Hawaiian<100<0<100<0<100<0
White208766132190691020876813
Two or more races15907510595895892848
Students with Disabilities10665634106757339635537
Economically Disadvantaged148470161586721413837017
English Learners<<<<<100<0<<<<
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students33905710219272810817119
Female309262820937378807220
Male34875313219271812827018
Black<100<0<100<0<<<<
Hispanic<<<<<100<0<<<<
White33905710219271811817119
Two or more races<<<<<100<0<100<0
Students with Disabilities15614639107160299504150
Economically Disadvantaged27865914169074103767324
English Learners<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1986671436976133092628
Female2186651434966242592678
Male1786691437976033491579
Black<100<0<100<0<100<0
Hispanic<100<0<100<0<100<0
White1986671436966043192618
Students with Disabilities56863332387641312736127
Economically Disadvantaged11847216269468625906410
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students22856415308757133091619
Female26855915309060103293627
Male188568152984551628906110
Asian<100<0<100<0
Black<100<0<100<0<100<0
Hispanic<<<<<100<0<100<0
White22856315308656143091609
Two or more races<100<0<100<0<100<0
Students with Disabilities11615039768613210655535
Economically Disadvantaged168367172083631820856515
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students229169925936873095655
Female259267828936573197663
Male1990711022937172994656
Black<100<0<100<0
Hispanic<<<<<100<0<100<0
White229170925936873095655
Two or more races<100<0<100<0<100<0
Students with Disabilities6807320772652810837317
Economically Disadvantaged1490751020917191993747
English Learners<<<<<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178366171680642016786222
Female21916991682661817826618
Male137663241678622315745926
Hispanic<100<0<<<<<100<0
White178365171680632015776223
Two or more races<<<<<<<<<100<0
Students with Disabilities555504575043503393761
Economically Disadvantaged1579652177467267696231
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20846416138572152191719
Female1985671515927782195745
Male218262181279672121886612
Black<100<0<100<0<100<0
Hispanic<<<<<<<<<<<<
White20846416138571152192718
Two or more races<100<0<100<0<100<0
Students with Disabilities959504156055408675933
Economically Disadvantaged11817019979702113897511
English Learners<100<0<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13897611108777134837917
Female1594796108979114908510
Male11847316108576153777423
American Indian<<<<<100<0
Asian<100<0<100<0<<<<
Black<100<0<100<0<<<<
Hispanic<100<0<100<0<<<<
White14897511108777133848116
Two or more races<100<0<100<0<<<<
Students with Disabilities-686832-575743-606040
Economically Disadvantaged786791458479163767324
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3797621119483610786822
Female173722710968647797121
Male5908510119180914776323
Asian<<<<<100<0<100<0
Black<<<<<<<<<100<0
Hispanic<100<0<100<0<<<<
Native Hawaiian<100<0<100<0
White3807720119583510776723
Students with Disabilities<<<<<<<<
Economically Disadvantaged48076207938675736827
English Learners<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students229169923977332498752
Female229472616968042099791
Male2287641334986522997683
Asian<100<0<100<0
Hispanic<100<0<100<0<100<0
White219170924977332499741
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged13867314159379712100880
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108676141489751112867514
Female8857715108979119877813
Male138775131889701114857115
American Indian<100<0<100<0<100<0
Asian<<<<<<<<<<<<
Black<<<<10100900<100<0
Hispanic5847916117968213777323
Native Hawaiian<100<0<100<0<100<0
White108676141489751111877513
Two or more races8857715-919192592678
Students with Disabilities854464695849427514449
Economically Disadvantaged7807320118574158817319
English Learners<<<<<<<<<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2591679329360731885712
Female209272827956852991639
Male2991629379154934855215
Asian<100<0<100<0
Black<<<<<100<0<100<0
Hispanic<100<0<<<<<<<<
White2592678339360731895811
Two or more races<100<0<100<0<100<0
Students with Disabilities146855321263513717513449
Economically Disadvantaged178770132488651220826218
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students577722378578157827618
Female573682738683144827818
Male5827718108373179837417
Hispanic<<<<<<<<<<<<
White577722378578157837617
Two or more races<100<0<100<0
Students with Disabilities331286955449466454055
Economically Disadvantaged369663187667243787422
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68780131190801010827318
Female58984118928487817519
Male88476161389761114847016
Asian<100<0<<<<<<<<
Black<100<0<100<0
Hispanic<<<<<<<<<100<0
White78780131190791010827318
Two or more races<<<<<100<0<100<0
Students with Disabilities-393961-606040-383863
Economically Disadvantaged279772158480165807520
English Learners<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students685791558378172908810
Female28381172828018291899
Male1188771398575151898711
American Indian<100<0
Black<<<<<100<0
Hispanic<100<0<100<0<<<<
Native Hawaiian<100<0<100<0
White58580154827818291899
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged578732349086102848216
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students79184988981114908710
Female48985116878113394916
Male119383712938175878213
American Indian<100<0<100<0
Asian<<<<<100<0<<<<
Black<100<0<100<0<100<0
Hispanic<100<0<100<0<100<0
White8928488898111391879
Two or more races<<<<<<<<<<<<
Students with Disabilities-616139-424258-585843
Economically Disadvantaged686801468882124848016
English Learners<<<<<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students269468631946262692668
Female219473627946762592688
Male319362735935872892658
American Indian<<<<<100<0<100<0
Asian<100<0<<<<<<<<
Black20100800<<<<<<<<
Hispanic291007104288461224100760
Native Hawaiian<100<0<100<0
White269468631946362792668
Two or more races<100<071009308857715
Students with Disabilities127463261174632616634837
Economically Disadvantaged22906910249167923896611
English Learners<100<0<<<<<<<<
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179376716937771895775
Female1390781013948161793768
Male239673420927281997783
American Indian<<<<<100<0
Black<100<0<<<<<100<0
Hispanic<100<0<<<<<100<0
Native Hawaiian<100<0
White169377716947861895775
Two or more races<100<0<100<0<100<0
Students with Disabilities-757525-7676245686432
Economically Disadvantaged15897411139077101193827
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169983116968041698822
Female89991110948461198873
Male249874223997512398742
American Indian<100<0<100<0
Asian<100<0<100<0
Black<100<0<100<0
Hispanic<100<0<100<0<100<0
White169983115968141697823
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<<<<1891739
Economically Disadvantaged139784315937871498832
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students109384717937676898311
Female89285811918095878213
Male12958252495725791849
Asian<100<0<<<<
Black<100<0<100<0<<<<
Hispanic<100<0<100<0<100<0
White99384717937676908410
Two or more races<100<0<100<0<<<<
Students with Disabilities-646436-838317-636337
Economically Disadvantaged89082109918295848016
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students32925984089491128875913
Female29946564290481027896211
Male358954113787501329865714
Black<100<0<100<0
Hispanic<100<0<<<<<100<0
White33915993989501128875913
Two or more races<100<0<100<0<100<0
Students with Disabilities1176652475750433423958
Economically Disadvantaged238966112787601316826618
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students539542562983625692378
Female509646458994115795375
Male5795385659631454893611
Black<100<0<100<0<100<0
Hispanic<100<0<100<0<100<0
White549541563983525892358
Two or more races<100<0<100<0<<<<
Students with Disabilities168468162986571422624138
Economically Disadvantaged4392498499647452893711
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 84.87 State: 90.38Division: State:Division: State:

Number of recently arrived English language learners exempted from state reading assessments

2015-20162016-20172017-2018
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten265274115
Kindergarten295277270
Grade 1308287281
Grade 2263276272
Grade 3253249267
Grade 4281244249
Grade 5266269255
Grade 6263265268
Grade 7249254260
Grade 8254270259
Grade 9289254256
Grade 10288278251
Grade 11272274274
Grade 12271261269
Total Students3,8173,7323,546
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students381737323546
Female188018221713
Male193719101833
American Indian642
Asian979
Black302622
Hispanic737780
Native Hawaiian1
White365735753387
Two or more races414346
Students with Disabilities613618600
Not Students with Disabilities320431142946
Economically Disadvantaged213220232113
Not Economically Disadvantaged168517091433
English Learners131210
Not English Learners380437203536
Homeless2411
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.” 

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision134106210124
State4978334420270895255071972
FemaleDivision824210030
State27214151989353321880682
MaleDivision526411094
State2256919222177362036271290
AsianDivision<<<<<<
State45731128821711553
BlackDivision<<<<<<
State79241059610702191502852
HispanicDivision<<<<0<
State47504926291891962258
WhiteDivision127103190103
State299871610711575791723708
Two or more racesDivision<<<<0<
State23641473934417494
Students with DisabilitiesDivision21921011
State1022603427081331173104
Economically DisadvantagedDivision436116073
State959515818159442726441138
English LearnersDivision<<<<<<
State1518329526534162681
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students27726194.226294.6124.3
Female13713497.813497.832.2
Male14012790.712891.496.4
Asian0<<<<<<
Black0<<<<<<
Hispanic0<100<10000
White2622499525095.4103.8
Two or more races0<100<10000
Students with Disabilities444295.54397.712.3
Economically Disadvantaged13012092.312193.175.4
English Learners0<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken3 / .27% - -
Advanced Placement Course Enrollment3 / .27% - -
Dual Enrollment204 / 18.04%269 / 24.02%282 / 26.43%
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision24215337
State800255758028
FemaleDivision1198429
State404623112723
MaleDivision1236944
State395632645333
BlackDivision0<100
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision23414638
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision341168
State5663303146
Economically DisadvantagedDivision1106343
State224061294742
English LearnersDivision0<100
State5211340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision1933
 State397141393623
State LicensuresDivision41823
 State167317901964
Industry CertificationDivision437436359
 State89541100544109590
Workplace ReadinessDivision845727
 State336653077542313
Total Credentials EarnedDivision544514412
 State128850137248157490
Students Earning One or More CredentialsDivision416409343
 State104867109089126113
CTE CompletersDivision227231215
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
67.168.667

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year state
operating expenditures for instructional costs
66.867.166.9

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20141,529.006,623.00806.00
2014-20151,711.006,727.00843.00
2015-20161,641.006,714.00800.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students34622337281336924991853326247928931932659295
Female17211013041167912247391635121494515781213945
Male17411324240169012744461691126434416151445350
American Indian0000000000000000
Asian0000000000000000
Black27311261012511025300
Hispanic70330694306260073821
Native Hawaiian000000000000
White33202226778322924087823188236908830532508891
Two or more races33401324113741033323
Students with Disabilities546611520532652023541722522527653621
Economically Disadvantaged24871965369187019469631885207817617872127779
English Learners21000100001210010200
Homeless0000810371436531
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.1895.1394.92
Female95.3495.1195.07
Male95.0295.1494.77
American Indian87.2993.4199.02
Asian97.8797.3396.01
Black96.6596.5796
Hispanic95.5395.2894.69
White95.1795.1294.92
Two or more races94.8294.7794.02
Students with Disabilities93.9694.3893.78
Economically Disadvantaged94.2494.293.97
English Learners96.2896.1394.72
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses26
Offenses Against Student<
Weapons Offenses<
Property Offenses<
All Other Offenses25
Other Offenses Against Persons47
Disorderly or Disruptive Behavior Offenses41
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1320.1570.107
Asian0.1590.2360.188
Black0.5823.310.7860.670.6970.78
Hispanic2.0621.321.9122.672.0631.55
Native Hawaiian0.0260.026
White96.16792.7295.8089695.79396.9
Two or more races0.8722.651.0740.671.1520.78
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1320.1570.107
Asian0.1590.2360.188
Black0.5826.670.7860.697
Hispanic2.0626.671.9122.06312.5
Native Hawaiian0.0260.026
White96.16786.6795.80810095.79387.5
Two or more races0.8721.0741.152
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1320.1570.107
Asian0.1590.2360.188
Black0.5820.7860.697
Hispanic2.0621.9122.063
Native Hawaiian0.0260.026
White96.16795.80895.793
Two or more races0.8721.0741.152
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students55.8159.9161.55
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students41.9640.8939.04
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students76.8572.7469.27
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 10.77 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

2015-2016 Grades 8-12 Student Teacher Ratio: 12.28 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional5%6%
Provisional Special Education2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools-2%2%
High Poverty-1%1%
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201560%35%1%4%
2015-201658%37%1%4%
2016-201761%34%1%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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