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General school information

Division: Virginia Beach City Public Schools
Address: 2512 George Mason Dr Virginia Beach, VA 23456-6038
Superintendent: Dr. Aaron C. Spence
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools82
Fully Accredited82

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 StudentsDivision858688
 Virginia858687
FemaleDivision899092
 Virginia898990
MaleDivision818284
 Virginia828384
American IndianDivision819180
 Virginia848481
AsianDivision919793
 Virginia909293
BlackDivision767983
 Virginia797981
HispanicDivision828786
 Virginia767675
Native HawaiianDivision8110095
 Virginia899292
WhiteDivision888790
 Virginia899091
Two or more racesDivision908688
 Virginia888989
Students with DisabilitiesDivision445050
 Virginia535354
Economically DisadvantagedDivision778387
 Virginia757578
English LearnersDivision6670
 Virginia676762
Gap Group 2Division767983
 Virginia797981
Gap Group 3Division828786
 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 Students208364171885661521866514
Female228664142187671324896511
Male178163191682661819846516
American Indian138370171382691815887312
Asian2590651025916693092628
Black8696131972642811756425
Hispanic168266181583671717846716
Native Hawaiian22886612219171925896411
White25896411239067102691659
Two or more races198566151985671522886612
Students with Disabilities104939511049395111534147
Economically Disadvantaged117463261176652413786522
English Learners9635437769623111736227
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268154191883641724846016
Female308454162085661527876013
Male237855221780632021816019
American Indian1975562511615039<<<<
Asian33875413278761133191609
Black136653341072612815735827
Hispanic228058201479652117806320
Native Hawaiian26876113299465632905810
White338653142287661329885912
Two or more races258459161884661622866414
Students with Disabilities125038501146355413523948
Economically Disadvantaged167256281176652415766124
English Learners16634737772652810695931
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228058202283611728865814
Female258358172585601530895811
Male197858221980622025845916
American Indian87769232476532412715929
Asian27916493188571240905010
Black96657341171602914756025
Hispanic207858221679632124846016
Native Hawaiian88476161790731026896311
White28875813278861123491579
Two or more races227957212183621727886212
Students with Disabilities124937511049395111534247
Economically Disadvantaged127159291374612617796221
English Learners86153391172612815756025
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268457163188571231895711
Female30875713328957113491579
Male238058203086571429865714
American Indian<100<02087671336100640
Asian3489551140955454291499
Black116857321677612318796121
Hispanic218059202887591324876313
Native Hawaiian3293617268357173793577
White3490571038925483893557
Two or more races238663142786591433905710
Students with Disabilities104736531557424314584442
Economically Disadvantaged157560251880612020826218
English Learners11665534970613019806120
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208262182182611824856115
Female238562152484601626876013
Male177962211880622022836117
American Indian15695431<100<01994756
Asian2688621232936173793567
Black86658341067573311726228
Hispanic168266181678622219846516
Native Hawaiian238865122796694991839
White268963112689621131906010
Two or more races188163192185631524846016
Students with Disabilities845375584335579494051
Economically Disadvantaged117261281171602913766324
English Learners864563646157399665734
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248460161786701420886812
Female28886012199070102491669
Male218060201483691716867014
American Indian<<<<-1001000<100<0
Asian3389571123926883094646
Black11705930675692511776723
Hispanic198466161587711314867214
Native Hawaiian2788621219967843695595
White3190591021917092493697
Two or more races22856315178568152391689
Students with Disabilities8494051950415011544346
Economically Disadvantaged12746226978692212816919
English Learners1064553646964318817319
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118169191379662115826618
Female138471161684671618856715
Male107768231075652513786522
American Indian1194836<<<<-787822
Asian168872121789721124886412
Black562573866156395656035
Hispanic87769231078682215806420
Native Hawaiian26815619299567529875813
White148975111686701419897011
Two or more races138571151383701715826718
Students with Disabilities104434561138276311412959
Economically Disadvantaged669633176760338716329
English Learners654474646257385645936
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students892848792858791849
Female893857893857892848
Male7918497918496908410
American Indian-858515885771515100850
Asian89486610938371194836
Black285831538582153817819
Hispanic5928685938775888412
Native Hawaiian595915-8585154787422
White1195845995865895875
Two or more races694886993847895865
Students with Disabilities863553776659349625338
Economically Disadvantaged386831448681144837917
English Learners1676633-7171291727128
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 Students218059202381581926825618
Female258459162986571432875513
Male177558251775592521785722
American Indian11796821528633142894666
Asian34895411369054104291489
Black7665834966573411695831
Hispanic157762231980602020806020
Native Hawaiian28946662990611016887113
White278558152886581432885612
Two or more races238461162181601928835617
Students with Disabilities7403360840326010433357
Economically Disadvantaged96858321269573113715829
English Learners5565144764583612635137
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197354272274522623775323
Female237957212981521929845516
Male156751331668523217695231
American Indian11726128<<<<6888212
Asian328654143888501339864714
Black854474695647449605040
Hispanic136956311773562721745326
Native Hawaiian3591579389557523836017
White248056202881531928845616
Two or more races217957211975562522755325
Students with Disabilities6292471829217110342466
Economically Disadvantaged95950411261503912655335
English Learners125240481469553115614739
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238664142387641329885912
Female27896211289062103591569
Male198365171883651724856115
American Indian108575155387331353100470
Asian369155935925784594506
Black77770231076672412776423
Hispanic178568152186651419856615
Native Hawaiian219675420856515892858
White3090601028916393692568
Two or more races24896511228765133493587
Students with Disabilities8534547954454610534447
Economically Disadvantaged107868221278662216786222
English Learners1595841262593810665634
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 Students188466161985661518846616
Female188567151886681418866814
Male188364171984651618836517
American Indian15826818107768231391789
Asian329461633946163394616
Black872632897465268736527
Hispanic158267181684681615826818
Native Hawaiian28906210239269823906710
White228967112389671122896711
Two or more races188567152086661418856715
Students with Disabilities105242481153424711524148
Economically Disadvantaged117564251277662311766624
English Learners168266181882641817826618
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248258182885581525835717
Female248258182686601424835917
Male238158192985561527835617
American Indian25886313-616139<100<0
Asian379255842925084295525
Black116655341476622414705630
Hispanic188062202182611818796121
Native Hawaiian2994656249471619816119
White298858123489561131875613
Two or more races238461162986571423856315
Students with Disabilities135239481450365015483352
Economically Disadvantaged157358271879612116745826
English Learners187961211780622021775623
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students358954113387541333875313
Female338956113288561231885712
Male378952113486511436865014
American Indian29865714188265186787222
Asian579639454954255096464
Black208160191776602416766024
Hispanic328957112884561629845516
Native Hawaiian4088481235976134795475
White419351740915194191519
Two or more races328755133387541334875313
Students with Disabilities186042401557424314523848
Economically Disadvantaged248258182180582021815919
English Learners268458163785481527855815
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308454163085551530855515
Female308555152986561430865714
Male308454163185541530835317
American Indian<100<02080602036100640
Asian489547554974334893457
Black156954311573582713715829
Hispanic268256182486621424846016
Native Hawaiian64963243987481340100600
White36915593689541137905310
Two or more races318554153083531728855715
Students with Disabilities114837521349375113523948
Economically Disadvantaged207555251877592318765824
English Learners218159192083631728855715
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9857615108474168847716
Female8877913108575157867914
Male9837417108373178837517
American Indian<100<0<100<01393807
Asian149380715958051696814
Black575702567266284787422
Hispanic887791388476166847816
Native Hawaiian10908110211007906827618
White119079101290781010887812
Two or more races8847716108575156827618
Students with Disabilities85446461054444610534347
Economically Disadvantaged779722187669245787422
English Learners788811268074205807620
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97364271177662310726228
Female97566251180692010736227
Male97162291174642610716129
American Indian<<<<9827318<<<<
Asian168670142086661419886912
Black460564066660346585242
Hispanic10736327107868227716429
Native Hawaiian2476532419866714892838
White117868221482681813796721
Two or more races7756825978692210726228
Students with Disabilities103525651043335711352465
Economically Disadvantaged562573876861326615539
English Learners11726128117160298736527
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117867221077672310796821
Female108171191080702010817119
Male127664241075642511776623
American Indian7867914<<<<10100900
Asian279467620927282592688
Black464603646258383656235
Hispanic1077672397667247787122
Native Hawaiian2581561916957956827618
White148571151283711713847016
Two or more races118270181281681910827218
Students with Disabilities114332571242315813463354
Economically Disadvantaged567623356762334716629
English Learners871632996960316787222
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9898011891839892838
Female1092828893857994856
Male887791388981118908210
American Indian-565644-747426-1001000
Asian229776319987922096764
Black381781928482162868414
Hispanic587811359085109898111
Native Hawaiian23886512188668142194746
White119382710948361094846
Two or more races793857893857994866
Students with Disabilities1676633-7070301727128
Economically Disadvantaged483791748582154868314
English Learners12907810118978117908310
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98273181184721611837217
Female88173191285731511847416
Male98273181182711811817119
American Indian-70703067569257797121
Asian219372726946962693677
Black266643436764332686632
Hispanic578732288375177787122
Native Hawaiian1392798109586520876713
White118877121489751113897611
Two or more races10837417988781211837217
Students with Disabilities145455514948512484652
Economically Disadvantaged472682857368275736827
English Learners97566251382701816786222
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2088691223937072192718
Female2089701122937272293717
Male2087671323926882191719
American Indian10100900<<<<10100900
Asian399556542965443998592
Black118574151390771011887712
Hispanic1685691518917391692768
Native Hawaiian694886209070102695685
White2189681124937072393697
Two or more races1990711025926781994756
Students with Disabilities11746326118371188888112
Economically Disadvantaged168872121690741014897511
English Learners249470619927382197763
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 Students128573151587731314877313
Female108574151387751313877413
Male148672141787711316867114
American Indian128877129887912793867
Asian199373723947162293717
Black469653157368275726728
Hispanic88374171186751411857315
Native Hawaiian14907610158974111792758
White169276819937471893757
Two or more races138774131690751014887412
Students with Disabilities653474785748438544646
Economically Disadvantaged674682687871227777023
English Learners568643276962319746526
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188063202786591425835817
Female167964212485611523846116
Male208262182987571327835617
American Indian<100<021866414793867
Asian26906410429250837905310
Black66054401273622712695731
Hispanic127664242285631522795721
Native Hawaiian32100680307848223393607
White22896711349157932905810
Two or more races218463162587621323866314
Students with Disabilities94637541254414611503950
Economically Disadvantaged96960311678622214746026
English Learners66256381366533417715429
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98475161085751510867614
Female783761788577158867814
Male118574151285741512867414
American Indian7878013<100<0-1001000
Asian159175912948261593787
Black366633436866324716729
Hispanic681761988476167857815
Native Hawaiian3868314491879691849
White129279813927981392798
Two or more races68680141188771211877513
Students with Disabilities74842521252414810534347
Economically Disadvantaged473692747571255777223
English Learners363603766357374736927
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98778131288761210877713
Female8877813119079109887912
Male108777131387741311877513
American Indian-585842-888813<<<<
Asian179275821947361493787
Black373712727472263726928
Hispanic885771578679147867914
Native Hawaiian-8989111994746493897
White129381716947861494806
Two or more races987781313948067898211
Students with Disabilities255544525755432555345
Economically Disadvantaged576712457974214787422
English Learners669633147772234686432
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12907810129077101491789
Female119079101089791113907810
Male139177915917691592788
American Indian25100750<100<0-91919
Asian219776323967342795685
Black481771948176196847816
Hispanic1088781288879128898011
Native Hawaiian-94946-10010002391689
White149379714927881593797
Two or more races14897511168974111592778
Students with Disabilities777702357065308686132
Economically Disadvantaged685781588375178857815
English Learners3929083767424991829
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138673141189781111877713
Female9857515989791110887812
Male168772131389761112877513
American Indian-10010008776923991829
Asian199375718937571894766
Black369663127371272716929
Hispanic784771688780138888012
Native Hawaiian23836017108676142092728
White189476615968041595805
Two or more races1491779119483613907710
Students with Disabilities256544426159391535247
Economically Disadvantaged575702547975214767224
English Learners470663056864325757025
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 Students238865122288661222886612
Female198667142087671320886812
Male268963112488641225886412
American Indian1291809148571152596704
Asian309565531946363094646
Black107565251175652512776623
Hispanic188770131987681320876713
Native Hawaiian298859122188671224896511
White289264827926682793667
Two or more races23906710239168925896511
Students with Disabilities10615139961523910615139
Economically Disadvantaged147966211479652114806620
English Learners147864221578632222866414
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118877121187761312887612
Female886781478578159877913
Male149076101489751116897411
American Indian1184741667671241393807
Asian139380715927681692778
Black377742337471264767224
Hispanic888801278880129867714
Native Hawaiian9837417-8282186817419
White169277815927881694786
Two or more races9908210119080101591769
Students with Disabilities362583835653442575543
Economically Disadvantaged579752147672246797321
English Learners-6868323636037-727228
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1184731698172197837517
Female981721968074206837717
Male14867314128170199837417
American Indian-1001000-818119<<<<
Asian239673415917791393807
Black471672936461363706730
Hispanic1285741587970217837617
Native Hawaiian-757525179679410908010
White14897511128876129887912
Two or more races1487731398879127847716
Students with Disabilities359564125250483565344
Economically Disadvantaged674692657065304736927
English Learners12806820971632910857515
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148370171584691617846716
Female98070201281691914816719
Male188769131887691320876713
American Indian<<<<-808020-93937
Asian2692668309161927906310
Black468643246964316686332
Hispanic118474161286741414836917
Native Hawaiian8928381871532918826418
White178871121889711121896811
Two or more races138471161888701216846816
Students with Disabilities11594741663573711584742
Economically Disadvantaged873662757367278746526
English Learners5827718490861023856215
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students209675420977731795785
Female159579516968141395825
Male279770325977232394716
American Indian<<<<<100<0<100<0
Asian249975126997312397753
Black586811469084105868114
Hispanic16968041995775993847
Native Hawaiian<<<<40100600<100<0
White279871225997412398752
Two or more races139582517988121396834
Students with Disabilities1081711978376173666334
Economically Disadvantaged1088781210928288877913
English Learners4938971185741511827118
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students329160928916392992638
Female309162930926282993647
Male3491579279063102991629
American Indian17100830<100<024100760
Asian369660436976134098582
Black168266181381681915836817
Hispanic2288671225916692491679
Native Hawaiian4492488241007602497723
White419554535956053595615
Two or more races329362726916493091619
Students with Disabilities958494235653444605640
Economically Disadvantaged198465161784671618866814
English Learners16776123248864122494706
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students418847124290471043904710
Female39884912398950114291499
Male438845124690451045904510
American Indian<100<0439350762100380
Asian619534560963646096364
Black217353272781541928825518
Hispanic348753133688521239895011
Native Hawaiian6596314358348176196364
White499445649934474993447
Two or more races4290481041915194792468
Students with Disabilities105444461063533711604940
Economically Disadvantaged247955212983541730845416
English Learners33794721277952214393507
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: 92.78 State: 90.38Division: State:Division: State:

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

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

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten1,2091,2171,366
Kindergarten4,5544,4444,574
Grade 15,3265,1965,065
Grade 25,3565,2385,151
Grade 35,3235,3205,257
Grade 45,4685,3195,255
Grade 55,3625,3965,285
Grade 65,3405,3415,403
Grade 75,1905,2695,309
Grade 85,2595,1805,263
Grade 95,7185,5285,507
Grade 105,5385,3685,275
Grade 115,1395,2135,075
Grade 124,9955,0565,201
Total Students69,77769,08568,986
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students697776908568986
Female337873348833305
Male359903559735681
American Indian167157158
Asian400540514164
Black166661654316400
Hispanic759976647819
Native Hawaiian342340348
White348663414433647
Two or more races613261866450
Students with Disabilities777078837886
Not Students with Disabilities620076120261100
Economically Disadvantaged277342743728590
Not Economically Disadvantaged420434164840396
English Learners139815441710
Not English Learners683796754167276
Homeless302313298
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 StudentsDivision2954169714880235108
State4978334420270895255071972
FemaleDivision166272251318238
State27214151989353321880682
MaleDivision1292975974915370
State2256919222177362036271290
American IndianDivision761010
State123127114274
AsianDivision245713162
State45731128821711553
BlackDivision51656056137143
State79241059610702191502852
HispanicDivision280190810458
State47504926291891962258
Native HawaiianDivision1171000
State62634043
WhiteDivision169373465499446
State299871610711575791723708
Two or more racesDivision202129147189
State23641473934417494
Students with DisabilitiesDivision362581484380
State1022603427081331173104
Economically DisadvantagedDivision636751698951
State959515818159442726441138
English LearnersDivision27381080
State1518329526534162681
HomelessDivision12314184
State203616882423757
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 Students5222479991.9488093.52354.5
Female2586243594.2246795.4823.2
Male2636236489.7241391.51535.8
American Indian151493.31493.316.7
Asian32831997.332097.661.8
Black1259113289.9114691715.6
Hispanic54147888.448890.2458.3
Native Hawaiian19191001910000
White2681249293254194.8943.5
Two or more races3793459135292.9184.7
Students with Disabilities48444291.344692.1387.9
Economically Disadvantaged1524145695.5146596.19.6
English Learners746689.26689.2810.8
Homeless604778.34880813.3
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 Taken4,950 / 23.13%5,235 / 24.47%5,221 / 24.67%
Advanced Placement Course Enrollment6,605 / 30.87%7,029 / 32.86%7,332 / 34.64%
Dual Enrollment484 / 2.26%859 / 4.02%900 / 4.25%
Governor’s School Enrollment132 / .62%132 / .62%138 / .65%
IB Course Enrollment713 / 3.33%803 / 3.75%873 / 4.12%
Senior Enrolled in IB Program125 / .58%124 / .58%203 / .96%
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 StudentsDivision4546331327
State800255758028
FemaleDivision2362184122
State404623112723
MaleDivision2184147233
State395632645333
American IndianDivision211433
State25416535
AsianDivision30925617
State5267459213
BlackDivision101769032
State171671128234
HispanicDivision43029232
State8077522135
Native HawaiianDivision201430
State1147336
WhiteDivision2411180025
State457593374926
Two or more racesDivision33824727
State3387249826
Students with DisabilitiesDivision27814747
State5663303146
Economically DisadvantagedDivision119473838
State224061294742
English LearnersDivision533926
State5211340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision467498408
 State397141393623
State LicensuresDivision262637
 State167317901964
Industry CertificationDivision735187857372
 State89541100544109590
Workplace ReadinessDivision191214582344
 State336653077542313
Total Credentials EarnedDivision97561076710161
 State128850137248157490
Students Earning One or More CredentialsDivision723369277432
 State104867109089126113
CTE CompletersDivision213821722239
 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 Students47138860519758.7%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students48969267537458%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students52289712566258.3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
66.467.566.8

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
2013-20145,277.004,683.00865.00
2014-20155,392.004,844.00914.00
2015-20165,450.004,886.00849.00

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 Students68205332911151801678723340112816836680035671231181165410391213571828
Female332431669515810330411673554766324581741607845318081910611902
Male349621660600991348311667574917343421826624966336022002746926
American Indian2251010918996815213741478310
Asian396896214139179419423944101374639981053451
Black166549163535461653688935747216164937397527157791023410577
Hispanic7031402127202720944912920172645181542337248570163242
Native Hawaiian3211447322116632714683211637
White344121606511854339061612514802330141677546829319641846628785
Two or more races5594285891425793276971525935307841645953344116156
Students with Disabilities6902524192311688250818730166925261982876652598269325
Economically Disadvantaged242521598575685243391604579672242141734601725241822061738817
English Learners139051201513975771814826325221700832431
Homeless628117689855111140100494107487957815256107
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.895.3195.16
Female95.7595.2695.1
Male95.8695.3795.22
American Indian94.7994.8694.27
Asian97.2996.7796.72
Black95.9595.4395.24
Hispanic95.3894.8394.77
Native Hawaiian96.0395.3595.12
White95.6695.1895.02
Two or more races95.895.495.2
Students with Disabilities94.9494.5994.25
Economically Disadvantaged95.2994.7994.65
English Learners96.7395.9295.77
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 Offenses364
Technology Offenses93
Offenses Against Student415
Offenses Against Staff159
Weapons Offenses178
Property Offenses149
All Other Offenses747
Other Offenses Against Persons3,675
Disorderly or Disruptive Behavior Offenses3,913
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 Indian0.2890.40.2390.130.2270.25
Asian5.6291.135.741.095.8641.49
Black24.08153.2623.88553.4423.94653.1
Hispanic10.5378.7610.899.3111.0949.4
Native Hawaiian0.4720.250.490.160.4920.19
White50.52428.7749.96828.449.42328.44
Two or more races8.4677.438.7887.478.9547.13
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.2890.80.2390.170.2270.18
Asian5.62925.741.885.8641.27
Black24.08153.223.88545.0323.94649.91
Hispanic10.537710.8911.311.0947.96
Native Hawaiian0.4720.490.170.492
White50.52428.849.96833.949.42332.01
Two or more races8.4678.28.7887.538.9548.68
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 Indian0.2890.2390.227
Asian5.6295.745.864
Black24.08123.88523.94666.67
Hispanic10.53710.8911.094
Native Hawaiian0.4720.490.492
White50.52449.96849.42333.33
Two or more races8.4678.7888.954
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 Students36.4437.7437.2
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 Students41.3943.7142.8
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 Students78.5777.3476.28
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 14.38 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.94 : 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
Provisional3%4%
Provisional Special Education1%1%
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--1%
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
2014-201544%53%2%1%
2015-201647%50%2%1%
2016-201745%52%2%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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