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General school information

Division: Stafford County Public Schools
Address: 31 Stafford Avenue Stafford, VA 22554
Superintendent: Mrs. Pamela M. Kahle
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 Schools30
Fully Accredited30

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 StudentsDivision899090
 Virginia858687
FemaleDivision919393
 Virginia898990
MaleDivision878788
 Virginia828384
American IndianDivision100100100
 Virginia848481
AsianDivision949587
 Virginia909293
BlackDivision878586
 Virginia797981
HispanicDivision838684
 Virginia767675
Native HawaiianDivision91<100
 Virginia899292
WhiteDivision909193
 Virginia899091
Two or more racesDivision879593
 Virginia888989
Students with DisabilitiesDivision676358
 Virginia535354
Economically DisadvantagedDivision788279
 Virginia757578
English LearnersDivision7675100
 Virginia676762
Gap Group 2Division878586
 Virginia797981
Gap Group 3Division838684
 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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168266181782651816816519
Female188567151985671517846716
Male137966211579642114786422
American Indian13726028168065208867814
Asian248762132487621323846116
Black7736527107262289736427
Hispanic107666241178662210736327
Native Hawaiian16907310118978119857615
White208767132187661320876713
Two or more races148369171684671615826718
Students with Disabilities124836521151404911524148
Economically Disadvantaged869623197161298696131
English Learners661553996455365585342
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147560251674582617735627
Female177659241878602220775723
Male127362271471572914695631
American Indian<<<<<<<<<<<<
Asian278154191885661519755625
Black5625838860524012665334
Hispanic106858321274622612645336
Native Hawaiian-92928<100<0<<<<
White198162192179582122805820
Two or more races167660241478642213725928
Students with Disabilities104636541243305713443156
Economically Disadvantaged761543996455367585042
English Learners10504050126654357524548
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187759232078582218775823
Female218059202281591920806120
Male157559251775582517735627
American Indian<<<<<<<<<<<<
Asian368448163683471726855915
Black96859321265533510645436
Hispanic106858321470573013725828
Native Hawaiian<100<010706030<<<<
White228260182486621423836017
Two or more races238259182178572218806220
Students with Disabilities114434561051404915473153
Economically Disadvantaged116756331163533710665734
English Learners8595141125645446575143
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258358172583591722805720
Female258458162785581524835917
Male248258182282601820765624
American Indian<<<<<<<<<<<<
Asian318049203789521133835017
Black127360271876582414715729
Hispanic167963211677622311695831
Native Hawaiian<100<0<100<0991829
White328856123087571330875713
Two or more races238158192287651324825918
Students with Disabilities174730531454404611534247
Economically Disadvantaged137159291776582414675433
English Learners9675933116957316534847
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198061202283601717836617
Female228563152384621620856515
Male167660242281601914816719
American Indian<<<<<100<0<<<<
Asian318655143883451727896211
Black11715929127361279756625
Hispanic127664241377642311786722
Native Hawaiian<<<<<100<0<<<<
White248561152888591221886712
Two or more races167862221981621921836217
Students with Disabilities15493451104434568564844
Economically Disadvantaged9675833107060308736527
English Learners6625638106454364686432
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158570151585701517846716
Female199071101890721019866714
Male128169191281681916826618
American Indian<<<<<<<<<100<0
Asian19967742086651432855215
Black78072201077672310776723
Hispanic88273181382701811756325
Native Hawaiian<<<<<<<<<100<0
White218867121890721022906810
Two or more races78679141684681613877313
Students with Disabilities114534551057464310514249
Economically Disadvantaged573692787466269726328
English Learners267653377165295635837
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138168191579642111817019
Female168670141883651712857315
Male97767231375622510766624
American Indian<<<<<<<<10908010
Asian258662142090701015867114
Black770623096859326726628
Hispanic973642777467268746626
Native Hawaiian<<<<<100<0<<<<
White158772132083631715877213
Two or more races9867714128472169837517
Students with Disabilities83829621143325712524048
Economically Disadvantaged667613366256385696431
English Learners356534435552451525148
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students790841069085107898111
Female792858694876891839
Male689831158782136868014
American Indian<<<<<100<0<100<0
Asian7898211690851013867214
Black285831538480163838017
Hispanic688811248884126817519
Native Hawaiian<100<0<100<0<100<0
White893857793867993847
Two or more races6928688938577898211
Students with Disabilities11675633106656348605240
Economically Disadvantaged282801838380173817819
English Learners16766333625938-535347
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228159192281591919775823
Female268660142687611324835917
Male187658241775582514705730
American Indian36865014128271186696331
Asian368447163487531330845416
Black117261281371572911665634
Hispanic147762231677602312705730
Native Hawaiian23926984010060029865714
White278558152685591524835917
Two or more races218161192284621619775723
Students with Disabilities842335894234589423258
Economically Disadvantaged9665734116957319635437
English Learners658524275447461434157
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207554251774572614695531
Female258358172283611717765924
Male166751331367543311615039
American Indian<<<<<<<<9554545
Asian468438163286551431855415
Black964553696254388574943
Hispanic147056301269573110635337
Native Hawaiian<<<<<100<0<<<<
White258055202179582117755825
Two or more races207555251779622112665434
Students with Disabilities531276973428668342666
Economically Disadvantaged1060504095951417544746
English Learners6524748105546452403860
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238663142686601423856115
Female268962113190601030895911
Male198364172182611816806320
American Indian<<<<10908010<100<0
Asian288456163688511329835417
Black137967211777602313756225
Hispanic158368172083631715776323
Native Hawaiian<100<0<100<0<100<0
White28896111319160930906110
Two or more races228866122688621226866014
Students with Disabilities135441461152414811504050
Economically Disadvantaged87566251478642211736227
English Learners663563745249481454455
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198364171882641817806320
Female208565151883651717826518
Male198162191780632017786122
American Indian18796121883751716796321
Asian39905110379154935885312
Black107463261072632810706030
Hispanic137865221377642312756325
Native Hawaiian28906210339461626906410
White248764132286651421866514
Two or more races198566151782651817816419
Students with Disabilities125644441054444611524148
Economically Disadvantaged107262281072622810706030
English Learners1070603097161298645636
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217756231874572619755625
Female207757231875582517745626
Male227755231773562720755625
American Indian<<<<<<<<<<<<
Asian468438163086561418755725
Black10665634557524310625138
Hispanic116756331471572914705630
Native Hawaiian1891739<<<<<<<<
White278457162281591923805720
Two or more races237855222073532820775723
Students with Disabilities13463354942345816452955
Economically Disadvantaged106454361063543710615139
English Learners10605040966573413614839
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288355172781541925795521
Female278356172680542023805720
Male298354172781541926785222
American Indian<100<0<<<<<<<<
Asian5294426559136950883812
Black167255281368553213655235
Hispanic207555251775582519745526
Native Hawaiian<100<030100700<<<<
White338855123486521431875613
Two or more races328755132881531923805720
Students with Disabilities166246381353404716564044
Economically Disadvantaged177255281568533214705630
English Learners176851321367553313655135
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298152192883551728795221
Female298253182783551727815319
Male297950212883541728785022
American Indian<<<<<<<<<100<0
Asian508535154190491046884113
Black196849321871532916685232
Hispanic207656242076562416725628
Native Hawaiian<<<<<100<02791649
White358651143389561136865014
Two or more races258762133184531628815319
Students with Disabilities155237481660444013483552
Economically Disadvantaged166953311675582516685232
English Learners17685132146956318615339
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students209069101888701216846916
Female22916991989701117877013
Male198869121888701214826818
American Indian<<<<<<<<<100<0
Asian3693577339359725886312
Black148369171383701711776623
Hispanic148773131485711510786822
Native Hawaiian<100<0<100<0<<<<
White2593687229270819897011
Two or more races18937571388751217856815
Students with Disabilities166751331358454210625338
Economically Disadvantaged9847416118170199776823
English Learners7817419107970218716329
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238158192279572121785722
Female258459162281591921815919
Male227856222277552321775623
American Indian<<<<<<<<<<<<
Asian44965345587321347874013
Black137057301570553013675433
Hispanic177760231472582816725728
Native Hawaiian<100<0<100<0<100<0
White288556152784571625856015
Two or more races158267181880622019816119
Students with Disabilities144834521451374912443256
Economically Disadvantaged106857321466523412655435
English Learners137057301366533411635337
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students577722357671244706730
Female681751967973213767324
Male574692657368274656135
American Indian<<<<<<<<<<<<
Asian793867108676147787022
Black365633536966314605640
Hispanic677722357469263676533
Native Hawaiian<<<<<100<0<100<0
White682771867973213777423
Two or more races880722067974215726628
Students with Disabilities9483952950415011443356
Economically Disadvantaged368653246561354625738
English Learners57065305716629-494951
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108474161084731610817119
Female138876121287751311847316
Male880722098172199786922
American Indian10908010<<<<<<<<
Asian299263829946562891639
Black480752057772236756925
Hispanic681751968175197767024
Native Hawaiian<<<<<<<<<100<0
White138673141387741311847316
Two or more races983741778174198807220
Students with Disabilities256544425352471545246
Economically Disadvantaged573682757368274747026
English Learners274722637471263706630
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118271181081711912816919
Female128472161183721712837017
Male10807020980702011796821
American Indian<<<<<<<<20907010
Asian31794821298961113793567
Black472682837269285656035
Hispanic776692487467268797121
Native Hawaiian1592778<100<0<<<<
White138874121387741315877313
Two or more races118574151084751611827218
Students with Disabilities358554235351473504850
Economically Disadvantaged570653057267286716529
English Learners363603756559355656035
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2592678208969111991729
Female2694686199071102093737
Male238966112087671318887012
American Indian<100<0<<<<<<<<
Asian449753339965643894566
Black138673141184731611907910
Hispanic199072101785691514867214
Native Hawaiian<<<<30100700<100<0
White2994656229068102292698
Two or more races2791649178973111895775
Students with Disabilities20725228674682614786422
Economically Disadvantaged16846916118574159857615
English Learners12736127128875126797321
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148672141384711612827018
Female128674141284721611827118
Male158570151484701613816819
American Indian119281868477168888013
Asian228766132090701020886812
Black575702557469264716729
Hispanic979702187769238736527
Native Hawaiian2193727269468624886412
White18917391790731016897311
Two or more races138875121386731411837217
Students with Disabilities756504465649448534647
Economically Disadvantaged673672767266286706330
English Learners462583856358373524948
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228159192079582117786122
Female198061202078592216796321
Male258357172179582119775823
American Indian<<<<<<<<<100<0
Asian338047203385521536854915
Black12685532106757339675933
Hispanic147257281369563111685732
Native Hawaiian<100<0<100<030805020
White288961112585601523866314
Two or more races228563152384611615806420
Students with Disabilities125140491054444612483652
Economically Disadvantaged96758331068583210665634
English Learners10625238106050406565144
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11837217108272189776823
Female983751788274187777023
Male138370171283711710776723
American Indian<<<<<100<0-909010
Asian25856015159378715867114
Black368653247369274646036
Hispanic575702567670247686232
Native Hawaiian<<<<<<<<<<<<
White149075101487731312867414
Two or more races1189781178579156787222
Students with Disabilities849415175548457494251
Economically Disadvantaged567623336664345635737
English Learners153524716059401454355
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students149076101588731214867314
Female13917791489751113887412
Male148874121687711314857115
American Indian<100<0<100<020100800
Asian2296744219271824886413
Black681751958075204757125
Hispanic9887912108170199807120
Native Hawaiian<100<02592678<100<0
White189275819937371993747
Two or more races12928081690741012877513
Students with Disabilities357534335552453575443
Economically Disadvantaged579742187769238776923
English Learners171702936360373454255
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138774131187761313867214
Female128977111187761313867314
Male148671141087761313857215
American Indian<100<0<<<<<<<<
Asian149177916937671993747
Black478742267973215807620
Hispanic1080702077972219766724
Native Hawaiian<100<0<100<0<100<0
White1691759139178916897211
Two or more races148773131085751514877413
Students with Disabilities-68683277366279827318
Economically Disadvantaged575702547471266777123
English Learners26765334726728-616139
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students987781388678147837617
Female888801278679146837717
Male1187761388577158837417
American Indian991829<<<<<<<<
Asian118372171788711210867714
Black280782027371271717029
Hispanic679742148076205767124
Native Hawaiian10908010<100<0<100<0
White149380711938271191809
Two or more races9887912785781511877613
Students with Disabilities261593925452464555145
Economically Disadvantaged378742227572251717029
English Learners162613836663341525148
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238966112288661220866614
Female208869122087681317856815
Male268963112488641223876413
American Indian239068101587721324856215
Asian3195645339360730906010
Black138269181380672010786822
Hispanic188768131784671616816519
Native Hawaiian3097673259166917887113
White2791649279265825906510
Two or more races22916992189671122866514
Students with Disabilities146651341163513713614839
Economically Disadvantaged138066201277652311766524
English Learners11796821127261289706130
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students159075101490761013887512
Female118977111089791110867614
Male1892738199173917907310
American Indian<100<0<<<<<<<<
Asian10908010109383720896911
Black882741898677145817619
Hispanic9877813118575159807120
Native Hawaiian<100<0<100<0<<<<
White199374718937571894756
Two or more races1394816169276810887712
Students with Disabilities966573456459368625338
Economically Disadvantaged781741968074207817419
English Learners-74742626563351626138
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198970111790731016856915
Female15897411169174913847216
Male248965111789721120866614
American Indian892838<<<<20705030
Asian4296554249671430895911
Black882731898273186787222
Hispanic178669141387741312826918
Native Hawaiian40905010<<<<<100<0
White2292698219372721906910
Two or more races239068101690741020886713
Students with Disabilities10675833566613411635337
Economically Disadvantaged980702098172196746826
English Learners682761887870225635837
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students239068102590651018876913
Female178871121988691215867114
Male2893657309161921896811
American Indian<100<0<<<<<100<0
Asian329463642914992195745
Black14877313138470168797221
Hispanic20917191885681515836817
Native Hawaiian<100<030100700<<<<
White279164930936472291699
Two or more races19937472690641021886712
Students with Disabilities167862221765473510716129
Economically Disadvantaged148470161582671813796621
English Learners6847816106958312757325
Geography Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students429957150954553299671
Female33100670419756330100700
Male549744360933373498642
Asian<100<050100500<100<0
Black2592678<<<<<100<0
Hispanic<100<055913693393607
White44100560539743334100660
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged<100<0<<<<1394816
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198768131784671618836617
Female198870121684671617836717
Male208666141784661619846516
American Indian<<<<<<<<<100<0
Asian1899811329261825835717
Black10817219107565257777023
Hispanic138370171177662311756425
Native Hawaiian<100<0<<<<<100<0
White259065102189671124896511
Two or more races168973111387741319846516
Students with Disabilities552474865044506484152
Economically Disadvantaged977672387062308706230
English Learners271702956963314666234
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students398748133785481535844916
Female378650143684481632845216
Male418746133886481438844616
American Indian<<<<<<<<<<<<
Asian579639470912095894366
Black277952212573472721725228
Hispanic318655142984541636865114
Native Hawaiian<100<0<100<0<<<<
White448945114390471040884812
Two or more races378852123684481636854915
Students with Disabilities166246381359464111554445
Economically Disadvantaged267953212173522721775723
English Learners308151192776492428865814
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: 90.91 State: 90.38Division: State:Division: State:

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

2016-20172017-20182018-2019
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten557595588
Kindergarten1,8371,9241,865
Grade 11,9301,9662,040
Grade 22,0191,9882,027
Grade 32,0482,0932,065
Grade 42,0652,1132,156
Grade 51,9662,1402,214
Grade 62,1312,0992,216
Grade 72,1942,1922,170
Grade 82,1692,2552,307
Grade 92,2952,3322,430
Grade 102,3652,3052,314
Grade 112,2602,3652,279
Grade 122,2622,3122,442
Total Students28,09828,67929,113
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 Subgroups

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 Students280982867929113
Female137081394614200
Male143901473314913
American Indian839490
Asian832872924
Black523753705579
Hispanic488553745762
Native Hawaiian867476
White148151467714298
Two or more races216022182384
Students with Disabilities280628723179
Not Students with Disabilities252922580725934
Economically Disadvantaged8694958110202
Not Economically Disadvantaged194041909818911
English Learners168520082415
Not English Learners264132667126698
Homeless187207167
Military Connected3134833205
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 StudentsDivision143871444126853
State4978334419271095854981970
FemaleDivision7723181962010
State27214151999363331873682
MaleDivision6663962564843
State2256919220177462536251288
American IndianDivision<<<<0<
State123127114274
AsianDivision52171012
State45731128821711553
BlackDivision2291601231418
State79241059810702211500849
HispanicDivision209129411513
State47504926292891961258
Native HawaiianDivision<<<<<<
State62634043
WhiteDivision8323522472816
State299871610411585831717709
Two or more racesDivision108522193
State23641473934417494
Students with DisabilitiesDivision19102443183
State1022603427101341173104
Economically DisadvantagedDivision2222662753030
State959515820159443026401137
English LearnersDivision29510065
State1518329526534162581
HomelessDivision8181052
State203616882523657
Foster CareDivision<<<<0<
State4413725104724
Military ConnectedDivision157483000
State175295542122029
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 Students2329219694.3220894.8682.9
Female1145110996.9111597.4201.7
Male1184108791.8109392.3484.1
American Indian0<<<<00
Asian737095.97095.911.4
Black4364019240492.7143.2
Hispanic37134292.234392.5154
Native Hawaiian0<<<<<<
White1259120895.9121596.5282.2
Two or more races17516292.616393.195.1
Students with Disabilities19116586.416888189.4
Economically Disadvantaged58051588.852089.7305.2
English Learners928087808766.5
Homeless342779.42779.4514.7
Foster Care0<<<<00
Military Connected20820810020810000
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 -2,048 / 22.32% -
Advanced Placement Course Enrollment -2,117 / 23.07%2,205 / 23.7%
Dual Enrollment -462 / 5.03%431 / 4.63%
Governor’s School Enrollment -300 / 3.27%240 / 2.58%
IB Course Enrollment -497 / 5.42%513 / 5.51%
Senior Enrolled in IB Program -36 / .39%44 / .47%
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 StudentsDivision2102152627
State800295758128
FemaleDivision109286221
State404633112723
MaleDivision101066434
State395662645433
American IndianDivision10<100
State25416535
AsianDivision635021
State5267459213
BlackDivision38027129
State171681128234
HispanicDivision22915034
State8078522135
Native HawaiianDivision0<100
State1147336
WhiteDivision124992526
State457613375026
Two or more racesDivision16612127
State3387249826
Students with DisabilitiesDivision1215654
State5663303146
Economically DisadvantagedDivision37220844
State224091294842
English LearnersDivision734440
State5212340435
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-6166
 State-41393623
State LicensuresDivision-5754
 State-17901964
Industry CertificationDivision-28192682
 State-100544109590
Workplace ReadinessDivision-11401078
 State-3077542313
Total Credentials EarnedDivision-40773880
 State-137248157490
Students Earning One or More CredentialsDivision-32753204
 State-109089126113
CTE CompletersDivision-1458956
 State-4240440516
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 Students20853991237159.4%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students20753961239460.4%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students20763755221659%
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
69.469.770.2

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
2013-20144,525.004,961.00577.00
2014-20154,193.005,071.00582.00
2015-20164,452.005,110.00568.00

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 Students26695108038343527670832243237266271469484598268221720528794
Female1302453419020313616416101961297675823227713039855249372
Male13671546193232140544161421411365171125232113783865279422
American Indian967158920174121179923
Asian7711965810188181339119841411115
Black4984197847952591494254513825190110515728694169
Hispanic405119270764546153434346212771231175077379116185
Native Hawaiian68403812008140368521
White14805582187215147944461261151389175821230313520850256366
Two or more races192079355220916224232009128475520801504755
Students with Disabilities21401544963256212949442696198811352709251102166
Economically Disadvantaged8183580220238830943513810487367683163888598867295490
English Learners161066292317496721121720119404821161516085
Homeless198381732275341522320522149258523672
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
Subgroup2015-20162016-20172017-2018
All Students96.9695.0395.27
Female96.9195.0395.21
Male97.0195.0395.33
American Indian96.194.4694.11
Asian97.4496.0296.45
Black97.5395.7195.95
Hispanic96.894.5794.89
Native Hawaiian97.4895.0393.88
White96.8294.9195.12
Two or more races96.7694.9895.16
Students with Disabilities96.193.5794.24
Economically Disadvantaged96.3694.0594.31
English Learners96.7694.6195.17
Foster Care95.5695.91
Military Connected97.0895.895.75
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 Offenses138
Technology Offenses553
Offenses Against Student202
Offenses Against Staff48
Weapons Offenses78
Property Offenses112
All Other Offenses364
Other Offenses Against Persons744
Disorderly or Disruptive Behavior Offenses2,547
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

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 Indian0.330.320.2980.120.3310.31
Asian2.8830.812.9880.93.0721.06
Black18.63836.8218.8135.518.91834.79
Hispanic16.35313.9317.54614.9518.93218.24
Native Hawaiian0.3050.140.3090.080.2610.13
White54.81139.9753.21340.4451.70537.32
Two or more races7.5298.027.7588.027.8148.15
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 Indian0.331.410.2980.331
Asian2.8832.9883.0721.47
Black18.63826.7618.8138.3718.91830.88
Hispanic16.35321.1317.54612.7918.93216.18
Native Hawaiian0.3050.3090.261
White54.81140.8553.21339.5351.70541.18
Two or more races7.5299.867.7589.37.81410.29
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 Indian0.330.2980.331
Asian2.8832.9883.072
Black18.63857.1418.815018.91833.33
Hispanic16.35314.2917.5462518.932
Native Hawaiian0.3050.3090.261
White54.81128.5753.2132551.70566.67
Two or more races7.5297.7587.814
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 Students28.1328.5328.82
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 Students39.7149.2350.42
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 Students81.3782.0980.92
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: 16.87 : 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 iconstudent ratio iconstudent ratio icon

2015-2016 Grades 8-12 Student Teacher Ratio: 12.02 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional5%6%
Provisional Special Education0%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
2015-201638%58%1%3%
2016-201740%57%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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