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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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137158291369563112705830
Female147460261472582813746026
Male136956311266553410665634
American Indian<100<0<100<0<<<<
Asian44945063169383120735327
Black457544355752432555245
Hispanic4595541106050416605440
Native Hawaiian<100<0<<<<<<<<
White177760231675592515776223
Two or more races11665434963543711655435
Students with Disabilities821137972114794232077
Economically Disadvantaged763563765852425605440
English Learners243415722826724403660
Migrant<<<<<<<<<<<<
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137158291166543411625238
Female97264281569543115705530
Male1769523186255388574943
Asian<100<0<<<<<100<0
Black-48485236359382403860
Hispanic146955311061523910514149
White167457261670543015705530
Two or more races87264286635737-656535
Students with Disabilities11221178112111794221778
Economically Disadvantaged764573675448465555045
English Learners6726728-2929718423558
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217453261871542916735727
Female277549251773562721765524
Male177356271870523010695931
Asian<100<0<<<<<<<<
Black1260484075548455716729
Hispanic3615839106252383706730
White267952212277552322755325
Two or more races177357271269583118735527
Students with Disabilities111658410201080-151585
Economically Disadvantaged1366523495950417635737
English Learners547425312291871-393961
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157055302071512916766024
Female137057301974552614806620
Male177053302069483117715429
American Indian<100<0<100<0
Asian<100<0<100<0<<<<
Black3605740146854323636037
Hispanic55954411157464311695831
White227654242276542420826218
Two or more races106252382168463215634837
Students with Disabilities524197611176837322568
Economically Disadvantaged10635338115948417675933
English Learners-393961-27277310524348
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186749331362493817685132
Female206950311465513518745626
Male156449361159484116644736
Black642365863831637625538
Hispanic-505050125644448534447
White217453261671562921745226
Two or more races20654535548435219705230
Students with Disabilities-25257561812827201380
Economically Disadvantaged756494485447468564844
English Learners<<<<-2929715454155
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11726128116858327655835
Female16786222137057307655835
Male666593486658346645836
Asian<100<0<<<<<100<0
Black-585842-464654-535347
Hispanic-5050506655935-575743
White157762231475612511756425
Two or more races875672566761335454155
Students with Disabilities15382362-171783-202080
Economically Disadvantaged663573735855423575443
English Learners<<<<<<<<-282872
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students964553675951418635537
Female8675933963543711615039
Male1062523865449465645936
Asian<<<<<100<0<<<<
Black66156394484452-292971
Hispanic4504650-32326811443356
White10695931106555359756625
Two or more races<<<<45854427575043
Students with Disabilities1414-86-131388714786
Economically Disadvantaged455524514746534514749
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students582771888779133858215
Female78477169867714395925
Male279772178882123777423
Asian<100<0<100<0<100<0
Black-7070303838017-696931
Hispanic-67673312847216-838317
White789811188980115908510
Two or more races<<<<<<<<<100<0
Students with Disabilities-88929554545-383862
Economically Disadvantaged177762358075202757425
English Learners-454555<<<<<<<<
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 Students146855321165543514715729
Female157560251573582717786122
Male12625038857504311645336
Asian<<<<<100<0<100<0
Black352494865649442444256
Hispanic8585042650445010615139
White187557251472582819826318
Two or more races-50505084235584686432
Students with Disabilities-15158532723733161384
Economically Disadvantaged457524365347479574943
English Learners-505050-202080-585842
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10584842954454611645336
Female146551351368553215735827
Male752444854036608554645
Asian<<<<<100<0<100<0
Black348455244441563333068
Hispanic833256743329675534747
White136652341161503915745926
Two or more races<<<<84233587716429
Students with Disabilities-161684-202080-7793
Economically Disadvantaged443395733936615534747
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177861221477632316776123
Female178468161677612319836417
Male177155291277652313725828
Asian<100<0<100<0<100<0
Black355534586456362525048
Hispanic7797121865583513675333
White238361171782651823896611
Two or more races<<<<<<<<-646436
Students with Disabilities-14148673327676221778
Economically Disadvantaged5726728969593112625038
English Learners-737327<<<<<<<<
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 Students126957311172612810695931
Female96860321073642710726228
Male146955311271582911675633
American Indian<<<<<<<<<<<<
Asian409050102883561720856515
Black356524445954413524948
Hispanic763563766862326676133
Native Hawaiian<<<<<<<<<<<<
White157459261476632414756125
Two or more races7625438117261286645836
Students with Disabilities928197272518756282272
Economically Disadvantaged661543966357375615639
English Learners550455025654446585342
Migrant<<<<<<<<<<<<
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156247381566513414645036
Female136148391467533312645236
Male186345371665503515634837
Asian<<<<<<<<<<<<
Black-353565359564110332467
Hispanic36662341363503810665634
White226745332269483118715329
Two or more races863543836461365676233
Students with Disabilities1111-89-1818824252175
Economically Disadvantaged7544646957484311524148
English Learners6565044-4444567564844
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238057202176542418695131
Female207757231875572519705230
Male258257182476522417685132
Asian<100<0<<<<<<<<
Black18644636115746432595641
Hispanic166548351175642518796121
White258661142680532026704430
Two or more races17765924117463266736727
Students with Disabilities1433196715251075-111189
Economically Disadvantaged15715529966583410615239
English Learners5534747676712411584742
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students206646342375522518735527
Female186649341974552617745826
Male216645342676502419715229
American Indian<<<<<<<<
Asian<100<0<100<0<<<<
Black6504450195941417625538
Hispanic15543846861533911726128
White267650242480562023795621
Two or more races5534747388142197564844
Students with Disabilities5252075172811727362964
Economically Disadvantaged14574343146652346605440
English Learners4353065-53534714624838
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students873652715756432666434
Female5777223-5656442716829
Male1269573125856422626038
Black3565344-404060-525248
Hispanic-646436-5454466615539
White1179682126563352737127
Two or more races5797421-535347-575743
Students with Disabilities1540256062924717211479
Economically Disadvantaged5676233-4949514636037
English Learners<<<<-2929715595541
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students139386114140591494851
Female-393961-4242582514949
Male339366114039601474653
Black-373763-282872-424258
Hispanic-474753-585842-535347
White339366113938612535247
Two or more races-333367-6262387332767
Students with Disabilities153115696136886191381
Economically Disadvantaged1393861-333367-424258
English Learners<<<<<<<<-424258
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students477732337774235847916
Female176752448178196868014
Male777702327370274837917
Asian<100<0<100<0<100<0
Black3747126-727228-666634
Hispanic58682144747026-92928
White577722327774238888012
Two or more races-6464367817419694896
Students with Disabilities9362764-33336713473353
Economically Disadvantaged470663037269282787622
English Learners<<<<<<<<-91919
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students366633458176194656135
Female268663268377174737027
Male664583647974214585442
Asian<<<<<100<0<100<0
Black-565644-707030-444456
Hispanic-4848523817819-585842
White573682778376175716629
Two or more races8675833<<<<4706530
Students with Disabilities-242476-353565-252575
Economically Disadvantaged15757433757225-626238
English Learners<<<<<<<<-505050
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1068583287870227655835
Female765583578174196645836
Male1371582997465268665734
American Indian<100<0
Asian<100<0<<<<<100<0
Black2525048-676733-434357
Hispanic470673056864328463854
White12736127108374179766624
Two or more races<<<<<<<<-363664
Students with Disabilities-202080<<<<<<<<
Economically Disadvantaged360574027370274555145
English Learners13695631<<<<<<<<
Migrant<<<<<100<0
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179174918937572294726
Female1790741016957951995765
Male189274820917192692668
Asian<100<0<100<0<100<0
Black-888813148167198857715
Hispanic189173910908010-898911
White239269820967642795685
Economically Disadvantaged68983119867714592878
English Learners<<<<<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students971622987264289716329
Female668613257267288716329
Male11746326117261289716229
American Indian<100<0<100<0<100<0
Asian1891739<<<<60802020
Black156554436057401545346
Hispanic357544325957415595541
White127867221178672211796821
Two or more races550455056661346635737
Students with Disabilities227257332825731191881
Economically Disadvantaged560564046359373595641
English Learners-363664-3838622383662
Migrant<<<<<<<<<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126149391669533113675433
Female85750431066563410665634
Male156348372272502816685232
American Indian<100<0<100<0
Asian<100<0<100<0<<<<
Black-31316912655435-505050
Hispanic845385565044508574943
White177255282074542616755925
Two or more races55853421269583111564444
Students with Disabilities525207511281772-212179
Economically Disadvantaged751444996152397544746
English Learners-212179-3333675363264
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students872652866762336686232
Female467633366761335656135
Male1177662366862328706230
Asian<<<<<100<0<100<0
Black3706730-484852-444456
Hispanic-747426-545446-424258
White1076662487466268787022
Two or more races<<<<46358388625438
Students with Disabilities-242476-141486-131387
Economically Disadvantaged564593615857421545346
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1080702077367278716329
Female876692437572258726428
Male14857115107262288716329
American Indian<100<0
Asian<100<0<100<0<<<<
Black3726928-565644-585842
Hispanic-575743-6868323636037
White138673141079692112796721
Two or more races<<<<-707030-585842
Students with Disabilities<<<<-353565-171783
Economically Disadvantaged768613236663342565544
English Learners-363664<<<<-404060
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9847516681751912877513
Female14776323480752014867214
Male392898884761610887912
Asian<100<0<<<<<100<0
Black-545446-767624694886
Hispanic<<<<-54544613806720
White11897911988791211897711
Two or more races<100<0<<<<
Economically Disadvantaged-83831755954418888013
English Learners<100<0<<<<<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students467633357267285716629
Female365623537471264736927
Male670633077063305696431
Asian<100<0<<<<<100<0
Black-5252484575343-444456
Hispanic-525248-676733-595941
White776692468073208797121
Two or more races<<<<-646436-767624
Students with Disabilities-272773-232377-141486
Economically Disadvantaged15554452666434-646436
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167660241776602416735727
Female127462261474602614725828
Male207757231978592218745626
American Indian<100<0<100<0<100<0
Asian17100830<<<<46773123
Black561563967064302585542
Hispanic1067573376255387595241
White208261182182611822805820
Two or more races146248381564493613776323
Students with Disabilities626217473124693322868
Economically Disadvantaged1068573296758339645536
English Learners2585642-4646544444056
Migrant<<<<<<<<<<<<
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students675692587365275676233
Female472682847168295656035
Male9807120137562255686332
Asian<100<0<100<0<<<<
Black3656335-646436-626238
Hispanic9787022-434357-454555
White7787122118271189756625
Two or more races<<<<<<<<-707030
Students with Disabilities-282872-171783-414159
Economically Disadvantaged268673245652443585442
English Learners-707030<<<<-303070
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students767603356863327676033
Female671642936663348706330
Male864563677163296635837
Asian<100<0<<<<<100<0
Black44844522646236-555545
Hispanic-5050504504650-464654
White1178672277568259716329
Two or more races<<<<-4242588776923
Students with Disabilities-171783-282872-181882
Economically Disadvantaged45753433615839-595941
English Learners-434357-181882<<<<
Migrant<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15846916881731912847316
Female1078682278173197777023
Male219170988073201893757
Asian<100<0<100<0<100<0
Black-727228-6565353767224
Hispanic8696231-7979218756725
White208868121288761215897411
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged677712377063308756625
English Learners<<<<<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197758231578642221705030
Female177962211682651819684932
Male217654241375622523735027
Asian<100<0<100<0<<<<
Black5706530-7979213363364
Hispanic1877592346561355555045
White247956212281591929835417
Two or more races<<<<475712514715729
Students with Disabilities-191981-1515857332767
Economically Disadvantaged14725828569643113584542
English Learners<<<<<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students327745234183421733804720
Female237350273676402428795121
Male398041204589451140824318
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black11574643318554157645736
Hispanic166853321976572418796121
White438744134886371443834017
Two or more races296233383675392526815619
Students with Disabilities16372163122412768312369
Economically Disadvantaged227148292375522518745626
English Learners-575743-72722811635337
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

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

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten142176143
Kindergarten254235252
Grade 1278269243
Grade 2259268264
Grade 3259251263
Grade 4250248247
Grade 5238247244
Grade 6232231223
Grade 7226236227
Grade 8218218225
Grade 9249287239
Grade 10227193239
Grade 11207187176
Grade 12193194185
Post Graduate013
Total Students3,2323,2413,173
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2016 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2014-20152015-20162016-2017
All Students323232413173
Female156415601505
Male166816811668
American Indian898
Asian303633
Black485498518
Hispanic406444468
Native Hawaiian244
White204219681819
Two or more races259282323
Students with Disabilities247288303
Not Students with Disabilities298529532870
Economically Disadvantaged202518301703
Not Economically Disadvantaged120714111470
English Learners173186190
Not English Learners305930552983
Migrant687
Homeless162747
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
State4978334418270994955151976
FemaleDivision45632343
State27214151969363301886684
MaleDivision45413198
State2256919222177361936291292
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<0<
State45731128821711653
BlackDivision13191124
State79241059610702191502852
HispanicDivision8170041
State47504926291891963260
WhiteDivision66654376
State299881610411585771729709
Two or more racesDivision<<<<0<
State23631474934317495
Students with DisabilitiesDivision195051
State1022603127091331175105
Economically DisadvantagedDivision32503468
State959415818159442726451138
English LearnersDivision260020
State1518329526534162683
HomelessDivision<<<<0<
State203616882423757
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All 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
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 Taken84 / 9.59%78 / 9.07%58 / 6.91%
Advanced Placement Course Enrollment87 / 9.93%90 / 10.47%86 / 10.25%
Dual Enrollment42 / 4.79%48 / 5.58%11 / 1.31%
Governor’s School Enrollment39 / 4.45%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
State800255758028
FemaleDivision986633
State404623112723
MaleDivision814544
State395632645333
AsianDivision0<100
State5267459213
BlackDivision271641
State171671128234
HispanicDivision191237
State8077522135
WhiteDivision1267838
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision803655
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision101326
 State397141393623
State LicensuresDivision664
 State167317901964
Industry CertificationDivision161175194
 State89541100544109590
Workplace ReadinessDivision31546
 State336653077542313
Total Credentials EarnedDivision208248230
 State128850137248157490
Students Earning One or More CredentialsDivision182195200
 State104867109089126113
CTE CompletersDivision10310993
 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 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
Subgroup2014-20152015-20162016-2017
All Students95.6595.6595.06
Female95.6995.7595.31
Male95.6295.5694.84
American Indian98.397.4997.32
Asian98.7298.5197.99
Black95.7695.1694.3
Hispanic96.0596.0895.29
Native Hawaiian99.6297.9896.35
White95.5695.6795.16
Two or more races95.0895.2795.01
Students with Disabilities93.4694.1593.45
Economically Disadvantaged94.9794.6994.14
English Learners96.8997.2296.44
Migrant97.1798.6398.47
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
2014-201549%50%0%1%
2015-201650%49%0%1%
2016-201751%48%1%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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