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General school information

Division: Waynesboro City Public Schools
Address: 301 Pine Ave Waynesboro, VA 22980
Superintendent: Dr. Jeffrey D. Cassell
Region: 5
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 Schools6
Fully Accredited3
Accreditation Denied2
Partially Accredited: Reconstituted School1

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 StudentsDivision887677
 Virginia858687
FemaleDivision897783
 Virginia898990
MaleDivision887571
 Virginia828384
American IndianDivision100100
 Virginia848481
AsianDivision100100100
 Virginia909293
BlackDivision836067
 Virginia797981
HispanicDivision1008680
 Virginia767675
WhiteDivision887979
 Virginia899091
Two or more racesDivision100<<
 Virginia888989
Students with DisabilitiesDivision352626
 Virginia535354
Economically DisadvantagedDivision847271
 Virginia757578
English LearnersDivision100<
 Virginia676762
Gap Group 2Division836067
 Virginia797981
Gap Group 3Division1008680
 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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136956311270583012705830
Female147258281374602613736027
Male126655341066563410675633
American Indian<100<0<<<<<100<0
Asian316938312073532715857015
Black557524325552453565344
Hispanic1060504166054408635537
Native Hawaiian<<<<<<<<<<<<
White167559251577622315766124
Two or more races96354371165543512675533
Students with Disabilities721147942320775332867
Economically Disadvantaged658524256054407615439
English Learners228267244036605484252
Migrant<<<<<<<<<<<<
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116654341162523810655535
Female156954311570553010716129
Male8625538857494310605040
Asian<<<<<100<0<100<0
Black36359382403860-464654
Hispanic10615239105141497564944
White167054301570553013725828
Two or more races6635737-6565358625438
Students with Disabilities112111794221778-272773
Economically Disadvantaged754484655550454565244
English Learners-29297184235588463854
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187154291673572711645336
Female177356272176552412705830
Male18705230106959319605040
Asian<<<<<<<<<100<0
Black755484557167292363464
Hispanic10625238370673015655035
White227755232275532512726028
Two or more races12695831187355278645636
Students with Disabilities10201080-151585-191981
Economically Disadvantaged959504176357377564944
English Learners12291871-39396112503850
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207151291676602420725228
Female197455261480662026755025
Male206948311771542915695431
Asian<100<0<<<<<<<<
Black1468543236360379645536
Hispanic11574643116958319685932
White227654242082621827744726
Two or more races216846321563483722785722
Students with Disabilities11176837322568-323268
Economically Disadvantaged11594841767593312645236
English Learners-272773105243485585342
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136249381768513213766324
Female146551351874562614786322
Male115948411664473612746326
American Indian<100<0<100<0
Asian<100<0<<<<
Black638316376255383666334
Hispanic1256444485344476716529
White167156292174522618836517
Two or more races54843521970523010615239
Students with Disabilities618128272013804302670
Economically Disadvantaged854474685648447655835
English Learners-29297154541555534747
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11685832765583516735727
Female13705730765583514806620
Male8665834664583617675033
Asian<<<<<100<0<100<0
Black-464654-5353473535047
Hispanic6655935-5757438706330
White147561251175642521775623
Two or more races6676133545415520806020
Students with Disabilities-171783-20208013433057
Economically Disadvantaged358554235754439645536
English Learners<<<<-2828724635838
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students759514186355374595541
Female9635437116150396544846
Male654494656459363646136
Asian<100<0<<<<<100<0
Black4484452-292971-434357
Hispanic-323268114433566453955
White1065553597566255726728
Two or more races45854427575043-525248
Students with Disabilities-1313887147865373263
Economically Disadvantaged147465345147492484552
English Learners<<<<<<<<-262674
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students887791338582155868114
Female98677143959254888412
Male788821237774236837717
Asian<100<0<100<0<<<<
Black3838017-696931-888812
Hispanic12847216-8383174837817
White889801159085107878013
Two or more races<<<<<100<0<<<<
Students with Disabilities9554545-38386217584242
Economically Disadvantaged580752027574255827718
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116554351471572910574743
Female157358271778612211685732
Male8575043116453369483952
American Indian<100<0<<<<
Asian<100<0<100<0<<<<
Black656494424442563433957
Hispanic6504450106151395494351
White147258281982631814665234
Two or more races842355846864324484452
Students with Disabilities327237331613847201280
Economically Disadvantaged653474795749433474453
English Learners-202080-585842-202080
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9544546116453364484452
Female13685532157358272535147
Male540366085546455443856
Asian<100<0<100<0<100<0
Black44441563333068-262674
Hispanic433296755347474433857
White11615039157459265575243
Two or more races84233587716429-404060
Students with Disabilities-202080-7793-202080
Economically Disadvantaged339366155347471353565
English Learners<<<<<<<<-111189
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147763231677612314635037
Female167761231983641717776023
Male127765231372582811514049
American Indian<100<0<<<<
Asian<100<0<100<0<<<<
Black864563625250485534747
Hispanic8655835136753337564944
White178265182389661119705130
Two or more races<<<<-6464367534747
Students with Disabilities733276762217781419581
Economically Disadvantaged9695931126250384545046
English Learners<<<<<<<<-333367
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11726128106959319655635
Female107364271072622810675733
Male12715829116756338645536
American Indian<<<<<<<<<100<0
Asian288356172085651514907610
Black459544135249482494751
Hispanic668623266761336635737
Native Hawaiian<<<<<<<<<<<<
White147663241475612512725928
Two or more races1172612866458368574944
Students with Disabilities725187562822725302570
Economically Disadvantaged663573756156395575243
English Learners256544465853425575243
Migrant<<<<<<<<<<<<
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156651341464503610574743
Female146753331264523611594841
Male166550351563483710554545
Asian<<<<<<<<<100<0
Black3595641103324673272473
Hispanic13635038106656342565444
White226948311871532915675233
Two or more races364613656762338383162
Students with Disabilities-1818824252175-212179
Economically Disadvantaged9574843115241484484452
English Learners-4444567564844-545446
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217654241869513113635037
Female187557251970523011635237
Male247652241768513216634837
Asian<<<<<<<<<100<0
Black1157464325956412323068
Hispanic117564251879612113685533
White268053202670443019725428
Two or more races1174632667367274524848
Students with Disabilities15251075-1111894231977
Economically Disadvantaged9665834106152398554745
English Learners6767124115847428585042
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237552251873552718674933
Female197455261774582623674433
Male267650241971522913675333
Asian<100<0<<<<<<<<
Black1959414176255384605640
Hispanic86153391172612815685332
White248056202379562123704730
Two or more races38814219756484417634637
Students with Disabilities172811727362964-181882
Economically Disadvantaged14665234660544010625238
English Learners-5353471462483816533747
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157564326664344726828
Female-56564427168294757125
Male258564226260384686432
American Indian<<<<<100<0
Black-404060-5252483666334
Hispanic-5454466615539-666634
White265633527371276797221
Two or more races-535347-575743-626238
Students with Disabilities6292471721147913523948
Economically Disadvantaged-49495146360372636237
English Learners-2929715595541-535347
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students141405914948511373663
Female-4242582514949-414159
Male140396014746531333267
Black-282872-424258-242476
Hispanic-585842-535347-373763
White139386125352471434257
Two or more races-6262387332767-252575
Students with Disabilities61368861913815272373
Economically Disadvantaged-333367-4242581292871
English Learners<<<<-424258-333367
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students377742358479162757225
Female481781968680143757225
Male273702748379172757325
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black-727228-666634-636338
Hispanic4747026-929282737027
White277742388880123807820
Two or more races78174196948965635837
Students with Disabilities-33336713473353-373763
Economically Disadvantaged372692827876222696831
English Learners<<<<-919193747126
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students581761946561355726728
Female683771747370278787022
Male479742145854424686532
Asian<100<0<100<0<100<0
Black-707030-444456-636338
Hispanic3817819-5858424716829
White783761757166294767224
Two or more races<<<<470653017654835
Students with Disabilities-353565-252575<<<<
Economically Disadvantaged3757225-6262385615639
English Learners<<<<-50505010605040
Migrant<100<0
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students878702276558354605740
Female781741966458365625738
Male974652686657342585642
Asian<<<<<100<0<100<0
Black-676733-434357-282872
Hispanic56864328463854-565644
White1083741797666246676133
Two or more races<<<<-363664-626238
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged273702745551451545346
English Learners<<<<<<<<-505050
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students189375722947262592678
Female1695795199576525906610
Male209171926926682594696
American Indian<100<0
Asian<100<0<100<0
Black148167198857715-909010
Hispanic10908010-898911<<<<
White209676427956853294626
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<100<0
Economically Disadvantaged98677145928782091709
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8726428971632910695931
Female5726728871632910685932
Male11726128971622911705830
American Indian<100<0<100<0<100<0
Asian<<<<6080202018826418
Black360574015453462535147
Hispanic259574155955412585642
White117867221179682116766024
Two or more races566613466357376716529
Students with Disabilities328257311918814332967
Economically Disadvantaged463593735956415585442
English Learners-38386223836622393861
Migrant<<<<<<<<<<<<
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166953311367543314715729
Female106656341066563412715929
Male227250281668523216715529
Asian<100<0<<<<<<<<
Black12655435-5050502686632
Hispanic65044508574943-686832
White207454261675592522735127
Two or more races126958311156444411736227
Students with Disabilities11281772-212179-242476
Economically Disadvantaged961523975447466615539
English Learners-33336753632645635837
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students667623366862327554845
Female667613356561355524748
Male668623287062309585042
Asian<100<0<100<0<100<0
Black-484852-4444563363364
Hispanic-545446-4242584444056
White874662687870229665734
Two or more races463583886254385555045
Students with Disabilities-141486-131387-242476
Economically Disadvantaged158574215453465423758
English Learners<<<<<<<<-151585
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7736727871632912705930
Female3757225872642814705630
Male10726228871632910716129
Asian<100<0<<<<<100<0
Black-565644-5858424464354
Hispanic-6868323636037-727228
White107969211279672117735527
Two or more races-707030-5858425868114
Students with Disabilities-353565-171783<<<<
Economically Disadvantaged366633425655444615839
English Learners<<<<-404060<<<<
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68175191287751314877313
Female4807520148672148867814
Male88476161088791220886712
Asian<<<<<100<0<100<0
Black-767624694886-797921
Hispanic-54544613806720<<<<
White98879121189771119897011
Students with Disabilities<<<<<<<<
Economically Disadvantaged559544188880136888113
English Learners<<<<<100<0<100<0
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students572672857166297706330
Female374712647369277696231
Male770633056964317716429
Asian<<<<<100<0<<<<
Black4575343-444456-424258
Hispanic-676733-595941-484852
White6807320879712111837217
Two or more races-646436-767624-686832
Students with Disabilities-232377-1414865373263
Economically Disadvantaged2666434-6464363615839
English Learners-474753<<<<<<<<
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177660241673572718735527
Female147460261472582818725528
Male197859221874562619735527
American Indian<100<0<100<0<100<0
Asian<<<<4677312338854615
Black670643025855426575143
Hispanic7625538759524112685632
White218261182280582023795621
Two or more races156449361377632317715529
Students with Disabilities731246933228684353165
Economically Disadvantaged9675833964553610645436
English Learners-464654444405611554445
Migrant<<<<<<<<<100<0
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students873652756762334747026
Female471682956560354767224
Male1375622556863324736927
Asian<100<0<<<<<100<0
Black-646436-626238-676733
Hispanic-434357-454555-717129
White1182711897566256787222
Two or more races<<<<-707030<<<<
Students with Disabilities-171783-414159-222278
Economically Disadvantaged456524435854422676533
English Learners<<<<-303070<<<<
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5686332767603314695431
Female3666334870633010716029
Male7716329663583718674833
Asian<<<<<100<0<<<<
Black2646236-5555453413859
Hispanic4504650-46465413554245
White7756825971632918786122
Two or more races-424258877692312766524
Students with Disabilities-282872-181882-505050
Economically Disadvantaged3615839-5959418595141
English Learners-181882<<<<7403360
Migrant<<<<<100<0
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88173191284731619765724
Female7817319777702313695631
Male8807320189375727855815
Asian<100<0<100<0<100<0
Black-6565353767224-616139
Hispanic-79792187567258696231
White128876121589741126805420
Two or more races<<<<<<<<14715729
Students with Disabilities<<<<<<<<
Economically Disadvantaged770633087566259655635
English Learners<<<<<<<<
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157864222170503011726028
Female168265181968493212685632
Male137562252373502710756425
Asian<100<0<<<<<100<0
Black-79792133633643595641
Hispanic465613555550454666234
White228159192983541717796321
Two or more races4757125147157295625738
Students with Disabilities-1515857332767-202080
Economically Disadvantaged5696431135845422636137
English Learners<<<<<<<<-444456
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students418342173380472028744626
Female367640242879512129744526
Male458945114082431826734727
Asian<100<0<100<0<<<<
Black31855415764573613584542
Hispanic197657241879612120735327
White488637144383401735784322
Two or more races367539252681561925755125
Students with Disabilities1224127683123695262174
Economically Disadvantaged237552251874562616654935
English Learners-7272281163533720644436
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: 90.31 State: 90.38Division: State:Division: State:

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

2016-20172017-20182018-2019
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten17614391
Kindergarten235252245
Grade 1269243240
Grade 2268264237
Grade 3251263257
Grade 4248247265
Grade 5247244252
Grade 6231223234
Grade 7236227225
Grade 8218225207
Grade 9287239245
Grade 10193239203
Grade 11187176220
Grade 12194185169
Post Graduate130
Total Students3,2413,1733,090
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 Subgroups

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 Students324131733090
Female156015051463
Male168116681627
American Indian985
Asian363335
Black498518509
Hispanic444468472
Native Hawaiian442
White196818191721
Two or more races282323346
Students with Disabilities288303316
Not Students with Disabilities295328702774
Economically Disadvantaged183017031687
Not Economically Disadvantaged141114701403
English Learners186190219
Not English Learners305529832871
Migrant876
Homeless274743
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 StudentsDivision90104541311
State4978334419271095854981970
FemaleDivision45632343
State27214151999363331873682
MaleDivision45413198
State2256919220177462536251288
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<0<
State45731128821711553
BlackDivision13191124
State79241059810702211500849
HispanicDivision8170041
State47504926292891961258
WhiteDivision66654376
State299871610411585831717709
Two or more racesDivision<<<<0<
State23641473934417494
Students with DisabilitiesDivision195051
State1022603427101341173104
Economically DisadvantagedDivision32503468
State959515820159443026401137
English LearnersDivision260020
State1518329526534162581
HomelessDivision<<<<0<
State203616882523657
Foster CareDivision<<<<0<
State4413725104724
Military ConnectedDivision<<<<0<
State175295542122029
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 Students22719987.720992.1135.7
Female12011091.711696.743.3
Male1078983.29386.998.4
American Indian0<100<10000
Asian0<100<10000
Black403382.53792.525
Hispanic302583.32686.7413.3
White15113589.414092.774.6
Two or more races0<100<10000
Students with Disabilities211571.41676.2523.8
Economically Disadvantaged1038582.59491.365.8
English Learners10880880220
Homeless0<100<10000
Foster Care0<<<<00
Military Connected0<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 Taken -78 / 9.07%58 / 6.91%
Advanced Placement Course Enrollment -90 / 10.47%86 / 10.25%
Dual Enrollment -48 / 5.58%11 / 1.31%
Governor’s School Enrollment -37 / 4.3%38 / 4.53%
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 StudentsDivision17911138
State800295758128
FemaleDivision986633
State404633112723
MaleDivision814544
State395662645433
AsianDivision0<100
State5267459213
BlackDivision271641
State171681128234
HispanicDivision191237
State8078522135
WhiteDivision1267838
State457613375026
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision803655
State224091294842
English LearnersDivision0<100
State5212340435
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 AssessmentsDivision-1326
 State-41393623
State LicensuresDivision-64
 State-17901964
Industry CertificationDivision-175194
 State-100544109590
Workplace ReadinessDivision-546
 State-3077542313
Total Credentials EarnedDivision-248230
 State-137248157490
Students Earning One or More CredentialsDivision-195200
 State-109089126113
CTE CompletersDivision-10993
 State-4240440516
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 Students671259072%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students651168169.8%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students681349167.9%
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
70.269.869.3

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
2013-20144,509.004,883.001,080.00
2014-20154,370.005,148.001,072.00
2015-20164,487.005,216.001,100.00

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 Students290918471109295821581102287520388125286522894119
Female141788395114391073348139192455913951053645
Male1492963258151910848541484111436614701235874
American Indian10100000000000000
Asian27300320003421037100
Black459261223458371515446392128465451735
Hispanic343247113672481739227611431391311
Native Hawaiian0000000000000000
White18681104270186312550571750111537116391145862
Two or more races19820104228298132422371528229611
Students with Disabilities218221116228281118253211519260351418
Economically Disadvantaged161215258821766164727015961656910516081897588
English Learners1716061768361787432281123
Homeless278787834499718601128
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
Subgroup2015-20162016-20172017-2018
All Students95.6595.0694.7
Female95.7595.3194.83
Male95.5694.8494.58
American Indian97.4997.3294.33
Asian98.5197.9997.31
Black95.1694.394.6
Hispanic96.0895.2995.05
Native Hawaiian97.9896.3597.16
White95.6795.1694.58
Two or more races95.2795.0194.7
Students with Disabilities94.1593.4594.11
Economically Disadvantaged94.6994.1494.19
English Learners97.2296.4496.29
Migrant98.6398.4796.75
Foster Care95.696.3
Military Connected95.8196.6894.45
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses25
Technology Offenses<
Offenses Against Student14
Offenses Against Staff<
Weapons Offenses16
Property Offenses13
All Other Offenses<
Other Offenses Against Persons169
Disorderly or Disruptive Behavior Offenses365
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 Indian0.2480.2780.252
Asian0.9291.1121.04
Black15.01517.4515.3830.6416.32527.51
Hispanic12.5711.0713.7129.2614.74910.58
Native Hawaiian0.0620.1240.126
White63.2261.7460.77850.5957.32747.88
Two or more races8.0199.738.7099.510.1814.02
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 Indian0.2480.2780.252
Asian0.9291.1121.04
Black15.01515.385016.32530.77
Hispanic12.5713.71214.7497.69
Native Hawaiian0.0620.1240.126
White63.2260.77857.32753.85
Two or more races8.0198.7095010.187.69
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 Indian0.2480.2780.252
Asian0.9291.1121.04
Black15.01515.3816.325
Hispanic12.5713.71214.749
Native Hawaiian0.0620.1240.126
White63.2260.77857.327
Two or more races8.0198.70910.18
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 Students57.758.9757.21
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 Students37.9741.8843.33
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 Students76.4874.7472.64
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 12.05 : 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: 10.89 : 1

student 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%3%
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 Schools100%--
High Poverty100%--
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
2015-201650%49%0%1%
2016-201751%49%1%-1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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