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General school information

Division: Stafford County Public Schools
Address: 31 Stafford Avenue Stafford, VA 22554
Superintendent: Dr. William Bruce Benson
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158367171682661817826518
Female178669141885671519856715
Male137966211379662115796421
American Indian78073201372602816806520
Asian248663142487621324876213
Black8746626773652710726228
Hispanic117867221076662411786622
Native Hawaiian178367171690731011897811
White198768132087671321876613
Two or more races148369171483691716846716
Students with Disabilities124634541248365211514049
Economically Disadvantaged870623086962319716129
English Learners868613266155399645536
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177659241475602516745826
Female187961211776592418786022
Male177457261273622714715729
American Indian<<<<<<<<<<<<
Asian258460162781541918856615
Black1067583356258388605240
Hispanic117160291068583212746226
Native Hawaiian<<<<-92928<100<0
White218160191981621921795821
Two or more races217554251676602414786422
Students with Disabilities144027601046365412433057
Economically Disadvantaged1063543776154399645536
English Learners116049401050405012665435
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218261181877592320785822
Female258560152180592022815919
Male187961211575592517755825
American Indian<100<0<<<<<<<<
Asian388244183684481636834717
Black12736127968593212655335
Hispanic157762231068583214705730
Native Hawaiian<100<0<100<010706030
White268660142282601824866214
Two or more races138269182382591821785722
Students with Disabilities154631541144345610514049
Economically Disadvantaged127058301167563311635337
English Learners12675533859514112564544
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208363172583581725835917
Female218665142584581627855815
Male198061202482581822826018
American Indian<<<<<<<<<<<<
Asian258963113180492037895211
Black127260281273602718765824
Hispanic168165191679632116776223
Native Hawaiian<<<<<100<0<100<0
White248763133288561230875713
Two or more races178063202381581922876513
Students with Disabilities135137491747305314544046
Economically Disadvantaged117362271371592917765824
English Learners10746426967593311695731
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187861221980612022836017
Female198263182285631523846216
Male167458261676602422816019
American Indian<<<<<<<<<100<0
Asian29946563186551438834517
Black76660341171592912736127
Hispanic107464261276642413776423
Native Hawaiian<<<<<<<<<100<0
White228260182485611528885912
Two or more races187658241678622219816219
Students with Disabilities113827621549345110443456
Economically Disadvantaged8645536967583310706030
English Learners4625838662563810645436
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148671141585701515857015
Female189072101990711018907210
Male118271181281691912816819
American Indian<<<<<<<<<<<<
Asian25856015199677420866514
Black7787122780722010776723
Hispanic10817219882731813827018
Native Hawaiian<<<<<<<<<<<<
White189072102188671218907210
Two or more races13887512786791416846816
Students with Disabilities84638541145345510574643
Economically Disadvantaged876682457369278746626
English Learners569643126765337716529
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118170191381681915796421
Female138672141686701418836517
Male8756725977672313756225
American Indian<<<<<<<<<<<<
Asian158065202586621420907010
Black670643077062309685932
Hispanic871632997364277746726
Native Hawaiian20907010<<<<<100<0
White138773131587721320836317
Two or more races9817119986771412847216
Students with Disabilities14422858838296211433257
Economically Disadvantaged666613466761336625638
English Learners565603535653443555245
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students89284879084106908510
Female994856792858694876
Male790831068983115878213
American Indian<100<0<<<<<100<0
Asian1187761378982116908510
Black487831328583153848016
Hispanic69185968881124888412
Native Hawaiian<100<0<100<0<100<0
White1093847893857793867
Two or more races796894692868893857
Students with Disabilities106151391167563310665634
Economically Disadvantaged483791728280183838017
English Learners483791716766333625938
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 Students218160192281591922815919
Female278660142686601426876113
Male167660241876582417755825
American Indian88577153686501412827118
Asian378852123684471634875313
Black117059301172612813715729
Hispanic147460261477622316776023
Native Hawaiian31885613239269840100600
White278660142785581526855915
Two or more races158166192181611922846216
Students with Disabilities843345784233589423458
Economically Disadvantaged9675833966573411695731
English Learners863553765852427544746
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187658242075542517745726
Female248360172583581722836117
Male126856321667513313675433
American Indian<<<<<<<<<<<<
Asian418948114684381632865514
Black864563696455369625438
Hispanic126755331470563012695731
Native Hawaiian30805020<<<<<100<0
White238259182580552021795821
Two or more races107464262075552517796221
Students with Disabilities934256653127697342866
Economically Disadvantaged9625438106050409595141
English Learners11594841652474810554645
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248662142386631426866014
Female298960112689621131906010
Male198263181983641721826118
American Indian<100<0<<<<10908010
Asian338854132884561636885113
Black137562251379672117776023
Hispanic178265181583681720836317
Native Hawaiian<100<0<100<0<100<0
White29906010288961113191609
Two or more races208868122288661226886212
Students with Disabilities75346471354414611524148
Economically Disadvantaged10726228875662514786422
English Learners568633266356374524948
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 Students188466161983641718826418
Female198667142085651518836517
Male188365171981621917806320
American Indian19856515187961218837517
Asian3891539399051103791549
Black107766231074632610726328
Hispanic148066201378652213776423
Native Hawaiian26835717289062103394616
White228867122487641322866514
Two or more races178468161985661517826518
Students with Disabilities115342471256444410544446
Economically Disadvantaged117464261072622810726228
English Learners12756325107060309716129
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207858222177562318745726
Female197859222077572318755825
Male217857222277552317735627
American Indian<<<<<<<<<<<<
Asian29936474684381630865614
Black11695831106656345575243
Hispanic136956311167563314715729
Native Hawaiian<<<<1891739<<<<
White258258182784571622815919
Two or more races198061202378552220735328
Students with Disabilities10463654134633549423458
Economically Disadvantaged116656341064543610635437
English Learners10635337106050409665734
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268559152883551727815419
Female258660142783561726805420
Male278558152983541727815419
American Indian<100<0<100<0<<<<
Asian449248852944265591369
Black187658241672552813685532
Hispanic238259182075552517755825
Native Hawaiian<<<<<100<030100700
White299061103388551234865214
Two or more races208262183287551328815319
Students with Disabilities155843421662463813534047
Economically Disadvantaged167558251772552815685332
English Learners217857221768513213675533
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298454162981521928835517
Female308555152982531827835517
Male288354172979502128835417
American Indian<<<<<<<<<<<<
Asian57923585085351541904910
Black167155291968493218715329
Hispanic248358172076562420765624
Native Hawaiian<100<0<<<<<100<0
White358853123586511433895611
Two or more races238562152587621331845316
Students with Disabilities165337471552374816604440
Economically Disadvantaged177658241669533116755825
English Learners187960211768513214695631
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students189072102090691018887012
Female1891749229169919897011
Male188870121988691218887012
American Indian<<<<<<<<<<<<
Asian349763336935773393597
Black118473161483691713837017
Hispanic138472161487731314857115
Native Hawaiian<<<<<100<0<100<0
White219372725936872292708
Two or more races17887212189375713887512
Students with Disabilities146350371667513313584542
Economically Disadvantaged12837117984741611817019
English Learners10827118781741910797021
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217959212381581922795721
Female238158192584591622815919
Male197759232278562222775523
American Indian<100<0<<<<<<<<
Asian45894411449653455873213
Black116857321370573015705530
Hispanic167660241777602314725828
Native Hawaiian<<<<<100<0<100<0
White258359172885561527845716
Two or more races218565151582671818806220
Students with Disabilities93929611448345214513749
Economically Disadvantaged106655341068573214665234
English Learners96758331370573013665334
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students679732157772235767124
Female683771768175196797321
Male575692557469265736827
American Indian<<<<<<<<<<<<
Asian478742279386710867614
Black674682636563353696631
Hispanic573682767772235746926
Native Hawaiian<<<<<<<<<100<0
White684781668277186797321
Two or more races176742488072206797421
Students with Disabilities1447335394839529504150
Economically Disadvantaged671652936865324656135
English Learners668613257065305716629
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88577151084741610847316
Female98879121388761212877513
Male782751888072209817219
American Indian<<<<10908010<<<<
Asian3089591129926382994656
Black381781948075205777223
Hispanic582771868175196817519
Native Hawaiian8837517<<<<<<<<
White98778131386731413877413
Two or more races783751798374177817419
Students with Disabilities158564225654442535247
Economically Disadvantaged478742257368275736827
English Learners881731927472263747126
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138571151182711810817119
Female148671141284721611837217
Male12847116108070209807020
American Indian<100<0<<<<<<<<
Asian348853133179482129896111
Black676702447268283726928
Hispanic1079692177669248746726
Native Hawaiian<<<<1592778<100<0
White168973111388741213877413
Two or more races128573151185741510847516
Students with Disabilities254514635855423535147
Economically Disadvantaged671642957065305726728
English Learners1175642536360375655935
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2495705259267820896911
Female2695695269468619907110
Male22947262389661120876713
American Indian<100<0<100<0<<<<
Asian389658444975333996564
Black14917791386731411847316
Hispanic19947561990721017856915
Native Hawaiian<100<0<<<<30100700
White2795695299465622906810
Two or more races2895665279164917897311
Students with Disabilities13816819207252286746826
Economically Disadvantaged14917791684691611857415
English Learners19957651273612712887512
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 Students138773131486721413847116
Female118775131286741412847216
Male158772131585701514847016
American Indian89284811928186847716
Asian228967112287661320907010
Black577712357570255746926
Hispanic981731997970218776923
Native Hawaiian189174921937272694686
White1791759189173917907310
Two or more races128775131388751213867314
Students with Disabilities656494475650446564944
Economically Disadvantaged675692567367276726628
English Learners573682746258385635837
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178265182281591920795821
Female168266181980612020785922
Male188264182583571721795821
American Indian<<<<<<<<<<<<
Asian348955113380472033855215
Black86758331268553210675733
Hispanic138169191472572813695631
Native Hawaiian<<<<<100<0<100<0
White218866122889611125856015
Two or more races148167192285631523846116
Students with Disabilities105444461251404910544446
Economically Disadvantaged9726328967583310685832
English Learners87668241062523810605040
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118371171183721710827218
Female982731898375178827418
Male148369171383701712837117
American Indian<100<0<<<<<100<0
Asian18846616258560151593787
Black471672936865324736927
Hispanic869613157570256767024
Native Hawaiian10908010<<<<<<<<
White159075101490751014877313
Two or more races9807120118978117857915
Students with Disabilities850435084941517554845
Economically Disadvantaged467633356762333666434
English Learners562573815352471605940
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15917691490761015887312
Female1392798139177914897511
Male17917491488741216877113
American Indian<100<0<100<0<100<0
Asian239471622967442192718
Black785791568175195807520
Hispanic10897911988791210817019
Native Hawaiian<<<<<100<02592678
White199475618927581993737
Two or more races1695795129280816907410
Students with Disabilities162603835753433555245
Economically Disadvantaged682761857974218776923
English Learners481771917170293636037
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12917991387741311877613
Female11918091289771111877613
Male14927881486711410877613
American Indian<<<<<100<0<<<<
Asian1890731014917791693767
Black486821447874226797321
Hispanic7867914108070207797221
Native Hawaiian<100<0<100<0<100<0
White159479616917591391789
Two or more races98677141487731310857515
Students with Disabilities-909010-6868327736627
Economically Disadvantaged784771657570254747126
English Learners787801326765334726728
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1087771398778138867814
Female786791488880127867914
Male12877513118776138857715
American Indian<100<0991829<<<<
Asian159075101183721717887112
Black376732428078202737127
Hispanic481771967974214807620
Native Hawaiian<100<010908010<100<0
White149278814938071193827
Two or more races889811198879127857815
Students with Disabilities353504726159392545246
Economically Disadvantaged374712637874222757225
English Learners268663216261383666334
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 Students248965112389661122886612
Female218968112088691220876813
Male289062102689631124886412
American Indian30916192390681015877213
Asian319463631956453393607
Black148369171382691813806720
Hispanic198666141887681317846716
Native Hawaiian329260830976732591669
White299263827916492792658
Two or more races2292708229169921896711
Students with Disabilities116149391466513411635137
Economically Disadvantaged147863221380662012776523
English Learners177861221179682112726128
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16917691590751014907610
Female129078101189771110897911
Male209373718927381991739
American Indian<100<0<100<0<<<<
Asian14887412109080101093837
Black687811388274189867714
Hispanic11887713987781311857515
Native Hawaiian<100<0<100<0<100<0
White209474619937471893757
Two or more races149481613948161692768
Students with Disabilities665593596657345645936
Economically Disadvantaged679732178174196807420
English Learners8797021-7474262656335
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218969111989701117907310
Female16887312158974111691749
Male259065102489651117897211
American Indian<<<<892838<<<<
Asian2510075042965542496714
Black1282701888273189827318
Hispanic158974111786691413877413
Native Hawaiian<100<040905010<<<<
White269166922926982193727
Two or more races19917292390681016907410
Students with Disabilities9645536106758335666134
Economically Disadvantaged1180692098070209817219
English Learners1183711768276188787022
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20917092390681025906510
Female169074101788711219886912
Male259267828936573091619
American Indian<100<0<100<0<<<<
Asian2410076032946364291499
Black138673141487731313847016
Hispanic15857015209171918856815
Native Hawaiian<100<0<100<030100700
White259469627916493093647
Two or more races2191709199374726906410
Students with Disabilities157055301678622217654735
Economically Disadvantaged118170191484701615826718
English Learners8746726684781610695831
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5010050042995715095455
Female40100600331006704197563
Male6310037054974436093337
Asian<100<0<100<050100500
Black201008002592678<<<<
Hispanic80100200<100<05591369
Native Hawaiian<100<0
White51100490441005605397433
Two or more races<100<0<100<0<100<0
Economically Disadvantaged<100<0<100<0<<<<
English Learners<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238663141987681317846716
Female228664141988701216846716
Male248662142086661417846616
American Indian<<<<<<<<<<<<
Asian4390481018998113292618
Black127766231081721910756525
Hispanic147965211383701711776623
Native Hawaiian<<<<<100<0<<<<
White299061102590651021896711
Two or more races20927381689731113877413
Students with Disabilities246445455247486504450
Economically Disadvantaged1273612797767238706230
English Learners1170593027170295696331
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students428946113987481337854815
Female398849123786501436844816
Male458944114187461338864814
American Indian<100<0<<<<<<<<
Asian529240857963947091209
Black298051202779522125734727
Hispanic388648143186551429845416
Native Hawaiian<100<0<100<0<100<0
White48924484489451143904710
Two or more races399051103788521236844816
Students with Disabilities165741431662463813594641
Economically Disadvantaged287749232679532121735227
English Learners398243183081511927764924
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

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

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten551557595
Kindergarten1,8561,8371,924
Grade 11,9411,9301,966
Grade 21,9852,0191,988
Grade 31,9972,0482,093
Grade 41,8842,0652,113
Grade 52,0551,9662,140
Grade 62,0982,1312,099
Grade 72,1402,1942,192
Grade 82,1182,1692,255
Grade 92,3682,2952,332
Grade 102,2652,3652,305
Grade 112,2372,2602,365
Grade 122,3122,2622,312
Total Students27,80728,09828,679
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2016 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2014-20152015-20162016-2017
All Students278072809828679
Female136201370813946
Male141871439014733
American Indian918394
Asian795832872
Black513952375370
Hispanic450948855374
Native Hawaiian848674
White151131481514677
Two or more races207621602218
Students with Disabilities265628062872
Not Students with Disabilities251512529225807
Economically Disadvantaged602486949581
Not Economically Disadvantaged217831940419098
English Learners163316852008
Not English Learners261742641326671
Homeless144187207
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
State4977134413270494355291988
FemaleDivision7723181962010
State27208151939333271895690
MaleDivision6663962564843
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision52171012
State45721127821711655
BlackDivision2291601231418
State79241059810692161508849
HispanicDivision209129411513
State47494925291891967259
Native HawaiianDivision<<<<<<
State62634043
WhiteDivision8333512472816
State299791609911555741732722
Two or more racesDivision107532193
State23621474924317496
Students with DisabilitiesDivision19102443183
State1022602927041321179106
Economically DisadvantagedDivision2212672753030
State959315817159242326561135
English LearnersDivision29510065
State1518329526533162780
HomelessDivision8181052
State203617882423755
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
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 Taken2,065 / 22.5%2,048 / 22.32% -
Advanced Placement Course Enrollment2,108 / 22.97%2,117 / 23.07%2,205 / 23.7%
Dual Enrollment460 / 5.01%462 / 5.03%431 / 4.63%
Governor’s School Enrollment -300 / 3.27%240 / 2.58%
IB Course Enrollment518 / 5.65%497 / 5.42%513 / 5.51%
Senior Enrolled in IB Program50 / .54%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
State800255758028
FemaleDivision109286221
State404623112723
MaleDivision101066434
State395632645333
American IndianDivision10<100
State25416535
AsianDivision635021
State5267459213
BlackDivision38027129
State171671128234
HispanicDivision22915034
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision124992526
State457593374926
Two or more racesDivision16612127
State3387249826
Students with DisabilitiesDivision1215654
State5663303146
Economically DisadvantagedDivision37220844
State224061294742
English LearnersDivision473036
State3672225539
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 AssessmentsDivision636166
 State397141393623
State LicensuresDivision485754
 State167317901964
Industry CertificationDivision258728192682
 State89541100544109590
Workplace ReadinessDivision68711401078
 State336653077542313
Total Credentials EarnedDivision338540773880
 State128850137248157490
Students Earning One or More CredentialsDivision290232753204
 State104867109089126113
CTE CompletersDivision11951458956
 State392914240440502
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
Subgroup2014-20152015-20162016-2017
All Students96.8396.9695.03
Female96.896.9195.03
Male96.8697.0195.03
American Indian96.3496.194.46
Asian97.597.4496.02
Black97.397.5395.71
Hispanic96.7196.894.57
Native Hawaiian97.0397.4895.03
White96.7196.8294.91
Two or more races96.5196.7694.98
Students with Disabilities96.0896.193.57
Economically Disadvantaged96.196.3694.05
English Learners96.6296.7694.61
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

2016-2017 Grades K-7 Student Teacher Ratio: 0 : 1

student ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 0 : 1

student 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
2014-201539%58%1%2%
2015-201639%58%1%2%
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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