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General school information

Division: Warren County Public Schools
Address: 210 North Commerce Avenue Front Royal, VA 22630-4419
Superintendent: Mr. L. Gregory Drescher
Region: 4
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 Schools9
Fully Accredited5
Accreditation Denied1
Partially Accredited: Approaching Benchmark-Pass Rate1
Conditionally Accredited: New School2

Federal Graduation Indicator

Federal Graduation Indicator: All Students

For federal accountability purposes, Virginia reports a graduation rate known as the Federal Graduation Indicator, which unlike the Virginia On-Time Graduation Rate, does not adjust high school cohorts to account for students’ English language learner or disability status, and only includes Standard Diplomas and Advanced Studies Diplomas in the numerator.

Like the Virginia On-Time Graduation Rate, the Federal Graduation Indicator is an adjusted cohort graduation rate based on cohorts of students who enter ninth grade for the first time; it is adjusted for students who transfer in or transfer out of a high school, school division, or the commonwealth.

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision888888
 Virginia858687
FemaleDivision899093
 Virginia898990
MaleDivision878784
 Virginia828384
American IndianDivision100<<
 Virginia848481
AsianDivision100100100
 Virginia909293
BlackDivision587081
 Virginia797981
HispanicDivision838982
 Virginia767675
WhiteDivision909090
 Virginia899091
Two or more racesDivision888367
 Virginia888989
Students with DisabilitiesDivision466258
 Virginia535354
Economically DisadvantagedDivision807977
 Virginia757578
English LearnersDivision75<
 Virginia676762
Gap Group 2Division587081
 Virginia797981
Gap Group 3Division838982
 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 Students137865221378652213756225
Female138168191581661916786322
Male127462261175642511716129
American Indian<<<<-10010008756725
Asian218262182790631022815919
Black664583676760337645736
Hispanic97062301173622712705830
Native Hawaiian<100<0<100<0
White138066201379662114766224
Two or more races9675833147057309685932
Students with Disabilities740336074235584373263
Economically Disadvantaged869613186960318645636
English Learners164633686355388554745
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13715829969603116715529
Female147763231075642520755525
Male12665434863553711675633
Asian<100<0<100<0<<<<
Black-50505046157394716729
Hispanic67165291055454514735927
White14736027971622917715429
Two or more races752454845046506595341
Students with Disabilities931226953026706342966
Economically Disadvantaged865573555449468655735
English Learners<<<<964553614796421
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168064201875572518725428
Female208565152279572121765524
Male117564251471572914675333
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black25674233-50505021674633
Hispanic36966311560454019745626
White168164191979602117725528
Two or more races148671141148375210625238
Students with Disabilities844365693828632292871
Economically Disadvantaged147561251266553411615139
English Learners-676733185536458696231
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167862221981621917745726
Female137966212384611621795721
Male197657241680642012695731
Asian<<<<<100<0<100<0
Black67267281882641810554545
Hispanic146855321688721310483852
White177861222081611918775823
Two or more races14826818168468164656235
Students with Disabilities1041315954641543353265
Economically Disadvantaged10726228157459268635438
English Learners681751988577158332567
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197960211876582416786222
Female198162191977582316846816
Male197859221776592416745726
Asian<<<<<<<<<<<<
Black11726128117867228776923
Hispanic21755425564593613786622
White208161191876582417806220
Two or more races146955312883551711685832
Students with Disabilities10403060104131598393161
Economically Disadvantaged11726028870623012675533
English Learners-575743<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128170191383701712746226
Female138673141585701513776423
Male107766231081701912726028
American Indian<100<0<<<<
Asian<<<<<100<0<<<<
Black5605540118372174524848
Hispanic-8282181879612114685532
White138470161284721613766324
Two or more races57065301770533018796121
Students with Disabilities4545046105040506302570
Economically Disadvantaged874662687566258665834
English Learners<<<<10605040<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97162291072622810716229
Female117463261276632414746026
Male868613286861327706330
Asian<<<<<<<<<100<0
Black545415556358374615739
Hispanic6615639850425014665234
White107566251073632710736327
Two or more races541365986758339675833
Students with Disabilities629237124038602323068
Economically Disadvantaged658524276356376605440
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students583781768782134827818
Female489851149086105837817
Male678712278578153807720
American Indian<<<<<100<0<100<0
Asian<100<0<<<<<<<<
Black-7474264625838-707030
Hispanic47167294969344797521
White585791568882124837917
Two or more races-7575259958655736827
Students with Disabilities548435295344474545146
Economically Disadvantaged272702838381173666334
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136956311475602513725928
Female167862221982631817786122
Male106050401067573310675733
American Indian<<<<<<<<<100<0
Asian468538153192628<<<<
Black959504155752436544846
Hispanic8595141107969213545146
White137158291576612414756025
Two or more races93829621370573016695331
Students with Disabilities727207383527659362764
Economically Disadvantaged754474686658348585042
English Learners-5050509554545-262674
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students105747431066563413655235
Female146753331577622318735527
Male647415355449469595041
Asian<<<<<<<<<100<0
Black4393561-4747539574843
Hispanic12473553-5454464393661
White106050401167563314685432
Two or more races10332467461573916654835
Students with Disabilities51388722321776251975
Economically Disadvantaged845375555752436544746
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157964211882641814776423
Female178770132287641316816519
Male137158291478642211746326
American Indian<<<<<<<<<100<0
Asian<100<0<100<0<<<<
Black1171602986456363524848
Hispanic568643215927783686532
White158166191883641715806620
Two or more races84638542278572217755825
Students with Disabilities104333571650345012463454
Economically Disadvantaged7645736117463269625338
English Learners<<<<<100<0-363664
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 Students167660241678622213756225
Female168063201580652014786422
Male167256281675592512725928
American Indian-82821898273188625438
Asian299263833956253693587
Black762543857570252626038
Hispanic16786222137562259756625
White177660241778612214766224
Two or more races16745826107263287676033
Students with Disabilities939306174033607352965
Economically Disadvantaged12675533116857328655735
English Learners147864221071612912736227
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116554351272612810716129
Female147158291178672214705630
Male8595141136755337716529
Asian<100<0<100<0<<<<
Black-383863-717129-676733
Hispanic6787222767603314735927
White126755331373612711716029
Two or more races74841524605640-595941
Students with Disabilities525207552319776231777
Economically Disadvantaged756494456157398625438
English Learners10807020982731821715029
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338653142883551719785922
Female358853123084541617836617
Male318453162581561920735327
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black4591459-696931-797921
Hispanic288355172990621015857015
White348552153084541621785723
Two or more races1990711086558357686132
Students with Disabilities1052424895445462383662
Economically Disadvantaged278154192176552410685832
English Learners2080602025926781592778
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237552252377542316725528
Female207556252680552018725428
Male277548252073532715725728
Asian<<<<<100<0<100<0
Black-72722827916495474253
Hispanic3074432616745826-676733
White247550252476522419745526
Two or more races22856315117968214585442
Students with Disabilities1633186743936615353165
Economically Disadvantaged14675333166650349584942
English Learners25946961569543114645036
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178770131881631915836817
Female188971111581661919876913
Male178669142181601913806720
Asian<<<<<<<<<<<<
Black17786122-79792115100850
Hispanic19856715982731813816919
White178870122081611916846816
Two or more races17907310178367175706530
Students with Disabilities11514049104737537554845
Economically Disadvantaged138269181173632710776723
English Learners8776923<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228260181779622114705630
Female218563151479662113715829
Male248056202078582215695431
American Indian<100<0<<<<
Asian<100<0<100<0<<<<
Black560554067267284524848
Hispanic87567252171502910625238
White238360171779622115725728
Two or more races259065101779622112705830
Students with Disabilities134633541133226713291671
Economically Disadvantaged15756125116857339594941
English Learners<<<<10504050<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<<<<<<<<<
Female<100<0<100<0<<<<
Male<<<<<<<<<<<<
White<<<<<<<<<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged<<<<<100<0<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students261603937268283716829
Female367643337775235787422
Male156554446662342666434
American Indian<100<0<<<<
Asian<<<<<100<0<100<0
Black-545446-696931-525248
Hispanic4646136-5757433686632
White262613847268283737027
Two or more races-363664-7979215736827
Students with Disabilities-28287212625741242376
Economically Disadvantaged14948512605840-626138
English Learners-555545-535347-696931
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students571662987062308665834
Female575712577164298716329
Male5666134107060308635438
American Indian<<<<<<<<
Asian<<<<<<<<<100<0
Black-4747533666234-474753
Hispanic372692817836517-676733
White672672897263288685932
Two or more races-63633853632647635737
Students with Disabilities333306823938612292771
Economically Disadvantaged357544355853425585342
English Learners<<<<<<<<-555545
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students339765324957152393707
Female319968122957352296744
Male3495615259569525906610
American Indian<100<0<<<<
Asian<100<0<100<042100580
Black17927581195845-878713
Hispanic3096654108575152095755
White329865226957052494706
Two or more races6410036019100810<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged309767318937671793757
English Learners<100<0<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students128170191484691614806620
Female88173191385721511786722
Male158166191683661716816519
American Indian<100<0<100<0<100<0
Asian159176931926283397633
Black366633477770234666234
Hispanic776692488072205676333
White138270181585691515826718
Two or more races879712167670247686132
Students with Disabilities447435345450465413759
Economically Disadvantaged7726528107666248696131
English Learners866583426866322403860
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157863221782641813705730
Female87668242084641613705730
Male238057201580652014705630
Asian<<<<<100<0<100<0
Black67267289918295474253
Hispanic9706130138169195555045
White177861221981621915745926
Two or more races78275185847916-383862
Students with Disabilities444405625554453232077
Economically Disadvantaged87163291076662410564644
English Learners1876592488577158383162
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students876692497970218756725
Female673662777669243676433
Male98071201181701911817019
Asian<<<<<100<0<100<0
Black-555545-5959414656135
Hispanic-676733-424258-535347
White980712098172198787022
Two or more races-555545978702210716129
Students with Disabilities-42425845551458403260
Economically Disadvantaged468643257266285625738
English Learners<<<<<<<<-202080
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128573151384711618826418
Female98980111387741316836717
Male158267181381681921816019
American Indian<100<0<100<0
Asian<100<0<<<<<<<<
Black464603677568257676033
Hispanic9787022984751610807020
White138673141485701520846416
Two or more races8888112678722214675233
Students with Disabilities759514145349472454455
Economically Disadvantaged877692397262286736727
English Learners<<<<-707030<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students199677421957452396724
Female149783314958052195745
Male289668432976532696704
American Indian<100<0
Asian<100<0<100<0<100<0
Black-80802010908010-909010
Hispanic<<<<109080101195845
White219877222967442696694
Two or more races<100<020100800<100<0
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged119382719967742096764
English Learners<100<0<100<0<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students87970211484701610837317
Female7807220108474166827618
Male107868221883651713847116
American Indian<100<0<100<0
Asian<<<<<<<<<100<0
Black-6868328847616-717129
Hispanic68477164837917-626238
White97970211685691511847416
Two or more races13837017-5757434858115
Students with Disabilities24746531484652-484852
Economically Disadvantaged668633297667245777223
English Learners<<<<<<<<-585842
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 Students268761132786581425845916
Female228866122485611520836317
Male308756133187561329855615
American Indian<<<<<<<<<100<0
Asian2990611050974735896384
Black167761231378652211726128
Hispanic258560152690641024856215
White278861122987581326855915
Two or more races328250182078582215756125
Students with Disabilities12604840115847427544746
Economically Disadvantaged197960211879602116735627
English Learners208363181478652221826118
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128471161886681418816319
Female88678141385731512806820
Male178265182386631423825818
American Indian<<<<<<<<<100<0
Asian<100<0<100<0<<<<
Black376722457773234646036
Hispanic1473592724967242696704
White138572151885671518826318
Two or more races<<<<249571512645236
Students with Disabilities3555345656504414493551
Economically Disadvantaged77063301378652213645136
English Learners<100<0<100<0<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288961113288561224906610
Female219069102687611319907110
Male348853123989501130906010
American Indian<100<0<100<0
Asian<<<<<100<0<100<0
Black17887113177963214767224
Hispanic2997683258863131493797
White27886112349056102691659
Two or more races339057102759324110908110
Students with Disabilities16624638105949414716729
Economically Disadvantaged188061201780632013857115
English Learners3010070020705030<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2790631027916493191609
Female22916992385631523886512
Male3390571031966544195545
American Indian<100<0<100<0
Asian<100<0<<<<<100<0
Black76760331679632121795821
Hispanic2195745389658422896711
White279164927916593392598
Two or more races5689331122896711<<<<
Students with Disabilities276033404080402015543846
Economically Disadvantaged228665142081611923906710
English Learners<<<<<100<0<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248359172283611717806320
Female218361171983641716776223
Male288456162482581817816419
Asian<<<<<100<0<100<0
Black147359275847916-707030
Hispanic22725028-58584212625038
White268760132383601718826418
Two or more races115342471477642316776123
Students with Disabilities248465225755432474453
Economically Disadvantaged137563251079692110645436
English Learners<<<<<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students418948113883451735814619
Female408949113884461633824918
Male429048103883451737804220
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black587517252471472929754625
Hispanic3483481726956854292508
White419049104184431635814619
Two or more races45955051574592625684332
Students with Disabilities1964453684840526454055
Economically Disadvantaged348349172676502423714829
English Learners208060201090801045100550
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: 88.39 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-kindergarten687698
Kindergarten338381357
Grade 1385337387
Grade 2399393349
Grade 3454383389
Grade 4418447411
Grade 5408426452
Grade 6413407411
Grade 7403404408
Grade 8390425424
Grade 9429407444
Grade 10463435421
Grade 11434440397
Grade 12434428447
Total Students5,4365,3895,395
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 Students543653895395
Female262225542575
Male281428352820
American Indian191921
Asian635964
Black287283293
Hispanic334360386
Native Hawaiian124
White442743284270
Two or more races305338357
Students with Disabilities679685719
Not Students with Disabilities475747044676
Economically Disadvantaged214022222489
Not Economically Disadvantaged329631672906
English Learners122138171
Not English Learners531452515224
Homeless323213
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 StudentsDivision2341791801612
State4978334420270895255071972
FemaleDivision133734083
State27214151989353321880682
MaleDivision10110614089
State2256919222177362036271290
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<0<
State45731128821711553
BlackDivision7141022
State79241059610702191502852
HispanicDivision1691020
State47504926291891962258
WhiteDivision1951421501110
State299871610711575791723708
Two or more racesDivision10110010
State23641473934417494
Students with DisabilitiesDivision52218011
State1022603427081331173104
Economically DisadvantagedDivision7075100148
State959515818159442726441138
English LearnersDivision<<<<0<
State1518329526534162681
HomelessDivision<<<<<<
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 Students45943193.943594.8163.5
Female2212109521195.583.6
Male23822192.922494.183.4
American Indian0<100<10000
Asian0<100<10000
Black262284.62388.527.7
Hispanic282692.92692.927.1
White37335294.435595.2112.9
Two or more races222195.52195.514.5
Students with Disabilities474595.74697.912.1
Economically Disadvantaged17715587.615989.8147.9
English Learners0<100<10000
Homeless0<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken238 / 13.76%245 / 13.92%261 / 15.26%
Advanced Placement Course Enrollment244 / 14.1%272 / 15.45%289 / 16.9%
Dual Enrollment164 / 9.48%144 / 8.18%98 / 5.73%
Governor’s School Enrollment16 / .92%18 / 1.02%28 / 1.64%
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 StudentsDivision37122340
State800255758028
FemaleDivision18512632
State404623112723
MaleDivision1869748
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision211529
State171671128234
HispanicDivision161131
State8077522135
WhiteDivision31419039
State457593374926
Two or more racesDivision15<100
State3387249826
Students with DisabilitiesDivision311358
State5663303146
Economically DisadvantagedDivision1335856
State224061294742
English LearnersDivision0<100
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 AssessmentsDivision1959
 State397141393623
State LicensuresDivision171723
 State167317901964
Industry CertificationDivision473593552
 State89541100544109590
Workplace ReadinessDivision4573114
 State336653077542313
Total Credentials EarnedDivision554688698
 State128850137248157490
Students Earning One or More CredentialsDivision446587614
 State104867109089126113
CTE CompletersDivision138165187
 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 Students23042417842%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students23541020850.7%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students24950323145.9%
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
65.464.566.9

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
2013-20144,150.004,874.00625.00
2014-20154,192.005,047.00661.00
2015-20163,881.005,125.00736.00

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 Students4781528201262459554324328446335442162924518612223294
Female2318275951222238283127134226426290131218828790139
Male2463253106140235726011615023692821261612330325133155
American Indian27200173101401610115
Asian65210702016710063100
Black26019719237311228249192121249271215
Hispanic284341611283341011300361014311461817
Native Hawaiian0000000000000000
White3892449165220373644720922637414601702373587498177240
Two or more races253211212251261118261281414296391517
Students with Disabilities5676436455298334555671003043536974846
Economically Disadvantaged1900285105137194035115319218223071391841906359141194
English Learners157106314511411116221391781
Homeless2624102483113464113412511
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 Students93.7793.8593.65
Female93.8294.0393.84
Male93.7293.6893.48
American Indian93.9991.2688
Asian97.3397.5697.23
Black93.0394.1594.35
Hispanic94.2794.3994.15
Native Hawaiian95.289.6392.36
White93.793.793.52
Two or more races94.0994.4493.86
Students with Disabilities92.5792.8292.65
Economically Disadvantaged92.4992.6192.65
English Learners95.7695.6595.27
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 Offenses87
Technology Offenses<
Offenses Against Student41
Offenses Against Staff10
Weapons Offenses21
Property Offenses<
All Other Offenses19
Other Offenses Against Persons101
Disorderly or Disruptive Behavior Offenses168
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 Indian0.3890.230.350.3530.33
Asian1.2780.231.161.096
Black5.4094.885.2837.515.25510.37
Hispanic5.782.566.1481.216.6854.01
Native Hawaiian0.0190.0180.037
White82.01285.3581.48483.5480.37176.92
Two or more races5.1876.745.6147.756.2778.36
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 Indian0.3890.350.353
Asian1.2781.161.096
Black5.4095.2835.255
Hispanic5.786.1486.685
Native Hawaiian0.0190.0180.037
White82.01281.48480.371
Two or more races5.1875.6146.277
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 Indian0.3890.350.353
Asian1.2781.161.096
Black5.4095.2835.255
Hispanic5.786.1486.685
Native Hawaiian0.0190.0180.037
White82.01281.48480.371
Two or more races5.1875.6146.277
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 Students41.1741.4241.26
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 Students41.640.8738.47
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 Students78.0976.3273.98
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 13.66 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.08 : 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
Provisional5%5%
Provisional Special Education2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools---
High Poverty---
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
2014-201551%47%0%2%
2015-201656%42%0%2%
2016-201758%39%0%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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