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General school information

Division: Spotsylvania County Public Schools
Address: 8020 River Stone Drive Fredericksburg, VA 22407
Superintendent: Dr. Stephen Scott Baker
Region: 3
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 Schools29
Fully Accredited28
Partially Accredited: Warned School-Pass Rate1

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 StudentsDivision878886
 Virginia858687
FemaleDivision898989
 Virginia898990
MaleDivision848684
 Virginia828384
American IndianDivision<<<
 Virginia848481
AsianDivision909388
 Virginia909293
BlackDivision848382
 Virginia797981
HispanicDivision848583
 Virginia767675
Native HawaiianDivision100100100
 Virginia899292
WhiteDivision888988
 Virginia899091
Two or more racesDivision858386
 Virginia888989
Students with DisabilitiesDivision555452
 Virginia535354
Economically DisadvantagedDivision778180
 Virginia757578
English LearnersDivision6874
 Virginia676762
Gap Group 2Division848382
 Virginia797981
Gap Group 3Division848583
 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 Students177861221579642116796321
Female218262181883641719836417
Male147561251376632414766224
American Indian238057201778612216846816
Asian258762132688621222896711
Black1067583386861329695931
Hispanic107262281172612811746326
Native Hawaiian138773132590651018765924
White208363171984651620846416
Two or more races177659241578642214796521
Students with Disabilities1042325884436568453755
Economically Disadvantaged966573476659348665834
English Learners451474935147493524948
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207454261474602616745826
Female227654241576612419785922
Male187153291372592813705630
American Indian27825518<100<0<<<<
Asian3583481814927883094646
Black11594841764573610645436
Hispanic11675633106453369655535
Native Hawaiian<<<<<<<<<<<<
White247955211780632020795821
Two or more races217453261370563013776423
Students with Disabilities84437561150395010493951
Economically Disadvantaged1061523975952419615239
English Learners551464944844523534947
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187557251877592319796021
Female217857222281591920816119
Male157257281473592718775923
American Indian<100<0<<<<<100<0
Asian15836817439048102592678
Black126149391265533513695631
Hispanic11685732769613113746126
Native Hawaiian<100<0<<<<<<<<
White218059202282611824846016
Two or more races177457261880622012766424
Students with Disabilities10453555849415111514149
Economically Disadvantaged7645736766593410685832
English Learners755484525552455656035
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227957212482581823826018
Female278255182784571624866214
Male167559252280582021795821
American Indian<<<<<100<0<<<<
Asian30875713358651143193627
Black136754331373602711736327
Hispanic107262281874562615776223
Native Hawaiian<<<<<100<0<<<<
White268357172986571428875913
Two or more races207655241983641723785522
Students with Disabilities10423158105040508554745
Economically Disadvantaged96657341170593011726228
English Learners555504585749437655835
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187557251977582319775823
Female218059202381581921815919
Male156954311573582716735727
American Indian<100<0<100<0<100<0
Asian208059203190601024876313
Black106455361062533811665534
Hispanic97162291569543112726028
White237856222281601923815819
Two or more races167559252078582212746226
Students with Disabilities1339256173932614353165
Economically Disadvantaged960504096051407615439
English Learners-48485214342572424058
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258156191582671816816619
Female328755131986681422866414
Male197658241179672110776723
American Indian<<<<<100<0<100<0
Asian399152917937672792658
Black1471582967164299706030
Hispanic207857221178682213766324
White298556151987681317856815
Two or more races247853221383711717806320
Students with Disabilities937286364135596463954
Economically Disadvantaged1571562957165297686232
English Learners-505050-626238-444456
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107768231275632514746026
Female128068201580662017806320
Male7746726970613011695731
American Indian<<<<<<<<<100<0
Asian25926781981621914867214
Black666603446157397585042
Hispanic668623296859329706030
Native Hawaiian<100<0<100<0
White108171191481661918806220
Two or more races77669241172602812796621
Students with Disabilities7383162834266610342466
Economically Disadvantaged663573756054407575143
English Learners2232177-222278-262674
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students787801378780137888212
Female99081101091819791839
Male685791558479166868014
American Indian<<<<<100<0<100<0
Asian14907610228967119837417
Black278752248177193817919
Hispanic285821548582152868514
Native Hawaiian<100<0<100<0<<<<
White9918299908210991829
Two or more races58176197867914293917
Students with Disabilities1050405074841528514249
Economically Disadvantaged377732337875222757425
English Learners-6060402565444-474753
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 Students197859221976572423795721
Female248460162482581829865814
Male147359271470553017725528
American Indian20806020<<<<<<<<
Asian34915793383501730855515
Black10665734865573512685632
Hispanic117462261371582918765924
Native Hawaiian<100<0<<<<30805020
White228259182380572027835617
Two or more races167660241778612220836317
Students with Disabilities8342666730237010403060
Economically Disadvantaged964553686254389645536
English Learners24745531424258-404060
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177356271769523121755425
Female238158192378552229845616
Male116554351262503813655135
American Indian<<<<<<<<<100<0
Asian27936672078582232905910
Black9605140854464612625038
Hispanic96455361362483818715329
Native Hawaiian<100<0<100<0
White197757232175542525795421
Two or more races207253281374612618796221
Students with Disabilities525207562519758312369
Economically Disadvantaged959504185547459615239
English Learners3474453-313169-414159
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218362172182611825846016
Female268761132587621329886012
Male177963211778612220805920
American Indian<<<<<<<<<<<<
Asian408847124889411129805120
Black10716129875662513756225
Hispanic148471161281691917826518
Native Hawaiian<100<0<<<<<<<<
White258661142685591529875813
Two or more races138067202182611823886512
Students with Disabilities11423158937286313513849
Economically Disadvantaged969603187163299696031
English Learners-4848522545246-404060
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 Students158064201680642015806520
Female168266181782661815826618
Male157762231578632214776323
American Indian77872221478642215826718
Asian30906010309061103293607
Black870623097060307686132
Hispanic117664241276652411766524
Native Hawaiian18887112970613013887513
White188365171884651617846616
Two or more races147864221680642014796521
Students with Disabilities10463554104838528484152
Economically Disadvantaged869613196961317686132
English Learners663573766357377635637
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197354272278572221785722
Female177356272178572220785822
Male207354272279562121775623
American Indian991829<100<0<<<<
Asian4588431327977034294526
Black10605040146955318645636
Hispanic116554351673572713695631
Native Hawaiian<<<<<<<<<100<0
White227856222683571726845816
Two or more races207757232277552318745626
Students with Disabilities134532551651364911483752
Economically Disadvantaged76154391368553210655535
English Learners659534196455369615239
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308454163183521726815519
Female298556153284521625815619
Male318352173083521727815419
American Indian<<<<<<<<<100<0
Asian4395525559338747100530
Black177457262372492817705330
Hispanic278054202381581919775923
Native Hawaiian<<<<<<<<<<<<
White348854123587521331865514
Two or more races308151193183521723755225
Students with Disabilities125543451555404513534047
Economically Disadvantaged167559251774582614715729
English Learners147157291272592812736027
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308353173284521628845516
Female338451163286531429855615
Male288254183283521728825418
American Indian<<<<<100<0<<<<
Asian5493397589537562902910
Black187154291874562616725728
Hispanic207958212583581723825918
Native Hawaiian<100<0<100<0<<<<
White358752133788511233885512
Two or more races247853222881531927805320
Students with Disabilities13503750115443469554646
Economically Disadvantaged187355271674582612756225
English Learners127058301073632711746326
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178669141587721311817019
Female188870121790731011857415
Male168468161485711510776723
American Indian<100<0<100<0<100<0
Asian199273842985621996784
Black10796921127765238746726
Hispanic14806720984751611817119
White208969111790741012837117
Two or more races14907610148773138817319
Students with Disabilities14594441116151394555145
Economically Disadvantaged1077672397868225736827
English Learners270673037471263676433
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137359271271592913756325
Female167862221275632515796421
Male116857321166553411716129
American Indian<<<<<100<0<<<<
Asian27845716238664143794566
Black864553675548457585242
Hispanic1164533686658347696131
White157762231375622514806620
Two or more races76559351580642012726028
Students with Disabilities12322068113625648423458
Economically Disadvantaged759524155651445585342
English Learners640346044137592393661
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students271682936764333686532
Female375722537471263737027
Male267653326159394646036
Asian4797521-717129-94946
Black163623736158394585442
Hispanic273712716463363666434
White272692847167293716829
Two or more races582761826462363797621
Students with Disabilities633286783325679403160
Economically Disadvantaged362593835956413575443
English Learners-373763-4141593484552
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students583791768176197867914
Female787811378578159898011
Male379772147974215837817
American Indian<100<0<100<0<<<<
Asian169882213927981995775
Black277762327775232787622
Hispanic283811757772234827818
Native Hawaiian<100<0<100<0<100<0
White684791678376179898011
Two or more races582771828482167857815
Students with Disabilities-505050-464654-565644
Economically Disadvantaged273722727270282777523
English Learners172712835956411706930
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students776702467771238766924
Female780732077871229776823
Male673662757671246766924
American Indian<<<<<<<<<100<0
Asian228564151785691518846516
Black1656435-6363371646336
Hispanic473692737269285736927
Native Hawaiian<100<0<<<<<100<0
White9817219782751810807020
Two or more races375722557570252807820
Students with Disabilities12626741373663-282872
Economically Disadvantaged266633426361373605740
English Learners-555545-5353472484652
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128573151488741213867314
Female118675141589741113887412
Male128472161387741314857115
American Indian<<<<<<<<<<<<
Asian24886512279164933895711
Black775682558176193747026
Hispanic6837717988791215867114
Native Hawaiian<100<0<100<0<100<0
White148975111790731015897411
Two or more races979692178981119887912
Students with Disabilities-555545-7070303504750
Economically Disadvantaged6797321585791510786822
English Learners3777423-71712910605040
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 Students118271181282701812806820
Female108272181082721811817019
Male128270181382691813806720
American Indian-83831757167294827918
Asian22886712198970112291699
Black469643147065304666234
Hispanic674682677568257746826
Native Hawaiian29100710<<<<20907010
White148773131487721315867114
Two or more races108272181283711712786722
Students with Disabilities446425454944515464154
Economically Disadvantaged568643256964314656135
English Learners142415834643541474553
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167761232379562121745326
Female177760232279572121755425
Male167861222379562120735327
American Indian<<<<<100<0<<<<
Asian26916594088491241864514
Black95849421164523610584842
Hispanic86860321574592613685532
Native Hawaiian<100<0<100<0<<<<
White208464162684571625815619
Two or more races167559252781541922704730
Students with Disabilities847395394839527403460
Economically Disadvantaged8625438116555358595141
English Learners153524785648443545146
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14826818980712011776523
Female12827018880722011776623
Male158367171180692012776423
American Indian<100<0<<<<<<<<
Asian29896011218160191893757
Black570653026664344615739
Hispanic874662667670248726528
Native Hawaiian<100<0<100<0
White178770131286741415836717
Two or more races11877613117564258797021
Students with Disabilities643375734239585443956
Economically Disadvantaged770633046763335595541
English Learners-222278-404060-303070
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98474161087771311857415
Female9867714987781310877713
Male108272181086761413847116
American Indian<100<0<<<<<<<<
Asian2082611816937772692668
Black371672938077203737027
Hispanic677712348176194797521
Native Hawaiian<100<0<100<0<100<0
White128977111289771115897411
Two or more races6878113118979119888012
Students with Disabilities238376225048504484452
Economically Disadvantaged270683037572254706730
English Learners-434357-484852-494951
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students782751887769238817319
Female680742067771237807420
Male7847716107666249837317
American Indian<<<<<<<<<100<0
Asian1686701415887312997893
Black170693015857421717029
Hispanic179782147066304757125
Native Hawaiian<100<0<<<<
White88677141082721811857415
Two or more races876672438077208776923
Students with Disabilities-48485234542555524848
Economically Disadvantaged370683036360373716729
English Learners5454055-393961-787822
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students884761688577156837717
Female683771768478165847916
Male1186761498677147837617
American Indian<<<<<<<<<<<<
Asian139481679790314887412
Black273712727573251696831
Hispanic473692757368273787522
Native Hawaiian<100<0<100<0
White11907910109079108908110
Two or more races784771629088106807420
Students with Disabilities153524725352471494851
Economically Disadvantaged271692927068301706930
English Learners-373763-3636641403960
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 Students198566151984651622856315
Female188566151883651720846416
Male208565152085651524866214
American Indian4888412229170912887612
Asian299365727926483195645
Black11776723975652512756325
Hispanic158165191579652117816519
Native Hawaiian2090701038905210<100<0
White238865122387641325886312
Two or more races168367171787701320856515
Students with Disabilities549445185043508524448
Economically Disadvantaged107463261072622811736227
English Learners106354371060504011655435
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148875121386741417877113
Female128775131186751414857115
Male159075101486721419897011
American Indian<<<<<<<<<100<0
Asian2396734148470161196844
Black1082731837774238827418
Hispanic9797021885771510827218
Native Hawaiian<100<0<<<<<100<0
White16927681789731121896811
Two or more races1086761498879131092828
Students with Disabilities352494834542555494451
Economically Disadvantaged779722157671246766924
English Learners-575743-6666342525048
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<<<<<
Female<<<<<<<<
Male<<<<<<<<
Hispanic<<<<<<<<
White<<<<<<<<
Students with Disabilities<<<<<<<<
Economically Disadvantaged<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98273181380672019836517
Female68175191077672313816819
Male118371171583671724856115
American Indian<100<0<100<0<<<<
Asian14826818208867122994656
Black473692767165299726328
Hispanic7807321776682415816719
Native Hawaiian<<<<<100<0<100<0
White118574151683671722866414
Two or more races8817419781741917856815
Students with Disabilities3373463546415411433257
Economically Disadvantaged3666334565593510706030
English Learners2605840-5656447595241
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118674141488731214867214
Female118574151387751312867314
Male118675141688721215867114
American Indian<100<0<<<<<<<<
Asian229675424957152894666
Black577722347976214757025
Hispanic679732197970219817119
Native Hawaiian<100<0<100<0
White14897511189173918907310
Two or more races4838017109585511857415
Students with Disabilities249475145854423555345
Economically Disadvantaged472682857570254757025
English Learners152514814543553565244
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288658142284631624856115
Female288859122384611624856115
Male288457162185641524856115
American Indian<<<<<100<0<100<0
Asian419857217957854696504
Black168063201173622713736027
Hispanic218462161681651913826919
White338855122788611228896011
Two or more races218463161886681426876113
Students with Disabilities245425533936614494551
Economically Disadvantaged147662241072622810736327
English Learners870633085446464615739
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students368447163581461936834617
Female368347173581461936824618
Male378448163582471837844716
American Indian<100<0<100<0<100<0
Asian469549570972734797503
Black217453262471472928734527
Hispanic328251183078482233824818
Native Hawaiian<100<0<<<<<100<0
White428645143984461640864614
Two or more races328250183386531432804820
Students with Disabilities5514649105040508473953
Economically Disadvantaged227453262172512822735127
English Learners257449262674482625815619
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: 93.22 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-kindergarten424445469
Kindergarten1,5621,5711,544
Grade 11,6121,5811,652
Grade 21,7741,6031,647
Grade 31,8011,7891,642
Grade 41,7151,7641,850
Grade 51,8111,7601,827
Grade 61,7841,8481,786
Grade 71,8141,8271,883
Grade 81,8661,8531,863
Grade 92,0152,0142,035
Grade 101,9251,9301,910
Grade 111,7741,8281,838
Grade 121,8541,8041,862
Total Students23,73123,61723,808
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 Students237312361723808
Female114431144611510
Male122881217112298
American Indian575350
Asian610577600
Black425042434376
Hispanic331535433759
Native Hawaiian363436
White140421362213374
Two or more races142115451613
Students with Disabilities277127942970
Not Students with Disabilities209602082320838
Economically Disadvantaged713987579739
Not Economically Disadvantaged165921486014069
English Learners115012731396
Not English Learners225812234422412
Homeless292284234
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 StudentsDivision1034589442710742
State4978334420270895255071972
FemaleDivision5552451715288
State27214151989353321880682
MaleDivision47934427127934
State2256919222177362036271290
American IndianDivision<<<<0<
State123127114274
AsianDivision3373031
State45731128821711553
BlackDivision1771591702717
State79241059610702191502852
HispanicDivision1027523323
State47504926291891962258
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision66931820244015
State299871610711575791723708
Two or more racesDivision49262056
State23641473934417494
Students with DisabilitiesDivision11103444190
State1022603427081331173104
Economically DisadvantagedDivision17222520145130
State959515818159442726441138
English LearnersDivision81721170
State1518329526534162681
HomelessDivision4130042
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 Students1843166790.5169491.91075.8
Female86881794.183295.9283.2
Male97585087.286288.4798.1
American Indian0<100<10000
Asian474391.54391.536.4
Black39735388.935388.9276.8
Hispanic21717982.518283.93214.7
Native Hawaiian0<100<10000
White1086100792.7103194.9403.7
Two or more races887787.57787.555.7
Students with Disabilities18115887.316289.51910.5
Economically Disadvantaged51241781.443184.25110
English Learners4527602862.21737.8
Homeless231773.91773.9417.4
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 Taken -1,161 / 15.34%2,162 / 28.55%
Advanced Placement Course Enrollment2,181 / 29%2,374 / 31.37%2,427 / 32.05%
Dual Enrollment461 / 6.13%317 / 4.19%241 / 3.18%
Governor’s School Enrollment221 / 2.94%222 / 2.93%224 / 2.96%
IB Course Enrollment - -17 / .22%
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 StudentsDivision1620105335
State800255758028
FemaleDivision79056528
State404623112723
MaleDivision83048841
State395632645333
American IndianDivision0<100
State25416535
AsianDivision433226
State5267459213
BlackDivision29716843
State171671128234
HispanicDivision17311434
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision102968833
State457593374926
Two or more racesDivision694535
State3387249826
Students with DisabilitiesDivision721974
State5663303146
Economically DisadvantagedDivision37318251
State224061294742
English LearnersDivision603050
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 AssessmentsDivision--15
 State397141393623
State LicensuresDivision131520
 State167317901964
Industry CertificationDivision78622822719
 State89541100544109590
Workplace ReadinessDivision1330230260
 State336653077542313
Total Credentials EarnedDivision212925273014
 State128850137248157490
Students Earning One or More CredentialsDivision182521692563
 State104867109089126113
CTE CompletersDivision849962933
 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 Students15612706157158.1%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students15932836162557.3%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students17383189182357.2%
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
6666.865.9

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
2013-20144,389.005,023.00563.00
2014-20154,350.005,204.00596.00
2015-20164,816.005,149.00606.00

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 Students219561567548785221371407590672215411565711899211961895681875
Female10654738281359107536622673261042078433442310323920328401
Male11302829267426113847453233461112178137747610873975353474
American Indian60735633165030046211
Asian616401013600188115673213105703783
Black413025389162413422710613339532711221983897352129192
Hispanic27151976197298319885893092204101124328227487139
Native Hawaiian24311313023041131302
White132829643484691307085735539212539948424500120341075399470
Two or more races11291033638125610135391310103506613361525768
Students with Disabilities24262349714722402109112424012311261722444300120170
Economically Disadvantaged80198343225127256712321375756581637854376351015389549
English Learners11279127271129743022122385325213191042761
Homeless4079446893847059633766045843169148110
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 Students96.4596.6394.54
Female96.4796.6394.57
Male96.4396.6394.51
American Indian96.4997.6894.99
Asian97.5897.796.43
Black96.8496.9794.8
Hispanic96.4696.6694.57
Native Hawaiian96.7596.7392.7
White96.3396.5294.42
Two or more races95.8996.1494.09
Students with Disabilities95.4195.5693.29
Economically Disadvantaged95.4695.7993.36
English Learners96.6196.6994.57
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 Offenses139
Technology Offenses19
Offenses Against Student227
Offenses Against Staff36
Weapons Offenses64
Property Offenses43
All Other Offenses40
Other Offenses Against Persons472
Disorderly or Disruptive Behavior Offenses874
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 Indian0.3060.20.240.2250.18
Asian2.5791.072.570.922.4450.45
Black18.05629.7917.90932.6317.98136.22
Hispanic13.35511.0413.96911.6615.01512.01
Native Hawaiian0.1130.290.1520.170.144
White59.8951.7659.17247.2357.72842.73
Two or more races5.7025.865.9887.386.5478.4
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 Indian0.3060.240.2251.14
Asian2.5792.572.445
Black18.05635.7917.90925.7117.98137.5
Hispanic13.3558.4213.96910.4815.01514.77
Native Hawaiian0.1131.050.1520.144
White59.8951.5859.17258.157.72836.36
Two or more races5.7023.165.9885.716.54710.23
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 Indian0.3060.240.225
Asian2.5792.572.445
Black18.05617.90917.981
Hispanic13.35513.96915.015
Native Hawaiian0.1130.1520.144
White59.8959.17210057.728
Two or more races5.7025.9886.547
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 Students38.0438.5439.08
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 Students31.3334.3436.5
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 Students72.4369.6569.9
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

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 14.45 : 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 iconstudent ratio iconstudent ratio icon

2015-2016 Grades 8-12 Student Teacher Ratio: 14.1 : 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 iconstudent ratio iconstudent ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional4%5%
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%1%1%
High Poverty---
Low Poverty100%1%1%
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
2014-201540%58%1%1%
2015-201643%55%0%2%
2016-201744%53%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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