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General school information

Division: Tazewell County Public Schools
Address: 209 West Fincastle Turnpike Tazewell, VA 24651
Superintendent: Mr. George Brown
Region: 7
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 Schools15
Fully Accredited15

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 StudentsDivision787876
 Virginia848586
FemaleDivision828278
 Virginia888989
MaleDivision757374
 Virginia818283
AsianDivision100<100
 Virginia909092
BlackDivision907586
 Virginia777979
HispanicDivision100100100
 Virginia767676
WhiteDivision777775
 Virginia898990
Students with DisabilitiesDivision393324
 Virginia525353
Economically DisadvantagedDivision666865
 Virginia747575
Gap Group 2Division907586
 Virginia777979
Gap Group 3Division100100100
 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 Students137562251584691615826718
Female147965211687711317856815
Male137259281481671914806620
Asian29896111459752331100690
Black96758331175652513796621
Hispanic-606040682761819816319
White147662241584691615826718
Two or more races8655735974652610807020
Students with Disabilities743375775245488514349
Economically Disadvantaged9655635977682310756525
English Learners28805220318858123793567
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167458261782651814816719
Female157459261883641717856815
Male167458261682661811766624
Asian<100<0<100<0<100<0
Black15695431157762237736727
White157458261783661714816719
Two or more races9645536156246388696231
Students with Disabilities656504485648446585242
Economically Disadvantaged96354371177662311756425
English Learners<100<0<100<0<100<0
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177457261986671421856415
Female197758231985661524866214
Male157055301987681318856715
Asian<<<<<100<0<100<0
Black186547353090601027876013
Hispanic<<<<<<<<<100<0
White177457261986671421856415
Two or more races<<<<1493797-797921
Students with Disabilities10574743106656348605240
Economically Disadvantaged126856321278672215806520
English Learners<<<<<<<<<100<0
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167963212284621625835817
Female178265182485601524815719
Male147662241984641626845916
Asian<100<0<100<0<100<0
Black<<<<1810082017755825
Hispanic<<<<<100<0<100<0
White168064202283611725825718
Two or more races<<<<1090801020100800
Students with Disabilities656504455045506464054
Economically Disadvantaged117160291180692015756025
English Learners<<<<<100<0<100<0
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187456261581661919806020
Female188063201684681623836017
Male186850321479652116776123
Asian<100<0<100<0<100<0
Black17584242<<<<27825518
Hispanic<100<0<<<<<<<<
White177457261582671819806020
Two or more races<<<<<<<<<<<<
Students with Disabilities8312369657514312493751
Economically Disadvantaged11615039872642814746126
English Learners<100<0<<<<<<<<
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13756225168570159837317
Female15836717169276810847416
Male11675633157863229827318
Asian<<<<<100<0<100<0
Black<<<<-555545<<<<
Hispanic<<<<<100<0<<<<
White13766224168670149837417
Two or more races5686332<<<<<<<<
Students with Disabilities4211779104737539564644
Economically Disadvantaged8655735107868224747026
English Learners<<<<<100<0<<<<
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8655735974662611776523
Female76860321283711711847316
Male9645536666603411695831
Asian<<<<<<<<<100<0
Black6716529<<<<<<<<
Hispanic<<<<<<<<<100<0
White8665734975662512766524
Two or more races10605040-61613910908010
Students with Disabilities7292171728217213412859
Economically Disadvantaged451474966660347665934
English Learners<<<<<<<<<100<0
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68881136928686898211
Female68882125948967908310
Male687811379083106878213
Asian<100<0<100<0<100<0
Black-828218<<<<<100<0
Hispanic<100<0<100<0<100<0
White68781136938676898211
Two or more races<100<0<<<<<<<<
Students with Disabilities56055402565444-505050
Economically Disadvantaged480762038885123827918
English Learners<100<0<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students147157291980612018796121
Female177660242486621421876613
Male126654341374612615715629
Asian5092428<<<<<100<0
Black3666334-474753-585842
Hispanic<<<<<<<<<<<<
White147156291981621918796121
Two or more races66963312060404013635038
Students with Disabilities7302370104231587332667
Economically Disadvantaged7595241968593210675733
English Learners<<<<<<<<<100<0
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126856322072522817745726
Female147460262982531821856415
Male106352381263513714645036
Asian<100<0<<<<<100<0
Black-636338<<<<<<<<
Hispanic<<<<<<<<<100<0
White136855322074542618755725
Two or more races-70703022563344-505050
Students with Disabilities7221578102919718342566
Economically Disadvantaged4565244125948419635437
English Learners<<<<<<<<<100<0
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137360271787691318846616
Female13766224209170921906910
Male127058301583681716796321
Asian<100<0<100<0<100<0
Black6696331-505050-646436
Hispanic<100<0<100<0<<<<
White127260281887701319856615
Two or more races<100<0<100<0<<<<
Students with Disabilities8312369115745433322968
Economically Disadvantaged7625538779732112746226
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 Students147460261684681615836817
Female147662241586711415867114
Male147359271682661815816519
Asian4887391346975135094446
Black97061301278652214816719
Hispanic-646436179478622785622
White147460261684681615836817
Two or more races117564251276632418846616
Students with Disabilities742355885244488514349
Economically Disadvantaged96556351078682211776723
English Learners419352750964644797503
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166852322183621717806320
Female156752331882641818856715
Male176952312483601716766024
Asian<100<0<100<0<100<0
Black23775423369155915856915
Hispanic<100<0<100<0<<<<
White156852322082631817806320
Two or more races277345271975562515776223
Students with Disabilities64438561046375410524248
Economically Disadvantaged105646441476622413766324
English Learners<100<0<100<0<100<0
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students287850222688621229886012
Female307747232587621325886312
Male257853222789621132885612
Asian<100<0<100<0<100<0
Black1894766208060203192628
Hispanic<100<0<<<<<100<0
White287749232789621127886112
Two or more races<<<<139380731855415
Students with Disabilities16594341105949418625438
Economically Disadvantaged197253281485711520846516
English Learners<100<0<<<<<100<0
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278053203284521630845416
Female268155193284521629835517
Male298051203183521731855415
Asian<<<<<100<0<100<0
Black<<<<339258818735527
Hispanic<100<0<100<0<100<0
White278053203184521629845516
Two or more races<<<<108070204793477
Students with Disabilities657514385850424595541
Economically Disadvantaged187354272280582021775623
English Learners<100<0<100<0<100<0
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students372692848682145827718
Female277752348885124817719
Male467643348479166827618
Black-757525<<<<<100<0
Hispanic<100<0<100<0<100<0
White371682948682145817619
Two or more races<100<0<<<<<<<<
Students with Disabilities5342966667623317584242
Economically Disadvantaged165643548278185787322
English Learners<100<0<100<0<100<0
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106655341177662313776423
Female136957311082721814816719
Male86254381272592811736227
Asian<<<<<100<0<<<<
Black<<<<-646436<<<<
Hispanic<<<<<100<0<<<<
White116756331177662312776523
Two or more races-434357<<<<<<<<
Students with Disabilities6241876123624645312569
Economically Disadvantaged8595141566603410685732
English Learners<<<<<100<0<100<0
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13746126177962217837617
Female14796521218463169877813
Male13705730147460266797321
Asian<100<0<<<<<100<0
Black13695631<<<<-707030
Hispanic<<<<<100<0<<<<
White13746126187962217837617
Two or more races251007507676033<<<<
Students with Disabilities63630641339266111433257
Economically Disadvantaged8655735117362274777223
English Learners<<<<<100<0<<<<
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students476722438885125908510
Female4797521493897793867
Male473692738481163868314
Asian<100<0<100<0<<<<
Black6676133-868614<<<<
White476722438885125908510
Two or more races<<<<10908010-808020
Students with Disabilities-565644-575743-585842
Economically Disadvantaged1676633-8685143858315
English Learners<100<0<100<0<100<0
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students574692677669247726528
Female471662967771238807220
Male677712387568256655935
Asian<100<0<100<0<100<0
Black<<<<-555545<<<<
Hispanic<<<<<100<0<100<0
White575692577770237726528
Two or more races<100<0<<<<<<<<
Students with Disabilities-2020805433857-323268
Economically Disadvantaged161603946662343646136
English Learners<100<0<100<0
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1885671519998012598732
Female15887312171008302197763
Male2181601920977733199681
Asian<100<0<100<0<100<0
Black<<<<<100<0<<<<
White1985661518998012698722
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged978702214998511894776
English Learners<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

Overall Student Performance: Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108474161285731514857115
Female88375171084731612857315
Male138572151486721417866914
American Indian<100<0<100<0<100<0
Asian259570533946164393507
Black10726228-7474264747026
Hispanic<<<<<<<<<<<<
White108474161385731514867114
Two or more races68377171278652220866714
Students with Disabilities457544345754437514449
Economically Disadvantaged575702587870229797021
English Learners88375172986571427825518
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178366172490661034905510
Female158268182288651231865514
Male1984651626926683894566
Asian<<<<<100<0<100<0
Black<100<0-9292817755825
Hispanic<<<<<<<<<<<<
White178466162490661034905610
Two or more races<<<<2090701050100500
Students with Disabilities467633337168298645636
Economically Disadvantaged97667241586711422856315
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students87365271280682010827218
Female569643198272187847716
Male117767231579642114806720
Asian<100<0<<<<<100<0
Black6565044<<<<<<<<
Hispanic<<<<<100<0<100<0
White87466261281691910827218
Two or more races-8080201161503910908010
Students with Disabilities6363064644385614453155
Economically Disadvantaged561573997264284757125
English Learners<<<<<100<0<100<0
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students679732198577157766924
Female678712278881126756925
Male5807420108272187777023
Asian<100<0<100<0<100<0
Black13473353-707030-757525
Hispanic<100<0<100<0<<<<
White680742098577156767024
Two or more races<100<0<<<<<<<<
Students with Disabilities-444456-424258-363664
Economically Disadvantaged467633347671244686432
English Learners<100<0<<<<
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14968241394806895875
Female895875994856893867
Male20977731893757896884
Asian<100<0<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<100<0<100<0<100<0
White13968241493807895875
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged6938771094846491889
English Learners<100<0<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students889811138077208898211
Female389861127270285908410
Male15907510387841310897911
Asian<100<0<100<0<<<<
Black<100<0-676733<<<<
Hispanic<100<0<<<<<100<0
White889811138078208908210
Two or more races<<<<-8080207716429
Students with Disabilities-585842-575743-636337
Economically Disadvantaged384811617372277857715
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 Students298556152587621325876213
Female258458162186641421856415
Male338654142888611229896011
American Indian<<<<<100<0
Asian5293417549238863892611
Black258257181471572929835417
Hispanic20503050-7070302392698
White298556152587631324876313
Two or more races268055202786591431855415
Students with Disabilities13604740959504110625338
Economically Disadvantaged217857221881631919826318
English Learners5292408<<<<62100380
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8847616118776139827318
Female478742288779135767224
Male128977111487721314877413
Asian<100<0<100<0<<<<
Black-777723<<<<<<<<
White8847616118776139827318
Two or more races<100<0<100<0<<<<
Students with Disabilities-656535-606040-595941
Economically Disadvantaged474702657873226777023
English Learners<100<0<100<0<100<0
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students33784422
Female29784822
Male37784122
Asian<<<<
Black8756725
Hispanic<<<<
White34784422
Two or more races<<<<
Students with Disabilities6413559
Economically Disadvantaged26694331
English Learners<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students139078101789721115857015
Female689821188476167797221
Male189273827946862492688
Asian<100<0<100<0<100<0
Black<100<0<100<0<100<0
Hispanic<<<<<100<0<100<0
White129078101788721215857015
Two or more races<100<0<100<0<<<<
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged9867614148773139797121
English Learners<100<0<100<0<100<0
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students784781647773237827618
Female382781827169296827618
Male1087771378377178837517
Asian<100<0<100<0<<<<
Black20806020-505050-585842
Hispanic<100<0<<<<<<<<
White684781647874226837717
Two or more races10908010107060308857715
Students with Disabilities35350472504850-484852
Economically Disadvantaged378752216867323757225
English Learners<100<0<<<<<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students36804420
Female35794421
Male37814419
Asian<<<<
Black<<<<
Hispanic<<<<
White36814519
Two or more races39723328
Students with Disabilities9423358
Economically Disadvantaged26734727
English Learners<100<0
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338754133789521132905710
Female2984551636925683091609
Male368953113885481535895411
Asian<100<0<<<<<100<0
Black36865014<<<<<100<0
Hispanic<<<<<100<0<100<0
White338855123890511032895711
Two or more races307040302476532430906010
Students with Disabilities955454543430664534947
Economically Disadvantaged228260182585601521846316
English Learners<<<<<100<0<100<0
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students489143951944365594396
Female459247846934674893457
Male5290381056954056294336
Asian<100<0<100<0<100<0
Black50944464080402073100270
Hispanic<100<0<<<<<100<0
White499142951944365394406
Two or more races<<<<531004706992238
Students with Disabilities227654241978582222765524
Economically Disadvantaged338653143790541043904710
English Learners<100<0<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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: 91.29 State: 91.04Division: 92.1 State: 91.28Division: 86.25 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-kindergarten146147130
Kindergarten514443416
Grade 1470485438
Grade 2468464464
Grade 3475473448
Grade 4483488457
Grade 5452479477
Grade 6515446473
Grade 7464515438
Grade 8479447507
Grade 9543508478
Grade 10530479488
Grade 11379460414
Grade 12427387475
Post Graduate858
Total Students6,3536,2266,111
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 Students635362266111
Female308630122946
Male326732143165
American Indian223
Asian565144
Black160176161
Hispanic283128
White598358355732
Two or more races124131143
Students with Disabilities819773817
Not Students with Disabilities553454535294
Economically Disadvantaged320331383092
Not Economically Disadvantaged315030883019
English Learners524343
Not English Learners630161836068
Homeless111521
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 StudentsDivision1692552972111
State4917334246347093350192269
FemaleDivision901119284
State268261510112433531834822
MaleDivision79144205137
State2234719145222758031851447
AsianDivision<<<<0<
State44281224891612962
BlackDivision<<<<0<
State79001054014302301415981
HispanicDivision<<<<0<
State44244514381851538310
WhiteDivision1622492672111
State300171650514315601740817
Two or more racesDivision<<<<0<
State222313111283616089
Students with DisabilitiesDivision12829251
State946531134691091067120
Economically DisadvantagedDivision38113146108
State921814811194032621251240
English LearnersDivision<<<<0<
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 Students49245392.146093.5214.3
Female22421093.821294.683.6
Male26824390.724892.5134.9
Asian0<100<10000
Black0<100<10000
Hispanic0<100<10000
White47643791.844493.3214.4
Two or more races0<100<10000
Students with Disabilities665887.96090.957.6
Economically Disadvantaged18916587.317190.5105.3
English Learners0<100<10000
Homeless0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken19 / 1.01%46 / 2.51%41 / 2.21%
Advanced Placement Course Enrollment144 / 7.66%122 / 6.65%204 / 11%
Dual Enrollment292 / 15.54%273 / 14.89%275 / 14.82%
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

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 StudentsDivision37627726
State807645806228
FemaleDivision19314724
State410163155223
MaleDivision18313029
State397482651033
AsianDivision0<100
State5269454514
BlackDivision0<100
State175771162334
HispanicDivision0<100
State7574489435
WhiteDivision35826526
State467663441226
Two or more racesDivision0<100
State3210234527
Students with DisabilitiesDivision22<100
State5865307548
Economically DisadvantagedDivision1328139
State228881345141
English LearnersDivision0<100
State5050327035
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 AssessmentsDivision856053
 State502439714139
State LicensuresDivision21618
 State90516731790
Industry CertificationDivision656586654
 State6932189541100544
Workplace ReadinessDivision226146151
 State283493366530775
Total Credentials EarnedDivision969808876
 State103599128850137248
Students Earning One or More CredentialsDivision649575660
 State86257104867109089
CTE CompletersDivision315245336
 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 Students53834857.8%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students55845363.1%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students39573663.2%
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
67.767.566

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
2012-20132,439.005,475.001,065.00
2013-20142,194.005,510.001,266.00
2014-20152,431.006,035.00831.00

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 Students5137852326402529770625531249938222373505068648271326
Female2489390169186257934212014624493741121682459301130161
Male2648462157216271836413516625444481251822609347141165
American Indian0000000000000000
Asian49634493314551041110
Black150168141431678133275131372537
Hispanic197252920125511251214
White4829811307371497066723729346757602223334734598254302
Two or more races87124810317791152473130121111
Students with Disabilities6761336096611124367761814353826481075675
Economically Disadvantaged2450534232285255848619422824605571782602534451202239
English Learners50336433314440040900
Homeless1139843313529213211
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 Students93.8593.7793.69
Female93.8793.8293.71
Male93.8393.7293.68
American Indian88.0882.6488.11
Asian96.4296.5496.93
Black94.4293.8994.65
Hispanic94.7794.1393.15
White93.8193.7393.65
Two or more races93.5894.4993.66
Students with Disabilities92.1192.6592.49
Economically Disadvantaged92.792.6692.67
English Learners96.2696.3896.52
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 Offenses117
Technology Offenses18
Offenses Against Student18
Offenses Against Staff<
Weapons Offenses12
Property Offenses20
All Other Offenses50
Other Offenses Against Persons180
Disorderly or Disruptive Behavior Offenses343
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.031.032.41.049.4
Asian.881.819.21.72
Black2.5184.382.8279.112.6357.74
Hispanic.441.22.4981.04.458.99
Native Hawaiian
White94.17692.5693.7286.1393.79887.9
Two or more races1.9522.842.1043.112.342.98
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

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.031.032.049
Asian.881.819.72
Black2.5182.82718.752.635
Hispanic.441.498.458
Native Hawaiian
White94.17610093.727593.798100
Two or more races1.9522.1046.252.34
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.031.032.04920
Asian.881.819.72
Black2.518202.8272.635
Hispanic.441.498.458
Native Hawaiian
White94.1768093.7293.3393.79860
Two or more races1.9522.1046.672.3420
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 Students51.9752.3752.88
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 Students39.1735.7833.78
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced 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 Students74.2272.2867.75
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 10.17 : 1

student 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: 13.56 : 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 icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional3%2%
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 Schools--1%
High Poverty-2%2%
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
2013-201456%41%1%2%
2014-201557%40%0%3%
2015-201658%38%0%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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