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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 Accredited13
Accreditation Denied3
Partially Accredited: Reconstituted School2

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 StudentsDivision828283
 Virginia858687
FemaleDivision878887
 Virginia898990
MaleDivision767779
 Virginia828384
American IndianDivision100100100
 Virginia848481
AsianDivision<9482
 Virginia909293
BlackDivision787982
 Virginia797981
HispanicDivision738489
 Virginia767675
WhiteDivision878586
 Virginia899091
Two or more racesDivision828674
 Virginia888989
Students with DisabilitiesDivision393545
 Virginia535354
Economically DisadvantagedDivision717177
 Virginia757578
English LearnersDivision<100
 Virginia676762
Gap Group 2Division787982
 Virginia797981
Gap Group 3Division738489
 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 Students97465261175642513776423
Female107767231278662215806620
Male87163291072612811746326
American Indian126553352567423331885613
Asian24916892488641227906310
Black566603466660348696131
Hispanic98575151584691614836917
Native Hawaiian14715729877692327805320
White138471161786681419876913
Two or more races97969211485701517887012
Students with Disabilities535296573730636383262
Economically Disadvantaged461573956357377655835
English Learners446425486254382545146
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students86759331069593113715829
Female87062301273612713746126
Male8655735965563512685632
American Indian<100<0<100<0<100<0
Asian<<<<2878502244884413
Black556514465953419615239
Hispanic128473161585701516867014
Native Hawaiian<100<0<<<<<100<0
White138370171579642117856715
Two or more races67065301285721520806120
Students with Disabilities531266983224688231677
Economically Disadvantaged554494665852427564944
English Learners<<<<10605040<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147662241475602518786022
Female167963211578632221805920
Male127361271372582816756025
American Indian<<<<<100<0<100<0
Asian3192628<100<050813119
Black8686032765583513715929
Hispanic198161192179582121826118
Native Hawaiian<<<<<100<0<<<<
White198666142388641226856015
Two or more races218564151883651718907310
Students with Disabilities330277083931615383262
Economically Disadvantaged8655735663563713695631
English Learners<<<<-909010<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137461261676602421826218
Female157863221679632121866514
Male117059301773572720795921
American Indian<<<<<<<<<100<0
Asian2289671145823618<100<0
Black86456361067573315776223
Hispanic9857615269468621876713
Native Hawaiian<100<0<100<0<100<0
White198667142386631431895811
Two or more races158065202489651119897011
Students with Disabilities632276893828629433457
Economically Disadvantaged6605440865573510736327
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students96860321472582812736127
Female107161291676602414776323
Male7665934116856329696031
American Indian<<<<<100<0<<<<
Asian308555152490661033835017
Black659544176255388645636
Hispanic138371171176652410786822
Native Hawaiian<<<<<100<0<<<<
White127968212386631417866914
Two or more races67669242279572119886912
Students with Disabilities631246943227687322568
Economically Disadvantaged353504755852428595241
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98374171077672312837017
Female118978111179682116877113
Male878702297566259786922
American Indian<<<<<<<<<100<0
Asian13100880228967111793767
Black780742076963317766924
Hispanic5888212159177910847516
Native Hawaiian<100<0<<<<<100<0
White15867114148773131991739
Two or more races12867414108575152592688
Students with Disabilities1047375344137594423858
Economically Disadvantaged476722446661346746826
English Learners<<<<<100<0<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students564593677164299716229
Female6666134876672410746526
Male562573876760338686032
American Indian<100<0<<<<<<<<
Asian2294726198869131794786
Black353504756257386605440
Hispanic-868614778702211796821
Native Hawaiian<<<<<100<0<<<<
White97768231284721612857415
Two or more races-797921590851014816719
Students with Disabilities328247293223687332767
Economically Disadvantaged249465145652444565144
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students485811548480164817719
Female486821458682146837717
Male383801748278183807720
American Indian<<<<<100<0<100<0
Asian21100790793867892838
Black281791938178192757325
Hispanic488841268983117847816
White6928788908210891839
Two or more races68074202838117692858
Students with Disabilities348445344440565494451
Economically Disadvantaged174732637774232706830
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9716229972622812746226
Female117766231077672314796521
Male8665834967583310685832
American Indian<<<<<<<<<<<<
Asian308757132888591327906310
Black664583656559357665934
Hispanic117967211070603015796321
Native Hawaiian<100<0<<<<<100<0
White138268181683671720856515
Two or more races10776723979702112796721
Students with Disabilities532286853733635353065
Economically Disadvantaged559544156054404585442
English Learners<<<<<<<<<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students662553876052408696131
Female9685932967583310766624
Male456514465448465625638
American Indian<100<0<<<<<<<<
Asian18826518258863133394616
Black553484744945514615639
Hispanic8716329667613311746326
White97465261374622611796821
Two or more races671652957368278726328
Students with Disabilities623177752823725312669
Economically Disadvantaged451474954641544524848
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128068201282711816786222
Female138572151285741517826418
Male117564251179682115756025
American Indian<<<<<100<0<100<0
Asian46924683188561317836717
Black874662677872229716229
Hispanic148672141675592520846416
Native Hawaiian<100<0<<<<<100<0
White17887112199071103091619
Two or more races138169191384711617897211
Students with Disabilities343405744642546413559
Economically Disadvantaged668623267569255666134
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107565251077662311786722
Female117867221079692110796921
Male107363271174632611766524
American Indian1288761278780132095755
Asian339460635976233196644
Black669623167064306716529
Hispanic168569151485701512837017
Native Hawaiian20876713877692318887112
White158368171684681617877013
Two or more races118473161385721514836917
Students with Disabilities640346074437566433757
Economically Disadvantaged566613456762335676233
English Learners47672241583681710716029
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116757331171602911726128
Female106757331074642611726028
Male126756331267563311726128
American Indian<100<0<100<0<100<0
Asian<100<0241007603194636
Black558534276154396635737
Hispanic218363171387741313847116
Native Hawaiian<<<<<<<<<100<0
White187860221581661920856515
Two or more races108070201678632215766124
Students with Disabilities735296594132596302470
Economically Disadvantaged557514365953414575343
English Learners<<<<9100910<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198263181879612119816219
Female198464161580642018846616
Male198162192079582121785722
American Indian<100<0<100<0<<<<
Asian31100690<100<073100270
Black14746126972632812756425
Hispanic27946762786591429885912
Native Hawaiian<<<<<100<0<100<0
White259065103288561227876013
Two or more races22947361482681823896611
Students with Disabilities5373363115140499413259
Economically Disadvantaged13746126970613012746126
English Learners<<<<30100700<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187557251774572619775923
Female217756231675592517796221
Male157358271872542820765624
American Indian<<<<<100<0<100<0
Asian41965645591369<100<0
Black11665534964553611716129
Hispanic258560152982531821775623
Native Hawaiian<100<0<<<<<100<0
White268559152785581531865614
Two or more races268559152187651317786022
Students with Disabilities636306483223689423358
Economically Disadvantaged964553676053409675733
English Learners<<<<<<<<<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12847316148469168807220
Female12867514158671147827518
Male11827118138168199786922
American Indian<100<0<100<0<100<0
Asian439552541100590<<<<
Black779722187668247746726
Hispanic2092718169175910887912
Native Hawaiian<100<0<100<0<<<<
White1590751022937179887912
Two or more races14887312209776315877213
Students with Disabilities852444855044507474053
Economically Disadvantaged576712477568255706530
English Learners<<<<<100<0<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students566623436158393585642
Female473702736360372626038
Male661553936057403555245
Asian<100<0<100<0<<<<
Black564583625654442525148
Hispanic973642757368274635838
White369663146965314706630
Two or more races-898911107767235827718
Students with Disabilities1336246454034605302570
Economically Disadvantaged360574025452463524948
English Learners<100<0<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9807120883751711837317
Female8847616888801213867414
Male976672487870229807120
American Indian<100<0<<<<<100<0
Asian41945364110059036100640
Black574692647974215767224
Hispanic128674141388751210887812
Native Hawaiian<100<0<<<<<100<0
White138673141187761317907310
Two or more races99384789789315907610
Students with Disabilities645395574538555454055
Economically Disadvantaged571662947470264747026
English Learners<100<0<100<0<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students379762128785133868314
Female481771929089103888512
Male277752338481163848116
American Indian<100<0<<<<<100<0
Asian23886512199475625100750
Black275732518786131818019
Hispanic-8989112939173888512
White58378174868114493887
Two or more races-93937-949468888112
Students with Disabilities14545551616039-606040
Economically Disadvantaged172712818584151797821
English Learners-707030-707030<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students465613556964316716529
Female467633377265285706430
Male463593736662347726528
American Indian<<<<<100<0<100<0
Asian159277830956552193717
Black256544426260382605840
Hispanic263603727068302676533
White7797121978692213907710
Two or more races473692767166295747026
Students with Disabilities124237613332672403860
Economically Disadvantaged-51514915857421575643
English Learners<<<<<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107363271078672211827118
Female97566251079692111827018
Male117059301176652410827218
American Indian<100<0<100<0
Asian22896711309060102294726
Black568633277265286787222
Hispanic239370713837017991839
Native Hawaiian<100<0
White177761231484701616846916
Two or more races57065301279682122836117
Students with Disabilities-383862-5050507706330
Economically Disadvantaged463593737270286777123
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 Students8786922108070209797021
Female878702298172198807220
Male97869221180682011796821
American Indian-64643610706030-838317
Asian199475623987622594696
Black470663057368275716729
Hispanic108978111484701612857415
Native Hawaiian<<<<<<<<9645536
White15887312189274816907410
Two or more races11857415129279811907910
Students with Disabilities241395934441564484452
Economically Disadvantaged366633447066304686432
English Learners541365954541554423858
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168366172382591820795921
Female188567152184631617786122
Male158166192580552023805720
American Indian<<<<<100<0<100<0
Asian229674455100450<100<0
Black87466261372592812716029
Hispanic2194736349156924876313
Native Hawaiian<100<0<100<0<100<0
White2993647349460634895511
Two or more races2491679329158919886913
Students with Disabilities3504750644385610463554
Economically Disadvantaged8736627107060309675833
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students573692788072206797221
Female372682858176195787322
Male575692597969218797221
American Indian<<<<<<<<<100<0
Asian1294826199475633100670
Black264623637370273686532
Hispanic2858315108373174878313
Native Hawaiian<<<<<100<0<<<<
White9877813149076101091829
Two or more races5868114169782310907910
Students with Disabilities338356254438566443856
Economically Disadvantaged258564246965313656335
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students780742087971216787222
Female580752098070204807620
Male980722077871228766824
American Indian<<<<<100<0<100<0
Asian241007602010080017897211
Black474702657368273706730
Hispanic5928781472582810837317
Native Hawaiian<100<0<<<<
White128876121590751011907910
Two or more races2848116291899593888
Students with Disabilities-35356514140591464554
Economically Disadvantaged269673127169293676433
English Learners<<<<<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1184741688981117867914
Female984761668983116888212
Male13857215108979119857515
American Indian<<<<
Asian<<<<18100820<<<<
Black581751948581155847916
Hispanic2197763-8383172291709
Native Hawaiian<100<0<100<0
White15887312149581510897911
Two or more races14836917-909010-868614
Students with Disabilities-505050<<<<5746826
Economically Disadvantaged281791928381173838017
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students572672847874225787322
Female570663027674245797421
Male574692657973216787223
Asian-808020111008902392698
Black265633516968312716929
Hispanic5767124-8484164827818
White11867514109282812907810
Two or more races78477163928981095865
Students with Disabilities138376214746532514949
Economically Disadvantaged160594016866322686632
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198465162081611920836317
Female178467161781631919826318
Male208362172281591921846316
American Indian<<<<<100<0<<<<
Asian369761344985523996564
Black127866221274622613776423
Hispanic2291689288960112391699
Native Hawaiian<<<<<<<<<100<0
White2991629309060103191609
Two or more races23896611218867122893657
Students with Disabilities549445165144496524648
Economically Disadvantaged107465261071622911746326
English Learners56055401783671722856315
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98273181077672313826918
Female7827518675692512786522
Male118272181479652114877313
American Indian<100<0<100<0<100<0
Asian1592778231007702592678
Black676702456965317767024
Hispanic9897911168166191193827
Native Hawaiian<100<0<100<0
White14917691989701125906510
Two or more races59287897767231891739
Students with Disabilities1515049-3838624504550
Economically Disadvantaged269673156459364736927
English Learners<<<<<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127967211277652312796621
Female118069201179692110807020
Male137865221375622514786422
American Indian<100<0<100<0<<<<
Asian21100790599435663100380
Black673682767064306726628
Hispanic13917991885671513847116
White248864122189681122896711
Two or more races15836717128674141691749
Students with Disabilities444405624442563454255
Economically Disadvantaged469653146662344686432
English Learners<<<<<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168872121579642121876613
Female118674141376632416836717
Male2291699188366172791649
American Indian<100<0<100<0
Asian2392698<100<038100630
Black9857615873642711817019
Hispanic209676423926982294726
Native Hawaiian<100<0
White2692668268861123493597
Two or more races27906310381781919886913
Students with Disabilities1048395255045508847616
Economically Disadvantaged784771637067306787222
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-707030<<<<-93937
Female<100<0<<<<<100<0
Male<<<<<<<<<<<<
Asian<100<0
Black<<<<<<<<<<<<
White<<<<<<<<<100<0
Students with Disabilities<100<0<<<<<100<0
Economically Disadvantaged<<<<<<<<<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228260182082621816826618
Female218564152082621818836517
Male238057202082621814826818
American Indian<<<<<100<0<100<0
Asian441005604410056017907210
Black147561251173622710746426
Hispanic19876813309868215897411
Native Hawaiian<100<0<<<<<100<0
White359157931926182492688
Two or more races299364724977332598742
Students with Disabilities444405624846521424158
Economically Disadvantaged1173622787264286726528
English Learners<<<<<100<0<100<0
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students348854123989501138874913
Female359055103689541136885212
Male348753134389461139864714
American Indian<100<0<100<0<100<0
Asian77100230<100<069100310
Black268458163084541629835517
Hispanic4594486479042104997473
Native Hawaiian<<<<<100<0<100<0
White4594496539643447904310
Two or more races409253840945465193427
Students with Disabilities4534947146551358615339
Economically Disadvantaged218059202483581729805120
English Learners<<<<30100700<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

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: 91.65 State: 90.38Division: State:Division: State:

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

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

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten475445493
Kindergarten1,0401,0501,050
Grade 11,0761,0831,061
Grade 21,1171,0681,102
Grade 31,1511,1941,108
Grade 41,1311,1271,155
Grade 51,0901,0881,111
Grade 61,1541,0821,054
Grade 71,0061,1291,058
Grade 81,0189871,095
Grade 91,2831,2531,182
Grade 101,1701,2401,123
Grade 11835840906
Grade 12819797786
Total Students14,36514,38314,284
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2016 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2014-20152015-20162016-2017
All Students143651438314284
Female705570446968
Male731073397316
American Indian272928
Asian216215225
Black798780217921
Hispanic652693756
Native Hawaiian232022
White475746814594
Two or more races703724738
Students with Disabilities164116971673
Not Students with Disabilities127241268612611
Economically Disadvantaged690064596693
Not Economically Disadvantaged746579247591
English Learners536267
Not English Learners143121432114217
Homeless111441
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 StudentsDivision39546037168432
State4977134413270494355291988
FemaleDivision226228156369
State27208151939333271895690
MaleDivision16923222104823
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision750110
State45721127821711655
BlackDivision19929331106522
State79241059810692161508849
HispanicDivision20120040
State47494925291891967259
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision15013445126
State299791609911555741732722
Two or more racesDivision19142024
State23621474924317496
Students with DisabilitiesDivision457371290
State1022602927041321179106
Economically DisadvantagedDivision931652274024
State959315817159242326561135
HomelessDivision<<<<<<
State203617882423755
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students102489287.190888.7848.2
Female52046990.247591.3366.9
Male50442383.943385.9489.5
American Indian0<100<10000
Asian141285.71392.917.1
Black62052384.4533866510.5
Hispanic363288.93288.9411.1
Native Hawaiian0<100<10000
White31128892.629394.2123.9
Two or more races413585.43585.424.9
Students with Disabilities1289876.69977.32922.7
Economically Disadvantaged35128079.828781.84011.4
Homeless0<<<<<<
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 Taken230 / 5.6%180 / 4.36%259 / 6.48%
Advanced Placement Course Enrollment330 / 8.04%291 / 7.05%361 / 9.03%
Dual Enrollment99 / 2.41%91 / 2.2%183 / 4.58%
Governor’s School Enrollment28 / .68%29 / .7%31 / .78%
IB Course Enrollment56 / 1.36%55 / 1.33%38 / .95%
Senior Enrolled in IB Program34 / .83%22 / .53%29 / .73%
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 StudentsDivision84757732
State800255758028
FemaleDivision44334422
State404623112723
MaleDivision40423342
State395632645333
American IndianDivision0<100
State25416535
AsianDivision171229
State5267459213
BlackDivision44830831
State171671128234
HispanicDivision312035
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision30020631
State457593374926
Two or more racesDivision483037
State3387249826
Students with DisabilitiesDivision412149
State5663303146
Economically DisadvantagedDivision23814340
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision223354
 State397141393623
State LicensuresDivision8624
 State167317901964
Industry CertificationDivision141415491448
 State89541100544109590
Workplace ReadinessDivision185326504
 State336653077542313
Total Credentials EarnedDivision162919142030
 State128850137248157490
Students Earning One or More CredentialsDivision135615601598
 State104867109089126113
CTE CompletersDivision474452406
 State392914240440502
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
71.37170.6

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
2013-20143,476.005,132.00830.00
2014-20153,589.005,333.00808.00
2015-20164,126.005,433.00873.00

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 Students135687453004601336879833849513334926388489128581099443505
Female6656355136187661337716420366144431672066321522200235
Male6912390164273675542117429267204832212836537577243270
American Indian22301222312523123502
Asian2040332078202058431981564
Black7476433176298742343420532774245352422817134603274305
Hispanic623451313659391519673422022707542021
Native Hawaiian26100230002210021121
White458824097127438328310213142933021021634081364130153
Two or more races629231118651321117692361719694571119
Students with Disabilities1468151621351500145761341507158911361465180106132
Economically Disadvantaged6043522220340581051823336157975762843345712730297371
English Learners89131734308434278420
Homeless483811291496514151588262252
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 Students95.4495.6294.98
Female95.5895.895.03
Male95.3195.4494.94
American Indian93.2594.2994.07
Asian96.8797.0395.83
Black95.4995.7295.13
Hispanic95.7195.6795.03
Native Hawaiian96.8496.0994.91
White95.2195.3294.65
Two or more races95.895.995.27
Students with Disabilities93.2793.893.3
Economically Disadvantaged94.4194.693.95
English Learners96.6496.8296.11
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 Offenses56
Technology Offenses82
Offenses Against Student226
Offenses Against Staff36
Weapons Offenses18
Property Offenses54
All Other Offenses85
Other Offenses Against Persons758
Disorderly or Disruptive Behavior Offenses1,326
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 Indian0.1880.360.2020.180.1960.15
Asian1.5040.311.4950.181.5750.41
Black55.678.4855.76781.2455.45480.7
Hispanic4.5392.694.81835.2932.52
Native Hawaiian0.160.050.1390.090.154
White33.11515.1632.54512.4832.16213.76
Two or more races4.8942.955.0342.825.1672.46
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 Indian0.1880.2020.196
Asian1.5041.4951.575
Black55.681.2555.76710055.45466.67
Hispanic4.53912.54.8185.293
Native Hawaiian0.160.1390.154
White33.1156.2532.54532.16226.67
Two or more races4.8945.0345.1676.67
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 Indian0.1880.2020.196
Asian1.5041.4951.575
Black55.610055.76755.454100
Hispanic4.5394.8185.293
Native Hawaiian0.160.1390.154
White33.11532.54532.162
Two or more races4.8945.0345.167
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 Students47.3447.0947
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 Students57.0258.760
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 Students80.8480.9878.13
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

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

student ratio icon

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

student ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional3%4%
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
 2014-20152015-20162016-2017
Division
All Schools100%1%1%
High Poverty100%2%-
Low Poverty100%--
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
2014-201543%53%1%3%
2015-201644%52%1%3%
2016-201744%52%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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