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General school information

Division: Suffolk City Public Schools
Address: 100 N Main St Suffolk, VA 23434
Superintendent: Dr. Deran R. Whitney
Region: 2
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 Schools18
Fully Accredited11
Accreditation Denied3
Partially Accredited: Approaching Benchmark-Pass Rate1
Partially Accredited: Improving School-Pass Rate1
Partially Accredited: Warned School-Pass Rate1
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 SubgroupType2013-20142014-20152015-2016
All StudentsDivision828282
 Virginia848586
FemaleDivision868788
 Virginia888989
MaleDivision787677
 Virginia818283
American IndianDivision100100100
 Virginia788484
AsianDivision83<94
 Virginia909092
BlackDivision797879
 Virginia777979
HispanicDivision937384
 Virginia767676
Native HawaiianDivision100100
 Virginia868992
WhiteDivision878785
 Virginia898990
Two or more racesDivision958286
 Virginia898889
Students with DisabilitiesDivision233935
 Virginia525353
Economically DisadvantagedDivision747171
 Virginia747575
English LearnersDivision<<100
 Virginia676767
Gap Group 2Division797879
 Virginia777979
Gap Group 3Division937384
 Virginia767676
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9665834974652611756425
Female107161291077672312786622
Male8625538871632910726128
American Indian76760331265533525674233
Asian20856515249168924886412
Black558524256660346666034
Hispanic7726528985751515846916
Native Hawaiian15776223147157298776923
White147864221384711617866814
Two or more races11766524979692114857015
Students with Disabilities528237253529657373063
Economically Disadvantaged452484846157395635737
English Learners550455044642548625438
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9584942867593310695931
Female9615239870623012736127
Male1055464586557359655635
American Indian<<<<<100<0<100<0
Asian21795721<<<<28785022
Black548425255651446595341
Hispanic86961311284731615857015
Native Hawaiian<<<<<100<0<<<<
White167155291383701715796421
Two or more races12736127670653012857215
Students with Disabilities419158153126698322468
Economically Disadvantaged644385655449466585242
English Learners<<<<<<<<10605040
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106354371476622414756025
Female136855321679632115786322
Male75952411273612713725828
American Indian<100<0<<<<<100<0
Asian208868123192628<100<0
Black552474886860327655835
Hispanic67569251981611921795821
Native Hawaiian<100<0<<<<<100<0
White177962211986661423886412
Two or more races186749332185641518836517
Students with Disabilities324217633027708393161
Economically Disadvantaged450465086557356635637
English Learners9736427<<<<-909010
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186951311374612616766024
Female217251281578632216796321
Male156550351170593017735727
American Indian<<<<<<<<<<<<
Asian358752132289671145823618
Black13614839864563610675733
Hispanic2377532398576152694686
Native Hawaiian<<<<<100<0<100<0
White247753231986671423866314
Two or more races217755231580652024896511
Students with Disabilities631246963227689382862
Economically Disadvantaged856484466054408655735
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8645636968603214725828
Female97364271071612916766024
Male7574943766593411685632
American Indian<<<<<<<<<100<0
Asian141008603085551524906610
Black656504465954417625538
Hispanic25755431383711711766524
Native Hawaiian<100<0<<<<<100<0
White147663241279682123866314
Two or more races7817419676692422795721
Students with Disabilities727207363124694322768
Economically Disadvantaged450465035350475585242
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8655735983741710776723
Female96960311189781111796821
Male761543987870229756625
American Indian<100<0<<<<<<<<
Asian29946561310088022896711
Black455514578074207696331
Hispanic680742058882121591779
Native Hawaiian<<<<<100<0<<<<
White147663241586711414877313
Two or more races36562351286741410857515
Students with Disabilities3211979104737534413759
Economically Disadvantaged451474947672244666134
English Learners<<<<<<<<<100<0
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students458544256459367716429
Female462583866661348766724
Male455514556257387676033
Asian-585842229472619886913
Black448445235350475625738
Hispanic3656335-8686147787022
White5736827977682312847216
Two or more races8807120-7979215908510
Students with Disabilities928207232824729322368
Economically Disadvantaged344415624946514565244
English Learners<<<<<<<<<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students388851248581154848016
Female390871048682145868214
Male286831438380174827818
American Indian<100<0<<<<<100<0
Asian1282711821100790793867
Black185841528179193817819
Hispanic-9191948884126898311
Native Hawaiian<100<0<100<0<100<0
White5938876928788908210
Two or more races59186968074202838117
Students with Disabilities256544434844534444056
Economically Disadvantaged178782217473263777423
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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1068583297162299726228
Female137461261177662310776723
Male762553886658349675833
American Indian<<<<<<<<<<<<
Asian208263183087571328885913
Black560554066458365655935
Hispanic177458261179672110706030
Native Hawaiian<<<<<100<0<<<<
White157762231382681816836717
Two or more races18796121107767239797021
Students with Disabilities430267053228685373363
Economically Disadvantaged454494655954415605440
English Learners-464654<<<<<<<<
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students655494566255387605240
Female764563696859329675833
Male547425345651446544846
Asian256742331882651825886313
Black445415555348474494551
Hispanic1362493887163296676133
White9706130974652613746226
Two or more races873652767165295736827
Students with Disabilities519148162317775282372
Economically Disadvantaged441375945147495464154
English Learners<<<<<<<<<<<<
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128573151280682012827118
Female178972111385721512857415
Male78275181175642511796821
American Indian<100<0<<<<<100<0
Asian12827118469246831885613
Black582771887466267787222
Hispanic189072101486721416755925
Native Hawaiian<100<0<100<0<<<<
White208969111788711219907110
Two or more races269064101381691913847116
Students with Disabilities452494834340574464254
Economically Disadvantaged476722466862326756925
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116959311075652510776623
Female117261281178672210796921
Male106757331073632711746326
American Indian6726728128876127878013
Asian429350733946063597623
Black662563866962316706430
Hispanic137967211685691514857015
Native Hawaiian13887513208767138776923
White177962211583681716846816
Two or more races117868221184731613857215
Students with Disabilities534286664034607443756
Economically Disadvantaged558524256661345676233
English Learners8706230476722415836817
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students125846421167573311716029
Female115847421067573310746426
Male125846421267563312675633
American Indian<<<<<100<0<100<0
Asian29865714<100<024100760
Black846385455853427615439
Hispanic177255282183631713877413
Native Hawaiian<<<<<<<<<<<<
White167256281878602215816619
Two or more races136552351080702016786322
Students with Disabilities320178073529659413259
Economically Disadvantaged741345955751436595341
English Learners<<<<<<<<9100910
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207858221982631818796121
Female208061201984641615806420
Male197556251981621920795821
American Indian<100<0<100<0<100<0
Asian589638431100690<100<0
Black12715929147461269726328
Hispanic15857015279467627865914
Native Hawaiian<100<0<<<<<100<0
White308657142590651032885612
Two or more races25805520229473614826818
Students with Disabilities6433857537336311514049
Economically Disadvantaged11685732137461269706130
English Learners18826418<<<<30100700
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197859221875572517745726
Female207960212177562316755925
Male197658241573582718725428
American Indian<<<<<<<<<100<0
Asian529643441965645591369
Black10716129116655349645536
Hispanic338855122585601529825318
Native Hawaiian<100<0<100<0<<<<
White298556152685591527855815
Two or more races218362172685591521876513
Students with Disabilities736286463630648322368
Economically Disadvantaged1067573396455367605340
English Learners<<<<<<<<<<<<
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138168191284731614846916
Female128573151286751415867114
Male147763231182711813816819
American Indian<<<<<100<0<100<0
Asian57100430439552541100590
Black874662677972218766824
Hispanic1389751120927181691759
Native Hawaiian<<<<<100<0<100<0
White20886712159075102293717
Two or more races1098882148873122097763
Students with Disabilities843355785244485504450
Economically Disadvantaged670643057671247756825
English Learners<<<<<<<<<100<0
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students347445356662343615839
Female353504747370273636037
Male341385966155393605740
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<100<0
Black245435556458362565444
Hispanic-50505097364275736827
Native Hawaiian<100<0<100<0
White649435136966314696531
Two or more races6655935-89891110776723
Students with Disabilities4252175133624645403460
Economically Disadvantaged240386036057402545246
English Learners<<<<<100<0<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students875672598071208837517
Female977682388476168888012
Male874662697667248787022
American Indian<100<0<100<0<<<<
Asian3394616419453641100590
Black568643257469264797421
Hispanic48379171286741413887512
White148470161386731411877613
Two or more races3858215993847897893
Students with Disabilities838306264539557453855
Economically Disadvantaged566613457166294747026
English Learners<<<<<100<0<100<0
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students370673037976212878513
Female372682848177192908910
Male368653227775233848116
American Indian<100<0<100<0<<<<
Asian31774623238865121994756
Black263623727573251878613
Hispanic4807620-898911293917
Native Hawaiian<100<0<100<0
White578732258378174868114
Two or more races2817919-93937-94946
Students with Disabilities131306914545551616039
Economically Disadvantaged158574217271281858415
English Learners<<<<-707030-707030
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students564593646561355696431
Female565603546763337726528
Male563583746359373666234
American Indian<100<0<<<<<100<0
Asian1410086015927783095655
Black355524525654442626038
Hispanic875672526360372706830
Native Hawaiian<100<0
White1077672377971219786922
Two or more races368653247369276716629
Students with Disabilities226257412423761333267
Economically Disadvantaged1504950-5151491585742
English Learners<<<<<<<<<<<<
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students96455361073632710786722
Female8655735975662510796921
Male106454361170593011766524
American Indian<<<<<100<0
Asian58923382289671130906010
Black456524456863327726528
Hispanic16786322239370713837017
Native Hawaiian<100<0<100<0
White137159291777612314847016
Two or more races7777023570653012796821
Students with Disabilities4363264-383862-505050
Economically Disadvantaged449455146359373727028
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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11796721878692210807020
Female977682387870229817219
Male13806720978692211806820
American Indian<<<<-64643610706030
Asian3090601019947562398762
Black670643047066305736827
Hispanic128674141089781114847016
Native Hawaiian36824518<<<<<<<<
White18907210158873121892748
Two or more races16857015118574151292798
Students with Disabilities342395824139593444156
Economically Disadvantaged667613336663344706630
English Learners1168573254136595454155
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218058201683661723825918
Female177861221885671521846316
Male258156191581661925805520
American Indian<100<0<<<<<100<0
Asian6196354229674455100450
Black12705730874662613725928
Hispanic339864221947363491569
Native Hawaiian<<<<<100<0<100<0
White299161929936473494606
Two or more races3487531324916793291589
Students with Disabilities443395735047506443856
Economically Disadvantaged10695831873662710706030
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students371672957369278807220
Female266643437268285817619
Male575712557569259796921
Asian875672512948261994756
Black260594026462363737027
Hispanic5767124285831510837317
White6868014987781314907610
Two or more races482781858681141697823
Students with Disabilities334316633835625443856
Economically Disadvantaged256544425856424696531
English Learners<<<<<<<<<<<<
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students778722278074208797121
Female679732158075209807020
Male778702298072207787122
American Indian<100<0<<<<<100<0
Asian9918292410076020100800
Black370673047470265736827
Hispanic782751859287814725828
Native Hawaiian<100<0<100<0
White13927981288761215907510
Two or more races78074202848116291899
Students with Disabilities-404060-3535651414059
Economically Disadvantaged166653426967312716929
English Learners<<<<<<<<<<<<
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7878113118474168898111
Female488841298476166898311
Male108676141385721510897911
American Indian<<<<<<<<
Asian<100<0<<<<18100820
Black383801758175194858115
Hispanic48885122197763-838317
Native Hawaiian<100<0<100<0<100<0
White1091809158873121495815
Two or more races79790314836917-909010
Students with Disabilities8756725-505050<<<<
Economically Disadvantaged275732528179192838117
English Learners<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students478742257267284787422
Female274722657066302767424
Male681751957469265797321
American Indian<100<0<<<<
Asian-797921-80802011100890
Black171702926563351696831
Hispanic-7777235767124-848416
Native Hawaiian<100<0<<<<
White9908110118675141092828
Two or more races68075207847716392898
Students with Disabilities-41415913837621474653
Economically Disadvantaged169683116059401686632
English Learners<<<<<<<<-505050
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258257181984651620816119
Female238158191784671617816319
Male278255182083621722815919
American Indian24825918<<<<<100<0
Asian529745336976134498552
Black167558251278662212746226
Hispanic30865614229168928896011
Native Hawaiian29825318<<<<<<<<
White36905510299162930906010
Two or more races328856122389661121886712
Students with Disabilities744375654944516514449
Economically Disadvantaged137157291074652610716229
English Learners28724328560554017836717
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13847116982731810776723
Female1082721878275186756925
Male158570151182721814796521
American Indian<100<0<100<0<100<0
Asian1794786159277823100770
Black778712267670245696531
Hispanic3787522989791116816619
Native Hawaiian<100<0<100<0<100<0
White2191709149176919897011
Two or more races14917895928789776723
Students with Disabilities14140591515049-383862
Economically Disadvantaged471662926967315645936
English Learners<100<0<<<<<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students33835117
Female30815119
Male35855015
American Indian<100<0
Asian7096264
Black23775423
Hispanic4295535
Native Hawaiian<100<0
White44894511
Two or more races3892548
Students with Disabilities5393461
Economically Disadvantaged17755725
English Learners<<<<
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147965211279672112776523
Female107767231180692011796921
Male188263181378652213756225
American Indian<100<0<100<0<100<0
Asian2993647211007905994356
Black872642867368276706430
Hispanic21775623139179918856715
Native Hawaiian<100<0<<<<
White23916792488641221896811
Two or more races208767131583671712867414
Students with Disabilities143425744440562444256
Economically Disadvantaged468633246965314666234
English Learners<<<<<<<<<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168468161688721215796421
Female118170191186741413766324
Male21886712229169918836617
American Indian<100<0<100<0
Asian<100<02392698<100<0
Black876682498576158736427
Hispanic179781320967642392698
Native Hawaiian<100<0<100<0
White2593687269266826886112
Two or more races22856315279063103817819
Students with Disabilities17715429104839525504550
Economically Disadvantaged472682878477163706730
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<-707030<<<<
Female<<<<<100<0<<<<
Male<100<0<<<<<<<<
Black<<<<<<<<<<<<
White<100<0<<<<<<<<
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged<100<0<<<<<<<<
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20745426
Female17745726
Male23735027
American Indian<<<<
Asian57100430
Black12655335
Hispanic11776723
Native Hawaiian<<<<
White34875313
Two or more races29835517
Students with Disabilities7403260
Economically Disadvantaged10584842
English Learners<<<<
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208059202282601820826218
Female198061202185641520826218
Male217958212380572020826218
American Indian<100<0<<<<<100<0
Asian441005604410056044100560
Black127462261475612511736227
Hispanic22846216198768133098682
Native Hawaiian<<<<<100<0<<<<
White3388551235915793192618
Two or more races2179592129936472497733
Students with Disabilities138376244440562484652
Economically Disadvantaged8706230117362278726428
English Learners<100<0<<<<<100<0
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students378245183488541239895011
Female388445163590551036895411
Male368145193487531343894611
American Indian<100<0<100<0<100<0
Asian7110029077100230<100<0
Black267549252684581630845416
Hispanic5091419459448647904210
Native Hawaiian<100<0<<<<<100<0
White5090401045944965396434
Two or more races4689431140925384094546
Students with Disabilities11413059453494714655135
Economically Disadvantaged237350272180592024835817
English Learners4591459<<<<30100700
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.

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 90.71 State: 91.04Division: 90.57 State: 91.28Division: 91.65 State: 90.38

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

2013-20142014-20152015-2016
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten501475445
Kindergarten1,0641,0401,050
Grade 11,1131,0761,083
Grade 21,1481,1171,068
Grade 31,1271,1511,194
Grade 41,1331,1311,127
Grade 51,1091,0901,088
Grade 61,0361,1541,082
Grade 71,0431,0061,129
Grade 81,0821,018987
Grade 91,2281,2831,253
Grade 101,1391,1701,240
Grade 11848835840
Grade 12905819797
Total Students14,47614,36514,383
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

2015 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
Subgroup2013-20142014-20152015-2016
All Students144761436514383
Female705870557044
Male741873107339
American Indian252729
Asian212216215
Black798879878021
Hispanic646652693
Native Hawaiian232320
White490547574681
Two or more races677703724
Students with Disabilities169916411697
Not Students with Disabilities127771272412686
Economically Disadvantaged695769006459
Not Economically Disadvantaged751974657924
English Learners425362
Not English Learners144341431214321
Homeless251114
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 2016: 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 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision4014813898246
State4917334246347093350192269
FemaleDivision2202311942913
State268261510112433531834822
MaleDivision1812501955333
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision720012
State44281224891612962
BlackDivision1953122225430
State79001054014302301415981
HispanicDivision28122031
State44244514381851538310
Native HawaiianDivision<<<<0<
State71410193
WhiteDivision1531341052310
State300171650514315601740817
Two or more racesDivision16204213
State222313111283616089
Students with DisabilitiesDivision561381261
State946531134691091067120
Economically DisadvantagedDivision751831612522
State921814811194032621251240
English LearnersDivision<<<<<<
State448207029417117888
HomelessDivision<<<<0<
State1976231151116285
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 Students10579208792987.9827.8
Female51647091.147491.9295.6
Male54145083.245584.1539.8
American Indian0<100<10000
Asian1297597518.3
Black6155298653186.3548.8
Hispanic464291.34291.336.5
Native Hawaiian0<100<10000
White33529788.730290.1236.9
Two or more races4640874291.312.2
Students with Disabilities13210478.810579.52619.7
Economically Disadvantaged32227485.127585.4257.8
English Learners0<<<<<<
Homeless0<<<<00
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 Type2013-20142014-20152015-2016
Advanced Placement Test Taken216 / 5.24%230 / 5.6%180 / 4.36%
Advanced Placement Course Enrollment337 / 8.18%330 / 8.04%291 / 7.05%
Dual Enrollment0 / 0%99 / 2.41%91 / 2.2%
Governor’s School Enrollment28 / .68%28 / .68%29 / .7%
IB Course Enrollment85 / 2.06%56 / 1.36%55 / 1.33%
Senior Enrolled in IB Program21 / .51%34 / .83%22 / .53%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 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.

2013-2014 FGI cohort year (students entering high school in 2010)
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 StudentsDivision87757734
State807645806228
FemaleDivision45534025
State410163155223
MaleDivision42223744
State397482651033
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision47230935
State175771162334
HispanicDivision221532
State7574489435
WhiteDivision34322734
State467663441226
Two or more racesDivision322037
State3210234527
Students with DisabilitiesDivision471568
State5865307548
Economically DisadvantagedDivision25214443
State228881345141
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
2013-20142014-20152015-2016
NOCTI AssessmentsDivision242233
 State502439714139
State LicensuresDivision1286
 State90516731790
Industry CertificationDivision143914141549
 State6932189541100544
Workplace ReadinessDivision162185326
 State283493366530775
Total Credentials EarnedDivision163716291914
 State103599128850137248
Students Earning One or More CredentialsDivision133813561560
 State86257104867109089
CTE CompletersDivision623474452
 State419243929142404
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 Students21631815749.4%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students23734116949.6%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students19127214553.3%
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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
71.171.371

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
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

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
2012-20133,674.005,069.00932.00
2013-20143,476.005,132.00830.00
2014-20153,589.005,333.00808.00

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
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 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
2012-20132013-20142014-20152015-2016
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 Students13477818320429135687453004601336879833849513334926388489
Female6603376145197665635513618766133771642036614443167206
Male6874442175232691239016427367554211742926720483221283
American Indian19311223012223125231
Asian215423204033207820205843
Black7413444203260747643317629874234342053277424535242281
Hispanic59837815623451313659391519673422022
Native Hawaiian24000261002300022100
White45872969714445882409712743832831021314293302102163
Two or more races6213496629231118651321117692361719
Students with Disabilities142416967105146815162135150014576134150715891136
Economically Disadvantaged5927537244296604352222034058105182333615797576284334
English Learners88121891317343084342
Homeless541916144838112914965141515
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
Subgroup2013-20142014-20152015-2016
All Students95.8595.4495.62
Female95.9595.5895.8
Male95.7795.3195.44
American Indian95.0493.2594.29
Asian97.0996.8797.03
Black95.9195.4995.72
Hispanic95.9695.7195.67
Native Hawaiian96.5296.8496.09
White95.6795.2195.32
Two or more races96.0995.895.9
Students with Disabilities93.6893.2793.8
Economically Disadvantaged94.7394.4194.6
English Learners97.2496.6496.82
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

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses41
Technology Offenses77
Offenses Against Student134
Offenses Against Staff44
Weapons Offenses<
Property Offenses58
All Other Offenses78
Other Offenses Against Persons752
Disorderly or Disruptive Behavior Offenses1,600
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
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.173.14.188.36.202.18
Asian1.464.141.504.311.495.18
Black55.18181.5955.678.4855.76781.24
Hispanic4.4632.554.5392.694.8183
Native Hawaiian.159.05.16.05.139.09
White33.88412.7133.11515.1632.54512.48
Two or more races4.6772.834.8942.955.0342.82
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

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
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.173.188.202
Asian1.4641.5041.495
Black55.18186.9655.681.2555.767100
Hispanic4.4632.174.53912.54.818
Native Hawaiian.159.16.139
White33.8848.733.1156.2532.545
Two or more races4.6772.174.8945.034
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
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.173.188.202
Asian1.4641.5041.495
Black55.18133.3355.610055.767
Hispanic4.46333.334.5394.818
Native Hawaiian.159.16.139
White33.88433.3333.11532.545
Two or more races4.6774.8945.034
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students46.5147.3447.09
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students55.657.0258.7
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students82.2580.8480.98
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

2014-2015 Grades K-7 Student Teacher Ratio: 14.61 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 12.57 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional3%3%
Provisional Special Education2%2%
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
 2013-20142014-20152015-2016
Division
All Schools1%1%1%
High Poverty2%-1%
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%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: 2015-2016

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
2013-201441%55%1%3%
2014-201543%53%1%3%
2015-201645%51%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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