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General school information

Division: Westmoreland County Public Schools
Address: 141 Opal Lane Montross, VA 22520
Superintendent: Dr. Michael D. Perry
Region: 3
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 Schools4
Fully Accredited2
Accreditation Denied1
Partially Accredited: Warned School-Pass Rate1

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 SubgroupType2013-20142014-20152015-2016
All StudentsDivision757780
 Virginia848586
FemaleDivision788078
 Virginia888989
MaleDivision727381
 Virginia818283
BlackDivision727578
 Virginia777979
HispanicDivision88<100
 Virginia767676
WhiteDivision757880
 Virginia898990
Students with DisabilitiesDivision326045
 Virginia525353
Economically DisadvantagedDivision717581
 Virginia747575
English LearnersDivision<<100
 Virginia676767
Gap Group 2Division727578
 Virginia777979
Gap Group 3Division88<100
 Virginia767676
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9675833137057309696031
Female107263281573572710726128
Male8625438116756338675933
Asian<100<0<<<<<<<<
Black557534376154395595441
Hispanic77264281373602711716129
White147663241979602115816719
Two or more races562573886456363555345
Students with Disabilities63327671236246411392861
Economically Disadvantaged7595241106454366645836
English Learners7655835116251385544946
Migrant118474161873552713746126
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11645336226847328655735
Female10625238246642348675933
Male13655335197152298645636
Black841325994536555565144
Hispanic1265543533925888655835
White158166193081511912766524
Two or more races<<<<<<<<<<<<
Students with Disabilities7137873854154610332467
Economically Disadvantaged10584742146147395625738
English Learners107060303090601013756325
Migrant<100<0<100<0<<<<
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156348371674582617695231
Female15685332972632818695131
Male155843422076562416695231
Black86355371461473910483852
Hispanic<<<<127664247807320
White206948312185641528845616
Two or more races15463154<<<<<<<<
Students with Disabilities10241476750435026472153
Economically Disadvantaged116049401571562911604940
English Learners<<<<8776923<<<<
Migrant<100<0<100<0<100<0
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106353371367543311796821
Female107060301574602613796621
Male95647441261493910797021
Black349465166760336746826
Hispanic<<<<2060404012806820
White197051301976572416826618
Two or more races<100<08383162<<<<
Students with Disabilities10201080816884-505050
Economically Disadvantaged7585142116251385777223
English Learners<100<0<<<<<<<<
Migrant<100<0<<<<<100<0
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12695731965563512665434
Female147763231177662311716029
Male10625238551454913614839
Black1056464455045508655735
Hispanic7797121<<<<33582542
White15857015775682512756325
Two or more races<<<<<100<0<<<<
Students with Disabilities13311969183618641321879
Economically Disadvantaged8615339859514110615139
English Learners<<<<<100<0<<<<
Migrant<<<<<100<0<<<<
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8756825146248387777023
Female128269181866483411857415
Male4706630115948413696631
Black464603665044503686532
Hispanic-888813-636338<<<<
White168266182674482612867414
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<629247121573643
Economically Disadvantaged7706330115545455736727
English Learners<<<<<<<<<<<<
Migrant<<<<<<<<<<<<
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6544846137360277564944
Female8615239227250287575043
Male446435467569257544746
Black252504897061302373563
Hispanic-33336776053407676033
White126149392281591914796521
Two or more races<<<<<100<0<<<<
Students with Disabilities7201380<<<<-232377
Economically Disadvantaged446425486658343484553
English Learners<<<<<<<<<<<<
Migrant<<<<<<<<<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-81811967872223747126
Female-87871398071204736927
Male-76762447673242757325
Black-72722847673241656435
Hispanic-1001000-828218-737327
White-89891188072206888113
Students with Disabilities-6464366504450-505050
Economically Disadvantaged-68683337370271656435
Migrant<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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9685932107059308574943
Female13766324148268188574943
Male560554075952418564844
Asian<100<0<<<<<100<0
Black660544086456364474353
Hispanic463593746157394585442
White137764231680642015695531
Two or more races17836717<100<0<<<<
Students with Disabilities23028706332867-161684
Economically Disadvantaged761533966558353474553
English Learners<<<<<<<<<<<<
Migrant<<<<-707030<100<0
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8595141166651346453955
Female11685632237753238494251
Male448445285648445413659
Black651454995647442353365
Hispanic<<<<7575043-383862
White126957312881531913604740
Two or more races<<<<<100<0<<<<
Students with Disabilities7292171<<<<---100
Economically Disadvantaged<<<<10625238-363664
English Learners<100<0<<<<<<<<
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8787022772652810675733
Female978692288678148635438
Male7797121660544011726128
Black674682676962315555145
Hispanic-646436-6464368776923
White11857415979702116796321
Students with Disabilities-3131697362964-333367
Economically Disadvantaged462583846763335585342
English Learners<<<<<<<<<<<<
Migrant<<<<<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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116655341175642512736227
Female107161291076662411796721
Male116150391375622512685732
Asian<100<0<100<0<100<0
Black556514466760335635837
Hispanic107565251279682113816819
White177457261584691619826318
Two or more races14655135136249386716529
Students with Disabilities52823721247355311402860
Economically Disadvantaged862543887163298706230
English Learners773672787466267706430
Migrant15857015229170921896811
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students155944411260484012625038
Female13584543114836528635538
Male176043401273612715614639
Black546415464336579524348
Hispanic17675033-77772312625038
White216645341772552818735527
Two or more races<<<<<<<<<<<<
Students with Disabilities13207803146155414241076
Economically Disadvantaged1056454465549457585142
English Learners17725628-73732719634438
Migrant<100<0<100<0<<<<
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227553251982631825684332
Female168064201677602328724428
Male277043302185651521644336
Black12675533971632910463554
Hispanic18826418258863137878013
White308555152387641343803820
Two or more races31623138<<<<<<<<
Students with Disabilities10403060846385422391761
Economically Disadvantaged166649341782651815624738
English Learners<<<<1792758<<<<
Migrant<100<0<100<0<100<0
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students176345371364513623805720
Female187254281170593019796021
Male175337471558434225815619
Black8514249644385611635137
Hispanic<<<<1882641828886012
White287447261783661730885812
Two or more races<<<<15382362<<<<
Students with Disabilities<<<<1236246412473553
Economically Disadvantaged13604740955454516786222
English Learners<100<0<<<<<<<<
Migrant<100<0<100<0<100<0
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136755331177662311756425
Female13796621148673147847716
Male13574443967583315665234
Black4534947117059306686232
Hispanic-808020<<<<1792758
White30805020786801414826818
Two or more races<<<<<<<<9554545
Students with Disabilities61711831855364516442856
Economically Disadvantaged7645736107868228726428
English Learners<<<<<100<0<<<<
Migrant<100<0<100<0<100<0
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-45455566660342585642
Female-5757438696231-696931
Male-37376346359374514749
Black-33336775649442575543
Hispanic<<<<-828218<<<<
White-505050-7373273625938
Students with Disabilities<<<<635296514432957
Economically Disadvantaged-45455586658343585542
English Learners<<<<<100<0<<<<
Migrant<<<<<100<0<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2565444167357274807720
Female356524415796421793867
Male-57574317675033-656535
Black-46465465852424716729
Hispanic-69693177164298100920
White5615639298859123888512
Two or more races<<<<<<<<
Students with Disabilities-404060<100<0-464654
Economically Disadvantaged150495076558351777523
English Learners<100<0<<<<<100<0
Migrant<100<0<<<<<100<0
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students883751737875222767424
Female683771718079201817919
Male1083731767670242716929
Black6827618-777723-686832
Hispanic<<<<-656535-828218
White1185741598475165817719
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<-555545-424258
Economically Disadvantaged38178191757425-747426
English Learners<<<<<<<<<<<<
Migrant<100<0<100<0<100<0
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students861533948683143747126
Female1067573348480165757025
Male656504448985112747226
Asian<100<0
Black4504650-858515-626238
Hispanic<<<<<100<0-808020
White1070603088678149898011
Students with Disabilities-272773<<<<<<<<
Economically Disadvantaged35350472878513-727228
English Learners<<<<<100<0<<<<
Migrant<100<0<100<0<100<0
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2757325219877228100720
Female4787422159883232100680
Male-727228269872223100770
Black2716929139785311100890
Hispanic-73732720907010<100<0
White38279182410076036100640
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged492888159681429100710
Migrant<<<<<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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students870623067771238766824
Female770633067871227777023
Male1070603067771238756725
Asian<100<0<<<<<100<0
Black457534337067302676533
Hispanic13756225879722114796521
White12837117986771412867514
Two or more races11726128147157296726728
Students with Disabilities638326224442562454355
Economically Disadvantaged864553657268285716629
English Learners25643936-606040-505050
Migrant<<<<148671141792758
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107060301076662421785822
Female127563251178672219775823
Male8655635974652622795721
Black550455046965319716329
Hispanic<<<<982731832764424
White178770131484701627865914
Two or more races<100<017584242<<<<
Students with Disabilities1030207044844526504450
Economically Disadvantaged5635937772662816745926
English Learners<100<0<<<<<<<<
Migrant<100<0<100<0<100<0
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8686032128473163656335
Female10665634118776132716929
Male5696431128270183605740
Black26260387767024-525248
Hispanic-606040892858-737327
White1577632319917297807420
Two or more races<<<<<100<0<<<<
Students with Disabilities13402760<<<<-232377
Economically Disadvantaged55954417797221-555545
English Learners<<<<<<<<<<<<
Migrant<<<<<<<<<<<<
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267663336663342636137
Female-73732736461363615839
Male36259383696631-656535
Asian<100<0<<<<
Black25553451545246-555545
Hispanic-717129<<<<-585842
White281791928381174767124
Students with Disabilities-333367-454555-272773
Economically Disadvantaged-6161394555145-626238
English Learners<<<<<<<<<<<<
Migrant<100<0<100<0<100<0
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68579155979231198882
Female68175192989521197873
Male89285899788311100890
Black-858515697923797903
Hispanic<<<<<100<0<100<0
White1388751369791314100860
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged-9090105959051097873
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students363603727371275868114
Female-6161395736827491879
Male7665934-7373276837717
Asian<100<0
Black-525248-7070302767424
Hispanic-606040-5050506100940
White68073206827618897893
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<<<<<-757525
Economically Disadvantaged652454817271281848216
English Learners<<<<<<<<<100<0
Migrant<100<0<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197960212183621722825918
Female177962211785681519826318
Male217958212582571826815519
Asian<100<0<100<0<100<0
Black11706030118170198736527
Hispanic238259182379562128886012
White278760133186551436905410
Two or more races19785922787801314645036
Students with Disabilities65145491461473913523948
Economically Disadvantaged187557251879612115786322
English Learners28744726217655247645736
Migrant289467627876013<<<<
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12857415169175920846516
Female10837317129582511837217
Male148874121988691231875613
Asian<100<0<100<0<100<0
Black78072209918296807420
Hispanic20907010-9292830805020
White15907510299062103392588
Students with Disabilities5585342<<<<-707030
Economically Disadvantaged11897811128876127827518
English Learners<<<<<<<<<<<<
Migrant<100<0<100<0<100<0
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18715329
Female18735527
Male17685232
Asian<100<0
Black7564944
Hispanic<<<<
White24835917
Two or more races<100<0
Students with Disabilities<<<<
Economically Disadvantaged13675433
English Learners<100<0
Migrant<100<0
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students57368271282691813786522
Female87365271287751311806920
Male37370281377652314776223
Black3727028107867223716829
Hispanic-5555451387731311847416
White97566251786691427896311
Two or more races<<<<<<<<<<<<
Students with Disabilities-272773<<<<6443956
Economically Disadvantaged-595941117564256756925
English Learners<<<<<<<<<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179679423957252796694
Female1093837219372720100800
Male2510075025987333591569
Asian<100<0<100<0
Black9968848978931896794
Hispanic13887513<<<<<100<0
White259874238975933197663
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged1693777139380825100750
English Learners<<<<
Migrant<<<<<100<0<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students21694831
Female19695031
Male23694631
Black8494151
Hispanic14796421
White3891539
Two or more races<<<<
Students with Disabilities-252575
Economically Disadvantaged19695031
English Learners<<<<
Migrant<100<0
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116554351562483811726128
Female136350381365533513746126
Male9685832166044408696131
Black452484845551453625838
Hispanic87567257534747<<<<
White217454262571462920836317
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<6383163-363664
Economically Disadvantaged3545146116049404646036
English Learners<<<<<<<<
Migrant<100<0<100<0<100<0
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students428846124188481241844216
Female389052102987581340824218
Male458641144990411043864314
Black348248182886581416725628
Hispanic<<<<528836124793477
White5596424488941116392298
Two or more races31855415<100<0<<<<
Students with Disabilities12715929176750337474053
Economically Disadvantaged328452164187471335804520
English Learners<<<<36865014<<<<
Migrant<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

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.

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 82.71 State: 91.04Division: 87.6 State: 91.28Division: 87.6 State: 90.38

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

2013-20142014-20152015-2016
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten928485
Kindergarten130124125
Grade 1136133107
Grade 2117145134
Grade 3114121139
Grade 4136117119
Grade 5127131111
Grade 6121120123
Grade 7113125128
Grade 8120100118
Grade 9150133113
Grade 10140132107
Grade 11113130124
Grade 1289114133
Post Graduate100
Total Students1,6991,7091,666
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

2015 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
Subgroup2013-20142014-20152015-2016
All Students169917091666
Female827812801
Male872897865
American Indian323
Asian555
Black745726716
Hispanic209214212
White668693656
Two or more races696970
Students with Disabilities217222194
Not Students with Disabilities148214871472
Economically Disadvantaged120510421155
Not Economically Disadvantaged494667511
English Learners1009999
Not English Learners159916101567
Migrant474443
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 2016: 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 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision61632077
State4917334246347093350192269
FemaleDivision38220033
State268261510112433531834822
MaleDivision23412044
State2234719145222758031851447
AsianDivision<<<<0<
State44281224891612962
BlackDivision28311035
State79001054014302301415981
HispanicDivision860000
State44244514381851538310
WhiteDivision24241042
State300171650514315601740817
Two or more racesDivision<<<<0<
State222313111283616089
Students with DisabilitiesDivision082000
State946531134691091067120
Economically DisadvantagedDivision34491034
State921814811194032621251240
English LearnersDivision<<<<0<
State448207029417117888
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 Students140126901269075
Female666090.96090.934.5
Male746689.26689.245.4
Asian0<100<10000
Black686088.26088.234.4
Hispanic14141001410000
White554989.14989.147.3
Two or more races0<100<10000
Students with Disabilities10101001010000
Economically Disadvantaged918492.38492.333.3
English Learners0<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 Type2013-20142014-20152015-2016
Advanced Placement Test Taken17 / 3.46%16 / 3.14%36 / 7.55%
Advanced Placement Course Enrollment23 / 4.67%39 / 7.66%59 / 12.37%
Dual Enrollment32 / 6.5%68 / 13.36%65 / 13.63%
Governor’s School Enrollment26 / 5.28%18 / 3.54%20 / 4.19%
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

2013-2014 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.

2013-2014 FGI cohort year (students entering high school in 2010)
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 StudentsDivision824841
State807645806228
FemaleDivision452838
State410163155223
MaleDivision372046
State397482651033
AsianDivision0<100
State5269454514
BlackDivision362433
State175771162334
HispanicDivision0<100
State7574489435
WhiteDivision402147
State467663441226
Students with DisabilitiesDivision0<100
State5865307548
Economically DisadvantagedDivision432542
State228881345141
English LearnersDivision0<100
State5050327035
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
2013-20142014-20152015-2016
NOCTI AssessmentsDivision127-
 State502439714139
State LicensuresDivision--12
 State90516731790
Industry CertificationDivision9475105
 State6932189541100544
Workplace ReadinessDivision519991
 State283493366530775
Total Credentials EarnedDivision157181208
 State103599128850137248
Students Earning One or More CredentialsDivision100141142
 State86257104867109089
CTE CompletersDivision699968
 State419243929142404
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 Students26261038.5%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students13171058.8%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students35482245.8%
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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
60.264.662

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
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

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
2012-20135,177.004,926.001,298.00
2013-20144,725.005,002.001,003.00
2014-20154,568.005,647.001,092.00

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
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 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
2012-20132013-20142014-20152015-2016
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 Students1466132448215437437631513114328114361765982
Female704672342743381829733541132696942936
Male762652140800361934780602149740823046
American Indian0000000000000000
Asian0000000000000000
Black654461826685261816654391225618672737
Hispanic183202618510562029291941663
White573592143606331236584651644556842240
Two or more races50636595256112357832
Students with Disabilities1782561919486151812151818022914
Economically Disadvantaged91992283910655331409747518359471315063
English Learners1241304100502100311100531
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
Subgroup2013-20142014-20152015-2016
All Students95.4794.8194.96
Female95.5695.395.04
Male95.3994.3794.89
American Indian92.4892.7293.87
Asian98.297.1694.2
Black95.9695.4695.43
Hispanic95.889696.28
Native Hawaiian97.11
White94.8793.7593.99
Two or more races94.9295.195.54
Students with Disabilities93.8892.7395.02
Economically Disadvantaged95.3595.0994.75
English Learners96.3796.6196.33
Migrant95.6796.0296.14
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

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses11
Technology Offenses14
Offenses Against Student14
Offenses Against Staff<
Weapons Offenses12
Property Offenses<
All Other Offenses24
Other Offenses Against Persons95
Disorderly or Disruptive Behavior Offenses236
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
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.177.117.18.4
Asian.294.293.42.3
Black43.84965.6942.48152.542.97752.8
Hispanic12.3014.612.5228.7512.7253.6
Native Hawaiian.24
White39.31725.9440.5534.5839.37638
Two or more races4.0613.774.0373.754.2025.2
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.177.117.18
Asian.294.293.3
Black43.84942.48142.977
Hispanic12.30112.52212.725
Native Hawaiian.24
White39.31740.5539.376
Two or more races4.0614.0374.202
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
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.177.117.18
Asian.294.293.3
Black43.84942.48142.977
Hispanic12.30112.52212.725
Native Hawaiian.24
White39.31710040.5539.376
Two or more races4.0614.0374.202
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students73.8972.5975.03
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students47.1647.2744.85
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students68.4567.5466.64
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

2014-2015 Grades K-7 Student Teacher Ratio: 12.52 : 1

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2014-2015 Grades 8-12 Student Teacher Ratio: 10.5 : 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
 2014-20152015-2016
Provisional8%10%
Provisional Special Education6%5%
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
 2013-20142014-20152015-2016
Division
All Schools8%2%7%
High Poverty8%2%7%
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%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: 2015-2016

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
2013-201450%46%1%3%
2014-201554%44%0%2%
2015-201651%45%0%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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