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

General school information

Division: Washington County Public Schools
Address: 812 Thompson Dr Abingdon, VA 24210-2354
Superintendent: Dr. Brian C. Ratliff
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools15
Fully Accredited15

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision899193
 Virginia858687
FemaleDivision919295
 Virginia898990
MaleDivision878991
 Virginia828384
American IndianDivision<100100
 Virginia848481
AsianDivision100100100
 Virginia909293
BlackDivision10092<
 Virginia797981
HispanicDivision10092100
 Virginia767675
Native HawaiianDivision100
 Virginia899292
WhiteDivision899192
 Virginia899091
Two or more racesDivision100<100
 Virginia888989
Students with DisabilitiesDivision626673
 Virginia535354
Economically DisadvantagedDivision808386
 Virginia757578
English LearnersDivision100100
 Virginia676762
Gap Group 2Division10092<
 Virginia797981
Gap Group 3Division10092100
 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 Students188466162087661321866614
Female218665142389651124896511
Male158267181885671518846616
American Indian<<<<<<<<<100<0
Asian2696704409656444100560
Black22826118168266187696231
Hispanic117766231676602414836917
Native Hawaiian<100<0<100<0<100<0
White188466162187661321876613
Two or more races20876713229169918856715
Students with Disabilities75144491158474210544446
Economically Disadvantaged127766231481671916816619
English Learners14836917206848328675833
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298759133185541526876113
Female338754133687511329906110
Male248864122683571723846116
American Indian<100<0<<<<<100<0
Asian<<<<<100<0<100<0
Black<100<0177558259554545
Hispanic17836717357135292392698
White298759133185541527886112
Two or more races27936771810082021715029
Students with Disabilities136552351460464013554345
Economically Disadvantaged238461162278572220816119
English Learners1891739<<<<<100<0
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students24866314309261825886312
Female27865914349258829906110
Male20876713269165921866514
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black1891739<100<08675833
Hispanic-90901028946765757025
White24856215309161926896311
Two or more races291007104010060025835817
Students with Disabilities136048401674582612635138
Economically Disadvantaged158065202189681121866514
English Learners<100<0<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students29865714288759133591569
Female33895611298758133792558
Male268458162787601333895711
Asian<100<0<100<0<100<0
Black<<<<17755825<100<0
Hispanic31815019<<<<25856015
White298758132886581436905410
Two or more races<<<<3310067020100800
Students with Disabilities74336571466523421664534
Economically Disadvantaged177962211880632028875913
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138067202085651522815919
Female178265182286641426835717
Male97869221985661518796021
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic-1001000-696931<<<<
White138066202186651422815919
Two or more races189173986962313595605
Students with Disabilities14847521047375310483852
Economically Disadvantaged47268281180692016755925
English Learners<100<0<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188365171587721317887212
Female218564151989701120896911
Male158065201285741513877413
Asian<100<0<<<<<100<0
Black<100<0<<<<<<<<
Hispanic8585042<<<<14867114
White188365171587721317897211
Two or more races2080602020907010-757525
Students with Disabilities5494451105444465524848
Economically Disadvantaged127563251083731711827118
English Learners<<<<<100<0<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6767024880722013806720
Female8837517986771415846916
Male5706530773672710766624
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black<<<<<100<0<<<<
Hispanic7474053-505050892838
White7787122880722013806720
Two or more races<<<<10807020<<<<
Students with Disabilities334316633532651393861
Economically Disadvantaged467633357065305716629
English Learners<<<<<<<<<100<0
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students790831011928188908210
Female79285812958351093837
Male7888112108980115878213
Asian<100<0<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<<<<779712113877313
White790831011938177908310
Two or more races<<<<892838-777723
Students with Disabilities757504387062303484452
Economically Disadvantaged484811678578153858115
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 Students117362271272602818806220
Female147966211681651923876313
Male7665934862543811736127
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black-64643615624638-909010
Hispanic185638441658424233754225
White107363271272602817806320
Two or more races5686332961523917836717
Students with Disabilities225227551914814312769
Economically Disadvantaged7564944656494410706130
English Learners<<<<<<<<<100<0
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116756331265533517725628
Female157864221774582627825518
Male757494375548458645636
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black<<<<<100<0<<<<
Hispanic184124591436216423856215
White116858321265543517725528
Two or more races<<<<10403060<<<<
Students with Disabilities-2020803118891222078
Economically Disadvantaged755484575043509635437
English Learners<<<<<<<<<100<0
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107867221279672119907110
Female13816819158873121992738
Male77567251071612917876913
American Indian<<<<<<<<
Asian<100<0<100<0<100<0
Black<<<<<<<<<100<0
Hispanic187153291876592445641836
White107868221280682018907310
Two or more races-7575258776923<100<0
Students with Disabilities4292471829217110524248
Economically Disadvantaged7585042663573711837117
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 Students188567151986671419866714
Female208767132088691221886712
Male168367171783661717846716
American Indian8837517991829<<<<
Asian569438644975333297653
Black148671141080692011776623
Hispanic147965212081611913826918
Native Hawaiian<100<0<100<0<100<0
White188567151986671419866714
Two or more races178265181587721316856915
Students with Disabilities650435085647448554745
Economically Disadvantaged127765231280682013816819
English Learners1884661628663834-808020
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268256182285621525876113
Female278154192486621427906310
Male258257182183621724846016
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black<100<01060504010403060
Hispanic24654135356529359827318
White268256182285641526886212
Two or more races338753133610064014867114
Students with Disabilities135542451154434613594741
Economically Disadvantaged217453261478642215826718
English Learners3682451830603040<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students29896011369155933905710
Female2988581236915593791549
Male3091619369156929896011
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black9827318<100<017836717
Hispanic20907010538937111495815
White30895911359156935905510
Two or more races3510065025957051891739
Students with Disabilities155945411473592713625038
Economically Disadvantaged178467162688611222886612
English Learners<100<0<<<<<100<0
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students369054103082521838905210
Female389052103184531639905110
Male349056102979512136905410
Asian<100<0<<<<<100<0
Black<<<<8756725<100<0
Hispanic2093737<<<<30754525
White379054103182511839905110
Two or more races<<<<21937172695685
Students with Disabilities85042501448345213624938
Economically Disadvantaged268458161775582530865614
English Learners<100<0<<<<<100<0
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2290681027946762392698
Female289366728946662595705
Male17877113269467621896811
Asian<100<0<100<0<100<0
Black<100<0<100<0<<<<
Hispanic910091014100860<<<<
White2290681028946662392698
Two or more races20907010-71712925100750
Students with Disabilities36663341074632612715829
Economically Disadvantaged138673141790731015897411
English Learners<100<0<100<0<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students367643325957412696731
Female268663216361371686632
Male466623425654442706730
Black<<<<<<<<<<<<
Hispanic<<<<<<<<<<<<
White468643225756432696731
Two or more races<<<<<<<<-585842
Students with Disabilities12726733444256-393961
Economically Disadvantaged3615839-5453462666434
English Learners<<<<<<<<<100<0
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11817019985761514877313
Female12857415888801216897311
Male9756625981721912857215
Asian<<<<<100<0<<<<
Black<<<<<<<<<100<0
Hispanic661563985850421592778
White10817119886771414867214
Two or more races<<<<<<<<<<<<
Students with Disabilities331286923836624494451
Economically Disadvantaged772642837874228817219
English Learners<<<<<100<0<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students687811369084106827618
Female8918498948666908410
Male483791748682146756925
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic-868614111008908675833
White687821369084106837717
Two or more races-83831789285820705030
Students with Disabilities1595841-696931-373763
Economically Disadvantaged379752148784132747126
English Learners<<<<<100<0<100<0
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7837517108474168817419
Female7837617118877129827318
Male7837517108171195807420
American Indian<100<0<<<<
Asian<100<0<100<0<100<0
Black<<<<<100<0<<<<
Hispanic138169197504350-686832
White7837617118574157817419
Two or more races-676733<<<<15856915
Students with Disabilities-4242586474153-444456
Economically Disadvantaged371682957671244736927
English Learners<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students199880222957351794776
Female209878224967241992738
Male179982119947561495825
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<100<017100830<<<<
White189880222957351794776
Two or more races<100<0<100<0<<<<
Students with Disabilities99182918826418<<<<
Economically Disadvantaged99889212968441292808
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 Students158873121689741116887212
Female148975111590751014887312
Male178770131689731118887112
American Indian<100<0<<<<<100<0
Asian5694386279568543100570
Black6787222138774136888212
Hispanic15796421148571151292818
White168873121590741016887212
Two or more races78578152281591914806720
Students with Disabilities454504676356375635737
Economically Disadvantaged98172191184731612827018
English Learners11837217-92928<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students31905910339057103492588
Female29885912319059103292608
Male3391589359055103692578
Asian<100<0<<<<<100<0
Black<<<<8756725<100<0
Hispanic29865714<<<<2595705
White31905910339058103592578
Two or more races<<<<4710053028835617
Students with Disabilities115443461364513615715629
Economically Disadvantaged228462162387651327896211
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students980712098374175858015
Female982731888173196847816
Male10786922108474165868114
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black<<<<<100<0<<<<
Hispanic134431567575043-1001000
White981721998374175857915
Two or more races<<<<20806020<<<<
Students with Disabilities3444156-424258-616139
Economically Disadvantaged472682877567253787522
English Learners<<<<<100<0<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108878121189791113836917
Female10908010139380711827118
Male10877713986771416836817
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black<<<<<<<<-808020
Hispanic2392698179478610817119
White98879121090801014836917
Two or more races910091013675333<<<<
Students with Disabilities155534546057402484552
Economically Disadvantaged582761858276188756725
English Learners<<<<<100<0
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1793767119181915897411
Female1396834988791212887512
Male20906910129583518907210
Asian<100<0<100<0<100<0
Black<<<<<100<0<<<<
Hispanic<100<0<100<0<100<0
White1893757119181914887412
Two or more races<100<0<<<<<100<0
Students with Disabilities10706030<<<<<<<<
Economically Disadvantaged891839483801712827018
English Learners<100<0<100<0<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students129280813948161292808
Female10938371195835993837
Male159277815947961592778
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black<<<<<100<0<100<0
Hispanic688821211897811-94946
White129380714958151292808
Two or more races13806720<<<<8776923
Students with Disabilities165643558276181676633
Economically Disadvantaged78579157918398877913
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

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 Students218867122489651122876513
Female198870122189671121876613
Male248864122690631023886512
American Indian<100<0<<<<<100<0
Asian581004204210058037100630
Black188263183089591127805420
Hispanic157863222484601617836717
White218868122389661122886612
Two or more races28855715369256817755825
Students with Disabilities6565044764563610605040
Economically Disadvantaged148166191784671617826518
English Learners1876592420674733<<<<
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students78780131590761010867614
Female386831498880129857715
Male10877713209272812877513
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black<100<0<<<<<<<<
Hispanic<<<<217150296817519
White7878013159177910877613
Two or more races<<<<98273186767124
Students with Disabilities358554247772235534847
Economically Disadvantaged478732288475165807520
English Learners<100<0<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2095755189274814907510
Female1696814139380714907610
Male2594696249268815907410
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black<<<<<<<<<100<0
Hispanic99182930906010-92928
White2096764189275814907610
Two or more races<<<<<100<0<<<<
Students with Disabilities370673037168293565344
Economically Disadvantaged13907710888801210847416
English Learners<100<0<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students149075101787701322836117
Female98677141183721714826818
Male2093747269367729845516
Asian<100<0<100<0
Black<100<0<<<<
Hispanic<<<<<100<0<<<<
White149077101587721321846316
Two or more races<<<<<<<<<<<<
Students with Disabilities-585842659534112473553
Economically Disadvantaged97970211179682118705230
English Learners<<<<<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11867514118573156868014
Female8887913108575155878313
Male14847016138572157857815
Asian<100<0<100<0<100<0
Black<<<<<100<0<<<<
Hispanic12715929-797921892838
White11867514118574156868014
Two or more races<<<<1882641810706030
Students with Disabilities1474653-4545551565444
Economically Disadvantaged577722377770232797721
English Learners<<<<<100<0<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288658142688621223856215
Female27876013279164921826118
Male308656142685601526886312
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black<100<0<<<<<<<<
Hispanic176750332090701014715729
White288758132688611224866214
Two or more races30805020401006008675833
Students with Disabilities155544566459367484252
Economically Disadvantaged198161191784671616786222
English Learners<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4289461150924285193417
Female4187451350914195392398
Male439148951944365093437
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black20806020<100<03392588
Hispanic408040203989501138864814
White4288461250924285393407
Two or more races50100500701003003392588
Students with Disabilities125442461667513315735827
Economically Disadvantaged26825618399051103992538
English Learners<100<0<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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: >95 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-kindergarten218229236
Kindergarten492450497
Grade 1538492470
Grade 2522546489
Grade 3587516551
Grade 4542579517
Grade 5533540583
Grade 6555535538
Grade 7533544545
Grade 8583525536
Grade 9603621567
Grade 10585583614
Grade 11550562563
Grade 12514543541
Total Students7,3557,2657,247
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 Students735572657247
Female365835643561
Male369737013686
American Indian171310
Asian556163
Black979384
Hispanic181193210
Native Hawaiian224
White684467296689
Two or more races159174187
Students with Disabilities108411001154
Not Students with Disabilities627161656093
Economically Disadvantaged381141874037
Not Economically Disadvantaged354430783210
English Learners566578
Not English Learners729972007169
Homeless835357
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 StudentsDivision2612521913213
State4978334421271095554991971
FemaleDivision1311096581
State27214152009363331874682
MaleDivision130143138132
State2256919221177462236251289
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<0<
State45731128821711553
BlackDivision<<<<0<
State79241059810702191500851
HispanicDivision670000
State47504926292891962258
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision2492291712213
State299871610611585821717708
Two or more racesDivision382000
State23641473934417494
Students with DisabilitiesDivision34219480
State1022603527101331172104
Economically DisadvantagedDivision731781711192
State959515820159442826411138
English LearnersDivision<<<<0<
State1518329526534162681
HomelessDivision<<<<0<
State203616882523657
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 Students56953293.554595.8213.7
Female26024694.625196.583.1
Male30928692.629495.1134.2
American Indian0<100<10000
Asian0<100<10000
Black0<<<<00
Hispanic13131001310000
Native Hawaiian0<100<10000
White53149593.250795.5214
Two or more races13131001310000
Students with Disabilities766484.26889.5810.5
Economically Disadvantaged30026889.327993196.3
English Learners0<100<10000
Homeless0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken244 / 11.23%221 / 9.85%182 / 7.89%
Advanced Placement Course Enrollment250 / 11.51%264 / 11.77%226 / 9.79%
Dual Enrollment433 / 19.94%558 / 24.88%401 / 17.37%
Governor’s School Enrollment38 / 1.75%8 / .36%4 / .17%
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 StudentsDivision46933229
State800255758028
FemaleDivision23518621
State404623112723
MaleDivision23414638
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision11<100
State171671128234
HispanicDivision11109
State8077522135
WhiteDivision43930930
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision522650
State5663303146
Economically DisadvantagedDivision1729048
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 AssessmentsDivision160153164
 State397141393623
State LicensuresDivision344746
 State167317901964
Industry CertificationDivision105613451556
 State89541100544109590
Workplace ReadinessDivision313184188
 State336653077542313
Total Credentials EarnedDivision156317291954
 State128850137248157490
Students Earning One or More CredentialsDivision104410781150
 State104867109089126113
CTE CompletersDivision240302367
 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 Students22932511535.4%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students24933711032.6%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students21628210737.9%
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
66.366.167.3

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
2013-20144,287.004,976.00846.00
2014-20154,223.005,035.00808.00
2015-20164,016.005,100.00855.00

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 Students6751462165242665850317121465955101932356263601260339
Female3366203831223330244881093321229941153085297118160
Male3385259821203328259831053274281991203178304142179
American Indian17110152101220210113
Asian49300522015430156111
Black1026821001644891005801134
Hispanic16895121681575176126717311615
Native Hawaiian0000000000000000
White6282430147224618845615219861184641822135797560240307
Two or more races1301344133127614617571461699
Students with Disabilities9491153876951113426894211852559281416376
Economically Disadvantaged3272339127190330140515118632573971571863481503228306
English Learners68111573005640260411
Homeless999101766171121711781053191225
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 Students95.295.1694.57
Female95.2395.2694.62
Male95.1795.0594.52
American Indian94.1291.7891.72
Asian96.8796.7796.83
Black95.7195.4595.32
Hispanic94.995.0794.81
Native Hawaiian93.4886.5392.62
White95.1995.1694.55
Two or more races95.3194.994.19
Students with Disabilities93.5393.8693.37
Economically Disadvantaged93.9193.9593.36
English Learners95.7295.5495.88
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses108
Technology Offenses19
Offenses Against Student58
Offenses Against Staff<
Weapons Offenses20
Property Offenses15
All Other Offenses16
Other Offenses Against Persons197
Disorderly or Disruptive Behavior Offenses181
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 Indian0.2460.240.2310.179
Asian0.7370.240.7490.290.840.24
Black1.4730.491.322.861.281.89
Hispanic2.6063.162.46422.6572.36
Native Hawaiian0.0270.0270.028
White92.86592.2193.16691.7192.63592.92
Two or more races2.0463.652.1643.142.3952.59
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 Indian0.2460.2310.179
Asian0.7370.7490.84
Black1.4731.321.28
Hispanic2.6062.4642.657
Native Hawaiian0.0270.0270.028
White92.86593.16692.635
Two or more races2.0462.1642.395
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 Indian0.2460.2310.179
Asian0.7370.7490.84
Black1.4731.321.28
Hispanic2.6062.4642.657
Native Hawaiian0.0270.0270.028
White92.86593.16692.635
Two or more races2.0462.1642.395
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 Students46.4747.6246.48
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 Students43.0141.3436.84
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 Students73.7271.7363.1
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 12.24 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.2 : 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 Education0%0%
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--1%
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
2014-201549%44%1%6%
2015-201651%42%1%6%
2016-201750%43%1%6%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Washington County Public Schools to top