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General school information

Division: Smyth County Public Schools
Address: 121 Bagley Cir Ste 300 Marion, VA 24354-3140
Superintendent: Dr. Dennis G Carter
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 StudentsDivision868890
 Virginia858687
FemaleDivision919194
 Virginia898990
MaleDivision838587
 Virginia828384
AsianDivision100100100
 Virginia909293
BlackDivision91<100
 Virginia797981
HispanicDivision<<92
 Virginia767675
WhiteDivision868990
 Virginia899091
Students with DisabilitiesDivision605351
 Virginia535354
Economically DisadvantagedDivision818286
 Virginia757578
English LearnersDivision100
 Virginia676762
Gap Group 2Division91<100
 Virginia797981
Gap Group 3Division<<92
 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 Students137864221380672014796421
Female158165191482691815826618
Male127563251278662213766224
Asian27936773686501419755625
Black763563776760338716329
Hispanic6726628977682311837217
White147864221380672014796421
Two or more races22785622289467620755525
Students with Disabilities847395385142499504150
Economically Disadvantaged9706130973642711746326
English Learners-696931669633110403060
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147459261176652413746126
Female147359271076662413756225
Male147460261176652413736127
Asian<100<0<<<<
Black<<<<<<<<<<<<
Hispanic867583310605040-808020
White147459261177662314756125
Two or more races<<<<<100<0<<<<
Students with Disabilities33533651058484214634937
Economically Disadvantaged9696031871622910706030
English Learners<100<0<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207555251682661816796321
Female207555251680642016836717
Male207556251684681616765924
Black<100<0<<<<<<<<
Hispanic<<<<-8383178837517
White197556251782651817796321
Two or more races<<<<<100<0<100<0
Students with Disabilities2052314875347478585042
Economically Disadvantaged186750331180702013746126
English Learners<<<<<100<0<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218260182483581720806020
Female258560152582571821795821
Male177861222484601620816119
Asian<100<0<<<<<100<0
Black<<<<<<<<<100<0
Hispanic<<<<<<<<991829
White228260182483591721795821
Two or more races<100<0<<<<<100<0
Students with Disabilities9635437186243387514449
Economically Disadvantaged157256282079592117776023
English Learners<100<0<<<<<100<0
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127563251880622016766024
Female158267182085651514746126
Male96859321575602518785922
Asian<100<0<100<0<<<<
Black-646436<<<<<100<0
Hispanic867583310605040<<<<
White127563251881641916766024
Two or more races<100<0<100<0<<<<
Students with Disabilities4332967844365611534247
Economically Disadvantaged66862321070603010726228
English Learners<100<0<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13766324982741819876813
Female14796521148774132593687
Male12746226478742213826918
Asian<100<0<100<0<100<0
Black<<<<-838317<<<<
Hispanic<100<0883751736824518
White13766324882741819887012
Two or more races<100<0<100<0<100<0
Students with Disabilities15634937237356313564444
Economically Disadvantaged8696131575702513806820
English Learners<100<0<100<0<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students873652777164299776723
Female10796921877692312847216
Male567623376659346696331
Black<<<<<<<<-737327
Hispanic-626238<<<<7797121
White874672687163299766724
Two or more races<<<<<100<0<100<0
Students with Disabilities-212179124432566312469
Economically Disadvantaged461573966458367726528
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students890821058580155777223
Female99283868983116837717
Male789821148076204726828
Asian<100<0<<<<<<<<
Black<<<<<<<<<<<<
Hispanic-828218<<<<<100<0
White89182958580155777223
Students with Disabilities6645836-535347-323268
Economically Disadvantaged485811537673242706830
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 Students106656341066573413695631
Female157661241374612618796121
Male556514465952417595141
Asian<<<<<<<<<100<0
Black8463854-505050-434357
Hispanic6282272-60604011705930
White106757331067573313695631
Two or more races<<<<<<<<<100<0
Students with Disabilities325227583628643242176
Economically Disadvantaged555494555852429605240
English Learners<<<<<<<<<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10594841863553711665534
Female187153291272602817765924
Male347445345349475565144
Black<<<<<<<<-555545
Hispanic8312369<<<<7716429
White10615039863553711655535
Two or more races<<<<<<<<<100<0
Students with Disabilities-999110302070-151585
Economically Disadvantaged648425245752436605440
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107363271169583115715729
Female128169191477622320826218
Male765583586355379615139
Black<<<<-555545<<<<
Hispanic<<<<<<<<15695431
White107464261270583014725728
Two or more races<100<0<100<0<100<0
Students with Disabilities535316574033606322668
Economically Disadvantaged5625838659534112615039
English Learners<<<<<<<<<<<<
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 Students127462261578632215796321
Female127664241580652015816619
Male127260281576612416776123
Asian2494716219574540874713
Black763563775851425716729
Hispanic15715629197657247877913
Native Hawaiian<100<0<100<0<100<0
White127462261578632216796321
Two or more races217453262188671329673833
Students with Disabilities640346084639548524548
Economically Disadvantaged86759331173612711736227
English Learners1369563120957559736427
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177255281475612511716029
Female187153291274622611736327
Male167357271675602512695731
Asian<100<0<<<<
Black<<<<<<<<<<<<
Hispanic875672510706030-909010
White177254281475612512715929
Two or more races<<<<<100<0<<<<
Students with Disabilities53429661047375314503650
Economically Disadvantaged96758331170603010685832
English Learners<<<<<100<0<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258156193184531628815219
Female187860223184521626835717
Male298354173084531631794921
Black<100<0<<<<<<<<
Hispanic<<<<3383501725835817
White248157193084541628815219
Two or more races<100<0<<<<<100<0
Students with Disabilities1361483954541558534547
Economically Disadvantaged227553252380572021775623
English Learners<<<<<100<0<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257953212979502129774923
Female308050202580552028754825
Male207757233279472130794921
Asian<100<0<<<<<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<991829
White257953212980512029774823
Two or more races<<<<<100<0<<<<
Students with Disabilities11433157156045405443956
Economically Disadvantaged166852322476522521715029
English Learners<100<0<<<<<100<0
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158167192590661019907010
Female13837017269367716897311
Male168063202488641222906910
Asian<100<0<100<0<<<<
Black-91919<<<<<100<0
Hispanic2385621530906010<100<0
White14806620259166919897011
Two or more races<100<0<100<0<100<0
Students with Disabilities64135591063543710766624
Economically Disadvantaged87668241585701512867414
English Learners<100<0<100<0<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4625838359564113746226
Female3636037366633415796321
Male4615739353504711706030
Black<<<<-272773<<<<
Hispanic<<<<-646436<<<<
White4625838360564014756125
Two or more races<100<0<100<0<<<<
Students with Disabilities13402860418148211342466
Economically Disadvantaged3575443253514710675733
English Learners<100<0<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158574237774232807820
Female-61613947369272848216
Male256544428078203777423
Black<<<<<<<<-91919
Hispanic<<<<<<<<<<<<
White160594037774233797721
Students with Disabilities-242476144632542373563
Economically Disadvantaged-53534737370273767324
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students379772137875226807420
Female385821657974217837617
Male375722517676245787222
Asian<100<0<100<0<100<0
Black-737327<<<<<<<<
Hispanic<<<<<<<<<<<<
White279772127876226807420
Two or more races<<<<<100<0
Students with Disabilities-444456-474753-535347
Economically Disadvantaged171702927169293747026
English Learners<100<0<100<0<100<0
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students364613647065306686232
Female368653247066307726528
Male259574156965315646036
Black-303070<<<<<<<<
Hispanic<<<<<<<<-707030
White365623546965316686232
Students with Disabilities-2222784353065-565644
Economically Disadvantaged155544546359372535147
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2289671122957352293717
Female219170923977532094746
Male2486631422927182692678
Asian<100<0<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<<<<<<<<<100<0
White2290671024967242294716
Students with Disabilities<100<0<100<010807020
Economically Disadvantaged1586711418957751596814
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 Students128472161282701811827118
Female10857515982731810817219
Male138269181582661813836917
Asian<<<<<<<<36100640
Black770633013675433-717129
Hispanic3747226117665247807420
White128472161282701812827018
Two or more races<<<<<<<<<<<<
Students with Disabilities353504795849423474453
Economically Disadvantaged7766924117665247766924
English Learners<<<<<<<<<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298960112580552016755925
Female278961111978592213705730
Male308959112982531820806020
Asian<100<0<<<<<100<0
Black<<<<<100<0<<<<
Hispanic-808020<<<<-828218
White308959112480562017755825
Two or more races<100<0<<<<<<<<
Students with Disabilities3625938186042402393761
Economically Disadvantaged178265182176552413725929
English Learners<100<0<<<<<100<0
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students784771698071208837517
Female585811567569258857715
Male8837417118473169807220
Black<<<<<<<<-91919
Hispanic-696931<<<<7867914
White786791498071208827418
Two or more races<<<<<100<0<100<0
Students with Disabilities-44445626159392434157
Economically Disadvantaged475712557367275787322
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6797321779722110867514
Female681751968579159898011
Male5777223873652712837117
Asian<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<17675033
White6807320780732010877613
Students with Disabilities-5353472444256-464654
Economically Disadvantaged273702797768234777323
English Learners<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10887812683771714887412
Female487831328482169847416
Male16897211128169192398752
Black<100<0<<<<<<<<
Hispanic<100<0<<<<<100<0
White10877813685781515897411
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged8797121774672610837317
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8817319108777139817219
Female584791698878128797021
Male117867221186761410837317
Asian<<<<<100<0
Black<<<<<<<<<<<<
Hispanic<<<<991829<<<<
White8827418108778139817219
Two or more races<100<0<100<0
Students with Disabilities44945512646236-585842
Economically Disadvantaged575692557974214757125
English Learners<<<<<<<<<<<<
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 Students248561152285631523846116
Female208464162083641720846416
Male288658142486621427855815
Asian<100<03810062050904010
Black17745726128271188585042
Hispanic20937372087671318907210
White248560152285631524856115
Two or more races1882641817755825<<<<
Students with Disabilities12554245145844429564744
Economically Disadvantaged187860221779622117786122
English Learners<<<<30906010<<<<
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118978111183721714836917
Female1191809978702211817019
Male118776131389761117856815
Asian<100<0<100<0<<<<
Black<100<010807020<<<<
Hispanic9100910<<<<<<<<
White118876121183721715846916
Two or more races<100<0
Students with Disabilities663563825957413514949
Economically Disadvantaged884751667974219746526
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208161192587621322805820
Female178164192384611618796221
Male238057202789621127815519
Asian<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<100<0<100<0<100<0
White208060202687611322805820
Students with Disabilities432296811615039-424258
Economically Disadvantaged147258281477632317745726
English Learners<100<0<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248964112389661118765924
Female14836917249168910756525
Male35956052287651326785222
Asian<100<0<100<0
Black<100<0<<<<
Hispanic<100<0<100<0<100<0
White258863122488641219785922
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged18856715137360277554845
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13837017108373178857615
Female1281691978174198847616
Male13857215148571159867714
Black<<<<<<<<-808020
Hispanic-858515<<<<793867
White13847116118373178847616
Two or more races<<<<<100<0<100<0
Students with Disabilities-434357-575743-434357
Economically Disadvantaged774662667569255797421
English Learners<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248158191683671724886412
Female208262181684681622896711
Male278154191582661825866114
Asian<100<0<100<0<100<0
Black<<<<892838<<<<
Hispanic<100<015856915<<<<
White248258181682671824896511
Two or more races<100<0<100<0<100<0
Students with Disabilities1147365344540556484252
Economically Disadvantaged177659241077682311807020
English Learners<100<0<100<0<100<0
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students518837124688421247863914
Female408444164489451141874613
Male59913194787401352853315
Asian<100<0<100<0
Black<100<0<<<<<<<<
Hispanic<<<<428342174292508
White518737134688421247863914
Two or more races<100<0<<<<<100<0
Students with Disabilities256742331449355116685232
Economically Disadvantaged388345173783461739824318
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

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: 90.35 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

Grade2014-20152015-20162016-2017
Pre-kindergarten144151150
Kindergarten306293314
Grade 1341308301
Grade 2401340299
Grade 3325392334
Grade 4349327377
Grade 5336354325
Grade 6363337359
Grade 7333358339
Grade 8379332349
Grade 9382393336
Grade 10377346385
Grade 11330362319
Grade 12316302318
Total Students4,6824,5954,505
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

2016 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
Subgroup2014-20152015-20162016-2017
All Students468245954505
Female225522112179
Male242723842326
American Indian512
Asian212425
Black848269
Hispanic114122133
Native Hawaiian115
White442743264231
Two or more races303940
Students with Disabilities657653621
Not Students with Disabilities402539423884
Economically Disadvantaged264525532510
Not Economically Disadvantaged203720421995
English Learners274252
Not English Learners465545534453
Homeless347
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 StudentsDivision150180150119
State4978334418270994955151976
FemaleDivision100765044
State27214151969363301886684
MaleDivision5010410075
State2256919222177361936291292
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<0<
State45731128821711653
BlackDivision380000
State79241059610702191502852
HispanicDivision<<<<0<
State47504926291891963260
WhiteDivision145166130119
State299881610411585771729709
Two or more racesDivision<<<<0<
State23631474934317495
Students with DisabilitiesDivision33915024
State1022603127091331175105
Economically DisadvantagedDivision369510076
State959415818159442726451138
English LearnersDivision<<<<0<
State1518329526534162683
HomelessDivision<<<<0<
State203616882423757
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 Students36534594.534995.6113
Female18918195.818296.342.1
Male17616493.216794.974
American Indian0<100<10000
Asian0<100<10000
Black11111001110000
Hispanic0<100<10000
White34432494.232895.3113.2
Two or more races0<100<10000
Students with Disabilities635790.56196.823.2
Economically Disadvantaged15414191.614392.974.5
English Learners0<100<10000
Homeless0<100<10000
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 Taken71 / 5.05%115 / 8.2%70 / 5.15%
Advanced Placement Course Enrollment77 / 5.48%123 / 8.77%73 / 5.38%
Dual Enrollment357 / 25.41%373 / 26.59%372 / 27.39%
Governor’s School Enrollment14 / 1%7 / .5%2 / .15%
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 StudentsDivision30518440
State800255758028
FemaleDivision15010530
State404623112723
MaleDivision1557949
State395632645333
AsianDivision0<100
State5267459213
BlackDivision0<100
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision29617940
State457593374926
Students with DisabilitiesDivision291162
State5663303146
Economically DisadvantagedDivision1205157
State224061294742
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 AssessmentsDivision385247
 State397141393623
State LicensuresDivision51313
 State167317901964
Industry CertificationDivision7919419
 State89541100544109590
Workplace ReadinessDivision135284350
 State336653077542313
Total Credentials EarnedDivision257543429
 State128850137248157490
Students Earning One or More CredentialsDivision202410387
 State104867109089126113
CTE CompletersDivision19814762
 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 Students1222219241.6%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1152047034.3%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1161776939%
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
69.87170.9

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
2013-20142,139.006,410.001,081.00
2014-20152,273.006,540.00951.00
2015-20162,308.006,610.00989.00

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 Students4180396155190400242319217639444011632213752479179198
Female19991927979193119186851911189799918092368797
Male218120476111207123210691203321284122194324392101
American Indian0000000000000000
Asian20201230002410023201
Black831137738767384555865
Hispanic10196493202510816421071474
White3948373146176378039017916237023691532113528453163184
Two or more races25000305223662332234
Students with Disabilities604693541546854140518763749518863741
Economically Disadvantaged2345312124152215633915912421513201421632037361141156
English Learners25100351004110047310
Homeless00006121133337201
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 Students94.294.393.65
Female94.3194.3693.6
Male94.194.2493.69
American Indian87.6892.5295.97
Asian96.5497.5596.06
Black94.2293.5392.61
Hispanic94.295.1794.04
Native Hawaiian96.394.6693.69
White94.1994.2893.65
Two or more races94.8392.6592.77
Students with Disabilities92.9792.7492.45
Economically Disadvantaged93.1293.1692.63
English Learners97.1498.0996.37
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 Offenses57
Technology Offenses10
Offenses Against Student53
Offenses Against Staff<
Weapons Offenses<
Property Offenses12
All Other Offenses37
Other Offenses Against Persons164
Disorderly or Disruptive Behavior Offenses232
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 Indian0.1070.0220.044
Asian0.4490.260.5220.440.555
Black1.7943.951.7855.521.5322.91
Hispanic2.4350.792.6561.772.9521.21
Native Hawaiian0.0210.0220.111
White94.5549594.16690.5193.91894.43
Two or more races0.6410.8491.770.8881.45
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 Indian0.1070.0220.044
Asian0.4490.5220.555
Black1.7941.7851.532
Hispanic2.4352.6562.952
Native Hawaiian0.0210.0220.111
White94.55494.16693.918
Two or more races0.6410.8490.888
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 Indian0.1070.0220.044
Asian0.4490.5220.555
Black1.7941.7851.532
Hispanic2.4352.6562.952
Native Hawaiian0.0210.0220.111
White94.55494.16693.918
Two or more races0.6410.8490.888
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 Students57.4456.9856.11
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 Students47.7946.0846.84
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 Students78.7175.9375.46
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: 11.27 : 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 icon

2015-2016 Grades 8-12 Student Teacher Ratio: 10.6 : 1

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Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional5%6%
Provisional Special Education1%1%
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 Schools100%3%2%
High Poverty100%5%3%
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
2014-201553%44%0%3%
2015-201653%43%0%4%
2016-201754%43%0%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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