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General school information

Division: Staunton City Public Schools
Address: 116 W. Beverley Street Staunton, VA 24401-4203
Superintendent: Dr. Garett M. Smith
Region: 5
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 Schools5
Fully Accredited3
Accreditation Denied1
Partially Accredited: Reconstituted School1

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 StudentsDivision879085
 Virginia858687
FemaleDivision879590
 Virginia898990
MaleDivision878679
 Virginia828384
BlackDivision709678
 Virginia797981
HispanicDivision<<100
 Virginia767675
WhiteDivision899186
 Virginia899091
Two or more racesDivision10090100
 Virginia888989
Students with DisabilitiesDivision719337
 Virginia535354
Economically DisadvantagedDivision798378
 Virginia757578
English LearnersDivision<<
 Virginia676762
Gap Group 2Division709678
 Virginia797981
Gap Group 3Division<<100
 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 Students177457261574592614735927
Female197758231677612316756025
Male157157291471582913715829
American Indian<100<0<100<0<100<0
Asian33835017<<<<1891739
Black656504455852423504650
Hispanic157156291068583218735627
White208059201879612118796121
Two or more races12695731107464268706230
Students with Disabilities835266583628649382962
Economically Disadvantaged1165533586557358625438
English Learners1343305743935618585042
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students307242281675592519695131
Female317342271475612519725328
Male287143291774572619684932
Asian<100<0<100<0<100<0
Black1053434775347473353265
Hispanic38632538869623136794321
White337643242081611925795421
Two or more races25795421117564256635638
Students with Disabilities9443556115847424464254
Economically Disadvantaged24644036964553611574643
English Learners<<<<<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177154291972532814776323
Female207252282474502615776223
Male136956311470563013766324
Asian<100<0<100<0<100<0
Black10584842105545454595641
Hispanic20604040647415329795021
White217756232376542415806520
Two or more races75952411081711913796721
Students with Disabilities320178094132599554545
Economically Disadvantaged1061523996555357746726
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227351272379562122765424
Female257652242580552027785122
Male196950312077572319745626
Asian<<<<<100<0<100<0
Black-525248562573813675333
Hispanic188264182080602017584242
White287749233084541624785322
Two or more races136552351374612618866814
Students with Disabilities1141305932017803322968
Economically Disadvantaged146147391270583014685432
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126755331364513612645336
Female127058301671552916695331
Male11645336105747438605240
Asian<100<0<<<<<100<0
Black-262674-414159-444456
Hispanic<<<<964553610605040
White157459261568533217735627
Two or more races11726128166347373524848
Students with Disabilities-383862103828629201180
Economically Disadvantaged559544195344474545146
English Learners<100<0<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187759231778602215766024
Female238461161583681715796421
Male147056301972532816735727
Asian<100<0<100<0<<<<
Black10655535-434357-525248
Hispanic<<<<<<<<20907010
White227957212081611919816219
Two or more races117463261288761212655335
Students with Disabilities9302270-30307018462954
Economically Disadvantaged13695631970613011615039
English Learners<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12746226107060309686032
Female11756425137562258696131
Male12736127765583510685832
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black85749437676033-272773
Hispanic-7777238675833-707030
White148268181174622612756225
Two or more races125341475524848-777723
Students with Disabilities122715739231477-262674
Economically Disadvantaged866583446157391515049
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students586811458681147807320
Female889811148379179837417
Male383801778983116777123
Asian<<<<<100<0
Black370683067569253595741
Hispanic<<<<<<<<<<<<
White6908410688821210857515
Two or more races<100<0-92928-818119
Students with Disabilities124735531550355022482652
Economically Disadvantaged178762247773235706530
English Learners<<<<<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students187254281669533127775023
Female237754231873562732875513
Male146854321464503623674533
American Indian<100<0<<<<
Asian<<<<<100<0<100<0
Black9584942105747434595441
Hispanic-424258558534227674033
White228058201974542632804720
Two or more races19583842-54544613887513
Students with Disabilities92819721134236618442656
Economically Disadvantaged7615439958494216644836
English Learners<<<<<<<<<100<0
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students155641441358454215604540
Female166044401766483422755325
Male1352394895143499473853
American Indian<100<0<<<<
Asian<100<0<100<0<100<0
Black841325910504050-272773
Hispanic-2929718423358<<<<
White186749331663473721664634
Two or more races24411859-484852-797921
Students with Disabilities10133879231477-151585
Economically Disadvantaged946375484941518453755
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students21866514198161193993547
Female2891639188163194299561
Male148167192181601936885212
Asian<<<<<100<0
Black10746426116858328887913
Hispanic<<<<<<<<<100<0
White24896511228260184493497
Two or more races<<<<<<<<30100700
Students with Disabilities94839521244325637743726
Economically Disadvantaged5807520107160292691649
English Learners<<<<<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students167357271677612315766124
Female177456261778612216786222
Male147257281575602515745926
American Indian<<<<<100<0<<<<
Asian409050102090701045823618
Black560564076154394646036
Hispanic15675133875672516745826
White197657242081621919796021
Two or more races12705830127260288746626
Students with Disabilities8302270843355712443256
Economically Disadvantaged9655635107060309675833
English Learners1152414846359379615239
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217250281876582420775723
Female226947311972532815756025
Male217554251781641925785322
Asian<100<0<100<0<100<0
Black7504350106655348574943
Hispanic19563844877692336713629
White267852222480562025835817
Two or more races13746126117161299756625
Students with Disabilities64337571761443915543846
Economically Disadvantaged146349371069593113675333
English Learners<<<<<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288052203282501824866214
Female258055203682461825876213
Male317948212982531824856115
Asian<100<0<100<0<100<0
Black672662817594141-787822
Hispanic20705030187153292993647
White358349173887491331875513
Two or more races247248282486621417887113
Students with Disabilities133723631160494026522648
Economically Disadvantaged157256282375522519836417
English Learners<<<<<<<<<100<0
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students297748233081521927785122
Female337845222986561430774623
Male257650243076472424805620
Asian<<<<<100<0<100<0
Black77164291171602910574743
Hispanic458236181080702025755025
White348147193883451732814919
Two or more races22613939198465161491779
Students with Disabilities1235236574538553383562
Economically Disadvantaged187052301474602618755825
English Learners<<<<<<<<<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168673226159393716829
Female-676733-6565355787322
Male26867324585442-646436
Black-525248-646436-767624
Hispanic<<<<<<<<<<<<
White170693046561354686433
Two or more races-717129-383862-676733
Students with Disabilities-252575113929616393261
Economically Disadvantaged-61613926057401656435
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students560554036359376595341
Female464603636965314615839
Male657514335754437575043
Asian<100<0<<<<
Black7595241-202080-545446
Hispanic-6767338837517<<<<
White663573736764337645736
Two or more races-38386356560357474053
Students with Disabilities1317483-15158513372363
Economically Disadvantaged453504715352472444256
English Learners<<<<<100<0<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students47268284635937-656535
Female66862323615839-767624
Male37674246656035-565644
Black667613312503850-434357
Hispanic-545446<<<<-505050
White47772234686532-717129
Two or more races6716529-474753-757525
Students with Disabilities1323107710352565-6694
Economically Disadvantaged57166296625638-525248
English Learners<<<<<100<0<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students771642958076206797321
Female978692268377178787022
Male565603537774234817719
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black-494951-616139-747426
Hispanic<<<<-72722813887513
White979702158983117807320
Two or more races-68683267872225716729
Students with Disabilities-252575-373763-616139
Economically Disadvantaged361573937572254716829
English Learners<<<<<<<<<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11736127128067207706330
Female11726028137866227716429
Male12746226128169197696231
American Indian<100<0<<<<
Asian<100<0<100<0<100<0
Black767603336259383514949
Hispanic<<<<<<<<-575743
White13715829158570159807120
Two or more races710093077164298544646
Students with Disabilities-262674-313169-363664
Economically Disadvantaged566623477467261595741
English Learners<<<<<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3281491933986523896574
Female36834717341006604097573
Male2679532132976533694586
Asian<100<0<100<0<100<0
Black964553659086101491779
Hispanic<<<<<100<0<100<0
White34844916401006004696504
Two or more races<<<<36100640<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged2179592125957052195745
English Learners<100<0<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students137966211580652015816619
Female127967211380672014806620
Male137966211679632116826618
American Indian<100<0<100<0<100<0
Asian20907010<100<0<100<0
Black162623856359375625738
Hispanic9736427116857325746926
White168468161985661519866714
Two or more races1475612547672246837717
Students with Disabilities436326453832624403660
Economically Disadvantaged570653067064308726428
English Learners2550255015463154-535347
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137461262178562219806120
Female136956312179572120755525
Male147865222276552419856615
Asian<<<<<100<0<100<0
Black-585842146753333636037
Hispanic9736427405010508675833
White177962212683571725835817
Two or more races96557353747126991829
Students with Disabilities83123697342866-474753
Economically Disadvantaged56257381168563215766124
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students873652776963315736827
Female869613177063307756825
Male878702266963314726928
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black3585642-505050-383862
Hispanic8625438-646436-646436
White9786922107565257797221
Two or more races12766524-656535-858515
Students with Disabilities6231677-252575-323268
Economically Disadvantaged66862322626038-565644
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127966211282701818806220
Female15806520884761615796521
Male97768231680642023825918
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black-585842-6767336716529
Hispanic<<<<<<<<7645736
White158368171786691424876313
Two or more races21866414-86861413695631
Students with Disabilities-4141596453955-101090
Economically Disadvantaged372682847368274736927
English Learners<<<<<<<<<100<0
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students189173921967542695695
Female169175921927282295735
Male21906910211007903095655
Asian<100<0<100<0<100<0
Black-868614<100<01791749
Hispanic<<<<<100<0<100<0
White209373722957353295635
Two or more races<<<<<100<0<100<0
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged11918094928882194736
English Learners<100<0<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14836917168267188817319
Female10877713128270187837617
Male17796221198364179807120
Asian<100<0<100<0<100<0
Black-6565352636137-505050
Hispanic<<<<7736727-868614
White19907110229269811897811
Two or more races11786722107565255817619
Students with Disabilities342395843127695454055
Economically Disadvantaged572672857368274716729
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177861221880622017755925
Female157864221679632114756125
Male197859222080602019765624
American Indian<100<0<100<0<100<0
Asian40905010<100<0<100<0
Black562573846360374585442
Hispanic87163291372602818735527
White218361172284621619796021
Two or more races108070201583681816776023
Students with Disabilities637316375042508443556
Economically Disadvantaged868603297364279645536
English Learners155438461554384625694431
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students775692567871229807120
Female574692657469263767324
Male8766824882741815846916
Asian<<<<<100<0
Black3625938-5656445585342
Hispanic<<<<<<<<-707030
White9807120880722012867414
Two or more races-646436-1001000-93937
Students with Disabilities-353565-727228-434357
Economically Disadvantaged-646436-6969314736927
English Learners<<<<<<<<<100<0
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students877692377568256676133
Female579742147571256686232
Male1175642597465266666034
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black-525248-636338-454555
Hispanic<<<<<<<<-717129
White11847316108071207716429
Two or more races-9393766963315686432
Students with Disabilities-292971-14148611281772
Economically Disadvantaged163623716765332535147
English Learners<<<<<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177659242188671220745426
Female117665241389761115746026
Male237552252887591327754825
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black5383362-6565353595641
Hispanic<<<<<<<<10605040
White21826118279467626805420
Two or more races-91919219371714715729
Students with Disabilities-272773-505050-9991
Economically Disadvantaged763563738278188554845
English Learners<<<<<100<0<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<100<0
Male<100<0<100<0
Hispanic<100<0
Students with Disabilities<100<0<100<0
Economically Disadvantaged<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218159191573582715695431
Female198364171779612116715529
Male237855221367543314675333
Asian<100<0<100<0<100<0
Black8756725-505050-464654
Hispanic5827718<<<<17675033
White268356172075552518745626
Two or more races17786122-78782218654735
Students with Disabilities23634645262174-323268
Economically Disadvantaged1273612786456367554845
English Learners<<<<<100<0
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267953213684481633855215
Female257449263580452030835317
Male278457163788511237885112
Asian<100<0<100<0<100<0
Black35956411472592812816919
Hispanic<<<<247147295793367
White358550154189481134845116
Two or more races107767233881431938885013
Students with Disabilities133320671564483614624838
Economically Disadvantaged106959312379562123815719
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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: 90.55 State: 90.38Division: State:Division: State:

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

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

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten707574
Kindergarten202231203
Grade 1199192223
Grade 2235200182
Grade 3196230197
Grade 4222194225
Grade 5222217187
Grade 6201215221
Grade 7171203225
Grade 8191175209
Grade 9183182169
Grade 10198190194
Grade 11178205196
Grade 12192170196
Total Students2,6602,6792,701
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students266026792701
Female130212831289
Male135813961412
American Indian765
Asian192029
Black456426424
Hispanic147151149
Native Hawaiian111
White173017691777
Two or more races300306316
Students with Disabilities370384381
Not Students with Disabilities229022952320
Economically Disadvantaged127612791265
Not Economically Disadvantaged138414001436
English Learners565353
Not English Learners260426262648
Homeless181929
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 StudentsDivision836582135
State4978334421271095654981971
FemaleDivision49334152
State27214152009363331874682
MaleDivision34324183
State2256919221177462336241289
American IndianDivision<<<<<<
State123127114274
AsianDivision<<<<<<
State45731128821711553
BlackDivision11123014
State79241059810702191500851
HispanicDivision<<<<<<
State47504926292891962258
WhiteDivision61465191
State299871610611585831716708
Two or more racesDivision730100
State23641473934417494
Students with DisabilitiesDivision098120
State1022603527101331172104
Economically DisadvantagedDivision24325022
State959515820159442826411138
English LearnersDivision<<<<<<
State1518329526534162681
HomelessDivision<<<<0<
State203616882523657
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 Students17615688.615889.8137.4
Female948691.58792.655.3
Male827085.47186.689.8
American Indian0<<<<<<
Asian0<<<<<<
Black312683.92683.913.2
Hispanic0<<<<<<
White12311291.111391.997.3
Two or more races111090.91110000
Students with Disabilities2017851890210
Economically Disadvantaged656193.86193.823.1
English Learners0<<<<<<
Homeless0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken69 / 8.9%103 / 13.72%115 / 15.39%
Advanced Placement Course Enrollment76 / 9.81%106 / 14.11%116 / 15.53%
Dual Enrollment47 / 6.06%78 / 10.39%107 / 14.32%
Governor’s School Enrollment38 / 4.9%41 / 5.46%41 / 5.49%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

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

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

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision1718948
State800255758028
FemaleDivision845139
State404623112723
MaleDivision873856
State395632645333
AsianDivision0<100
State5267459213
BlackDivision24<100
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision1316749
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision14<100
State5663303146
Economically DisadvantagedDivision592459
State224061294742
English LearnersDivision0<100
State5211340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision61213
 State397141393623
State LicensuresDivision2-3
 State167317901964
Industry CertificationDivision175173152
 State89541100544109590
Workplace ReadinessDivision1124798
 State336653077542313
Total Credentials EarnedDivision295232266
 State128850137248157490
Students Earning One or More CredentialsDivision251207215
 State104867109089126113
CTE CompletersDivision527472
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students651185950%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students841909550%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students10421212458.5%
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
71.77271.3

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
2013-20144,291.004,850.00944.00
2014-20154,419.005,268.00968.00
2015-20164,660.005,394.00993.00

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 Students2521154718025411386699252013258101238316287143
Female1267683345124467334112316431451128834273
Male1254863835129771335812896827561255794570
American Indian0000000000000000
Asian24000241111910119100
Black42829191341531917434201519376242026
Hispanic1291437139314144101313911412
White17029040521691894666165085346115731105790
Two or more races2362197265149112661681626915615
Students with Disabilities338341213341282125352271327327332229
Economically Disadvantaged1332120595813361085875125384343811751044971
English Learners47510512145551147623
Homeless3610374214683911762611717
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.3295.4494.67
Female95.3295.3294.58
Male95.3295.5594.75
American Indian96.4793.9795.29
Asian96.6596.7397.59
Black95.5195.5494.75
Hispanic96.1595.9394.37
Native Hawaiian96.9797.9
White95.1895.4394.65
Two or more races95.3895.0494.59
Students with Disabilities93.994.0593.31
Economically Disadvantaged94.595.0594.04
English Learners95.397.0695.41
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 Offenses<
Technology Offenses<
Offenses Against Student24
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses<
Other Offenses Against Persons106
Disorderly or Disruptive Behavior Offenses182
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 Indian0.2560.2630.224
Asian0.9510.7140.747
Black16.93534.8717.14325.6415.90136.11
Hispanic4.7181.545.5264.495.6366.75
Native Hawaiian0.0380.037
White66.53352.3165.03852.5666.03240.08
Two or more races10.60711.2811.27817.3111.42217.06
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 Indian0.2560.2630.224
Asian0.9510.7140.747
Black16.9355017.14315.901
Hispanic4.7185.5265.636
Native Hawaiian0.0380.037
White66.5335065.03810066.03250
Two or more races10.60711.27811.42250
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 Indian0.2560.2630.224
Asian0.9510.7140.747
Black16.93517.14315.901
Hispanic4.7185.5265.636
Native Hawaiian0.0380.037
White66.53365.03866.032
Two or more races10.60711.27811.422
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 Students54.435351.78
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students38.350.8352.64
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 Students77.9775.976.5
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 11.67 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 10.31 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional4%6%
Provisional Special Education0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201546%53%1%0%
2015-201645%53%0%2%
2016-201749%48%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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