Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

General school information

Division: Tazewell County Public Schools
Address: 506 Jeffersonville Street Tazewell, VA 24651-5396
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 SubgroupType2014-20152015-20162016-2017
All StudentsDivision787686
 Virginia858687
FemaleDivision827889
 Virginia898990
MaleDivision737484
 Virginia828384
AsianDivision<100100
 Virginia909293
BlackDivision7586<
 Virginia797981
HispanicDivision100100100
 Virginia767675
WhiteDivision777586
 Virginia899091
Two or more racesDivision100<100
 Virginia888989
Students with DisabilitiesDivision332444
 Virginia535354
Economically DisadvantagedDivision686579
 Virginia757578
English LearnersDivision<100
 Virginia676762
Gap Group 2Division7586<
 Virginia797981
Gap Group 3Division100100100
 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 Students158469161582671817836617
Female168771131785681519866714
Male148167191480662016816519
Asian4597523311006903396634
Black117565251379662118745626
Hispanic68276181981631927674033
White158469161582671817846616
Two or more races97465261080702014826818
Students with Disabilities752454885143499534447
Economically Disadvantaged97768231075652512776623
English Learners31885812379356746853815
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178265181481671917826518
Female188364171785681518866814
Male168266181176662416786322
Asian<100<0<100<0<100<0
Black15776223773672721795721
Hispanic<100<0<100<0<<<<
White178366171481671917826518
Two or more races1562463886962312392698
Students with Disabilities8564844658524210615239
Economically Disadvantaged117766231175642510766624
English Learners<100<0<100<0<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198667142185641521826018
Female198566152486621423856215
Male198768131885671520795921
Asian<100<0<100<0<100<0
Black30906010278760131592778
Hispanic<<<<<100<0<100<0
White198667142185641522826018
Two or more races1493797-797921-555545
Students with Disabilities10665634860524015594441
Economically Disadvantaged127867221580652015786222
English Learners<<<<<100<0<100<0
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228462162583581728876013
Female248560152481571927896111
Male198464162684591628865814
Asian<100<0<100<0<100<0
Black181008201775582520735327
Hispanic<100<0<100<0<100<0
White228361172582571828886012
Two or more races109080102010080019816319
Students with Disabilities5504550646405413604740
Economically Disadvantaged118069201575602517846716
English Learners<100<0<100<0<100<0
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158166191980602023795621
Female168468162383601721815919
Male147965211677612324775323
Asian<100<0<100<0<100<0
Black<<<<2782551836642736
Hispanic<<<<<<<<<100<0
White158267181980602022795721
Two or more races<<<<<<<<18826518
Students with Disabilities6575143124937519433457
Economically Disadvantaged87264281474612617715529
English Learners<<<<<<<<<100<0
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16857015983731715867114
Female16927681084741619907110
Male15786322982731812837217
Asian<100<0<100<0<100<0
Black-555545<<<<25755025
Hispanic<100<0<<<<<<<<
White16867014983741715867214
Two or more races<<<<<<<<<100<0
Students with Disabilities1047375395646446494351
Economically Disadvantaged10786822474702610817119
English Learners<100<0<<<<<100<0
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97466261177652311796821
Female128371171184731615857015
Male6666034116958318756725
Asian<<<<<100<0<<<<
Black<<<<<<<<-606040
Hispanic<<<<<100<0<<<<
White97566251276652412806820
Two or more races-61613910908010<100<0
Students with Disabilities7282172134128595393461
Economically Disadvantaged666603476659345696431
English Learners<<<<<100<0<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students69286868982115898411
Female59489679083106888212
Male790831068782134898511
Asian<100<0<100<0<100<0
Black<<<<<100<07716429
Hispanic<100<0<100<0<<<<
White69386768982115908510
Two or more races<<<<<<<<<<<<
Students with Disabilities2565444-5050507635737
Economically Disadvantaged388851238279183827918
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

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 Students198061201879612124866214
Female248662142187661328906210
Male137461261571562920836317
Asian<<<<<100<0<100<0
Black-474753-5858425817619
Hispanic<<<<<<<<<<<<
White198162191879612124866214
Two or more races206040401363503818826418
Students with Disabilities10423158733266715493551
Economically Disadvantaged96859321067573313786422
English Learners<<<<<100<0<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207252281774572619816119
Female298253182185641527865914
Male126351371464503613766324
Asian<<<<<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<100<0<100<0
White207454261875572520806020
Two or more races22563344-505050<<<<
Students with Disabilities1029197183425669382862
Economically Disadvantaged12594841963543710716129
English Learners<<<<<100<0<100<0
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17876913188466162994646
Female2091709219069102994656
Male15836817167963212994646
Asian<100<0<100<0<100<0
Black-505050-6464368837517
Hispanic<100<0<<<<<<<<
White18877013198566153095655
Two or more races<100<0<<<<<<<<
Students with Disabilities11574543332296827775023
Economically Disadvantaged77973211274622618887012
English Learners<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168468161583681715867114
Female158671141586711415887312
Male168266181581651915836917
Asian469751350944465397433
Black127865221481671916816519
Hispanic17947862278562213786522
White168468161583681714867114
Two or more races12766324188466167827518
Students with Disabilities852444885143498544646
Economically Disadvantaged107868221177672310817119
English Learners509646447975035997383
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218362171780632014826818
Female188264181885671511837217
Male248360171676602417816419
Asian<100<0<100<0<100<0
Black3691559158569157736727
Hispanic<100<0<<<<<<<<
White208263181780632014836917
Two or more races19755625157762238696231
Students with Disabilities10463754105242488473953
Economically Disadvantaged14766224137663249766724
English Learners<100<0<100<0<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268862122988601221886712
Female258762132588631219907110
Male278962113288561223876313
Asian<100<0<100<0<100<0
Black20806020319262831100690
Hispanic<<<<<100<0<100<0
White278962112788611221886712
Two or more races1393807318554159736427
Students with Disabilities10594941862543816604440
Economically Disadvantaged148571152084651617887112
English Learners<<<<<100<0<100<0
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328452163084541624886412
Female328452162983551722886712
Male318352173185541527886112
Asian<100<0<100<0<100<0
Black3392588187355272392698
Hispanic<100<0<100<0<100<0
White318452162984551623886412
Two or more races1080702047934771493797
Students with Disabilities858504245955418595141
Economically Disadvantaged228058202177562315857015
English Learners<100<0<100<0<100<0
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students486821458277189877913
Female4888512481771910897811
Male484791668276187867914
Black<<<<<100<0<<<<
Hispanic<100<0<100<0<100<0
White486821458176199877813
Two or more races<<<<<<<<-838317
Students with Disabilities6676233175842428726428
Economically Disadvantaged482781857873226878013
English Learners<100<0<100<0<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117766231377642312816919
Female108272181481671913826918
Male127259281173622711806920
Asian<100<0<<<<<100<0
Black-646436<<<<33100670
Hispanic<100<0<<<<<100<0
White117766231277652311806820
Two or more races<<<<<<<<-1001000
Students with Disabilities12362464531256911463554
Economically Disadvantaged5666034106857329776823
English Learners<100<0<100<0<100<0
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17796221783761723876413
Female2184631698778132792658
Male14746026679732120836317
Asian<<<<<100<0<<<<
Black<<<<-7070309736427
Hispanic<100<0<<<<<100<0
White18796221783761723886512
Two or more races7676033<<<<<100<0
Students with Disabilities13392661114332572444356
Economically Disadvantaged11736227477722315806620
English Learners<100<0<<<<<100<0
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students388851259085104878313
Female493897793867691859
Male384811638683142838117
Asian<100<0<<<<<100<0
Black-868614<<<<8857715
Hispanic<100<0<<<<<100<0
White388851259085103878313
Two or more races10908010-8080209827318
Students with Disabilities-575743-585842-545446
Economically Disadvantaged-86851438583152828018
English Learners<100<0<100<0<100<0
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students776692477265288797121
Female677712388072208797121
Male875682566559358797221
Asian<100<0<100<0<100<0
Black-555545<<<<<<<<
Hispanic<100<0<100<0<<<<
White777702377265288817319
Two or more races<<<<<<<<<<<<
Students with Disabilities5433857-323268-292971
Economically Disadvantaged466623436461365696331
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students199980125987321394816
Female1710083021977631499841
Male2097773319968112897611
Asian<100<0<100<0<100<0
Black<100<0<<<<<<<<
Hispanic<100<0
White189980126987221496824
Two or more races<100<0<100<0<<<<
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged149985118947766888212
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128573151485711516887212
Female108473161285731514887512
Male148672141786691418887012
Asian3394616439350742100580
Black-747426474702611817019
Hispanic<<<<<<<<27825518
White138573151486711416887212
Two or more races127865222086671410867614
Students with Disabilities457544375144497605340
Economically Disadvantaged878702297970219837417
English Learners29865714278255184093537
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students249066103490551029906110
Female228865123186551427886112
Male269266838945663192618
Asian<100<0<100<0<100<0
Black-92928177558252993647
Hispanic<<<<<<<<<100<0
White249066103490561028906110
Two or more races209070105010050027876013
Students with Disabilities3716829864563610685832
Economically Disadvantaged158671142285631516877113
English Learners<<<<<<<<<100<0
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128068201082721812847216
Female9827218784771612867415
Male157964211480672012827118
Asian<<<<<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<100<0<100<0<<<<
White128169191082721812847216
Two or more races1161503910908010<100<0
Students with Disabilities6443856144531558544646
Economically Disadvantaged972642847571255746926
English Learners<100<0<100<0<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9857715776692414887412
Female7888112675692511907910
Male10827218777702316866914
Asian<100<0<100<0<100<0
Black-707030-757525<<<<
Hispanic<100<0<<<<<<<<
White9857715676702414897511
Two or more races<<<<<<<<7676033
Students with Disabilities-424258-363664-434357
Economically Disadvantaged476712446864329847516
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13948068958751993757
Female9948568938671393807
Male18937578968842593687
Asian<100<0<100<0<100<0
Black<100<0<<<<<<<<
Hispanic<100<0<100<0
White14938078958751993747
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged10948464918891395815
English Learners<100<0<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students380772088982118898111
Female272702859084105888412
Male38784131089791110897811
Asian<100<0<<<<<100<0
Black-676733<<<<<<<<
Hispanic<<<<<100<0<100<0
White380782089082108888112
Two or more races-8080207716429-1001000
Students with Disabilities-575743-6363371595841
Economically Disadvantaged173722778577154838017
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

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 Students258762132587621324866314
Female218664142185641520856515
Male288861122989601127886112
Asian54923886389261150100500
Black147157292983541719775823
Hispanic-7070302392698<<<<
White258763132487631324876313
Two or more races278659143185541515796421
Students with Disabilities95950411062533816614539
Economically Disadvantaged188163191982631818806220
English Learners<<<<621003804591459
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1187761398273189786922
Female887791357672244736927
Male148772131487741313826918
Asian<100<0<<<<<100<0
Black<<<<<<<<-696931
Hispanic<<<<<100<0<100<0
White1187761398273189787022
Two or more races<100<0<<<<<<<<
Students with Disabilities-606040-5959417463954
Economically Disadvantaged578732267770234686332
English Learners<100<0<100<0<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178972111585701522896811
Female8847616779722113857215
Male279468624926883496624
Asian<100<0<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<100<0<100<0<<<<
White178872121585701523906710
Two or more races<100<0<<<<-909010
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged14877313979712117856815
English Learners<100<0<100<0<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students477732378276187827518
Female271692968276185817719
Male7837717883751710837317
Asian<100<0<<<<<100<0
Black-505050-585842<<<<
Hispanic<<<<<<<<
White478742268377177827518
Two or more races107060308857715<<<<
Students with Disabilities2504850-484852-535347
Economically Disadvantaged168673237572255746826
English Learners<<<<<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students37895211329057102892658
Female369256830916092892648
Male38854815358954112892658
Asian<<<<<100<0<100<0
Black<<<<<100<0<<<<
Hispanic<100<0<100<0<100<0
White38905110328957112892648
Two or more races2476532430906010<<<<
Students with Disabilities434306645349475666134
Economically Disadvantaged258560152184631617877013
English Learners<100<0<100<0<100<0
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students519443655943964991429
Female469346748934574591469
Male569540562943365391389
Asian<100<0<100<0<100<0
Black40804020731002705092428
Hispanic<<<<<100<0<100<0
White519443653944065091429
Two or more races53100470699223827825518
Students with Disabilities197858222276552425674233
Economically Disadvantaged379054104390471040894911
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.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 86.25 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-kindergarten147130145
Kindergarten444416439
Grade 1485439416
Grade 2464464421
Grade 3473448463
Grade 4488457439
Grade 5479477458
Grade 6446473469
Grade 7515438472
Grade 8447507450
Grade 9509478525
Grade 10479488432
Grade 11461414412
Grade 12387476419
Post Graduate5810
Total Students6,2296,1135,970
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 Students622961135970
Female301329472886
Male321631663084
American Indian233
Asian514438
Black176161163
Hispanic312835
White583857345584
Two or more races131143147
Students with Disabilities773817810
Not Students with Disabilities545652965160
Economically Disadvantaged313930933328
Not Economically Disadvantaged309030202642
English Learners434341
Not English Learners618660705929
Homeless152126
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 StudentsDivision165212229326
State4977134413270494355291988
FemaleDivision919744110
State27208151939333271895690
MaleDivision74115185216
State2256319220177161636341298
AsianDivision<<<<0<
State45721127821711655
BlackDivision271100
State79241059810692161508849
HispanicDivision<<<<0<
State47494925291891967259
WhiteDivision157200218316
State299791609911555741732722
Two or more racesDivision<<<<<<
State23621474924317496
Students with DisabilitiesDivision22622180
State1022602927041321179106
Economically DisadvantagedDivision46125207245
State959315817159242326561135
English LearnersDivision<<<<0<
State1518329526533162780
HomelessDivision<<<<0<
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 Students44639989.540891.5327.2
Female20719292.819694.7115.3
Male23920786.621288.7218.8
Asian0<100<10000
Black111090.91110000
Hispanic0<100<10000
White42337889.438691.3317.3
Two or more races0<<<<<<
Students with Disabilities595084.75186.4813.6
Economically Disadvantaged22719184.119887.22410.6
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 Type2014-20152015-20162016-2017
Advanced Placement Test Taken46 / 2.51%41 / 2.21%38 / 2.13%
Advanced Placement Course Enrollment122 / 6.65%204 / 11%210 / 11.74%
Dual Enrollment273 / 14.89%275 / 14.82%243 / 13.59%
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

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 StudentsDivision33023828
State800255758028
FemaleDivision16312225
State404623112723
MaleDivision16711631
State395632645333
AsianDivision0<100
State5267459213
BlackDivision12<100
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision31122428
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision15<100
State5663303146
Economically DisadvantagedDivision1167238
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 AssessmentsDivision605338
 State397141393623
State LicensuresDivision161813
 State167317901964
Industry CertificationDivision586654671
 State89541100544109590
Workplace ReadinessDivision146151190
 State336653077542313
Total Credentials EarnedDivision808876912
 State128850137248157490
Students Earning One or More CredentialsDivision575660675
 State104867109089126113
CTE CompletersDivision245336304
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
67.56665.6

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
2013-20142,194.005,510.001,266.00
2014-20152,431.006,035.00831.00
2015-20162,327.006,152.00938.00

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 Students5297706255312499382223735050686482713264705805276334
Female2579342120146244937411216824593011301612295385122160
Male2718364135166254444812518226093471411652410420154174
American Indian0000000000000000
Asian49331455104111034211
Black14316781332751313725371342174
Hispanic292012551125121426715
White4970667237293467576022233347345982543024388762260306
Two or more races1031779115247313012111112313714
Students with Disabilities6111243677618143538264810756756351415477
Economically Disadvantaged2558486194228246055717826025344512022392588585214285
English Learners43331444004090035513
Homeless84331352921321111729
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 Students93.7793.6993.24
Female93.8293.7193.23
Male93.7293.6893.26
American Indian82.6488.1175.42
Asian96.5496.9397.25
Black93.8994.6594.24
Hispanic94.1393.1592.64
Native Hawaiian92.31
White93.7393.6593.19
Two or more races94.4993.6693.47
Students with Disabilities92.6592.4992.27
Economically Disadvantaged92.6692.6792.28
English Learners96.3896.5296.23
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 Offenses114
Technology Offenses17
Offenses Against Student27
Offenses Against Staff10
Weapons Offenses14
Property Offenses10
All Other Offenses<
Other Offenses Against Persons169
Disorderly or Disruptive Behavior Offenses364
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 Indian0.0320.410.0490.40.050.4
Asian0.8190.210.720.637
Black2.8279.112.6357.742.7315.65
Hispanic0.4981.040.4580.990.5860.4
Native Hawaiian
White93.76886.1393.83187.993.5588.91
Two or more races2.1043.112.342.982.4634.64
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.0320.0490.05
Asian0.8190.720.637
Black2.82718.752.6352.731
Hispanic0.4980.4580.586
Native Hawaiian
White93.7687593.83110093.55100
Two or more races2.1046.252.342.463
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 Indian0.0320.049200.05
Asian0.8190.720.637
Black2.8272.6352.73150
Hispanic0.4980.4580.586
Native Hawaiian
White93.76893.3393.8316093.5550
Two or more races2.1046.672.34202.463
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 Students52.3752.8856.45
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 Students35.7833.7844.08
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 Students72.2867.7572.15
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 10.04 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.25 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional2%3%
Provisional Special Education2%3%
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%--
High Poverty--2%
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201556%41%0%3%
2015-201657%40%0%3%
2016-201758%38%0%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Tazewell County Public Schools to top