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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 Accredited3
Accreditation Denied1

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 StudentsDivision778087
 Virginia858687
FemaleDivision807890
 Virginia898990
MaleDivision738185
 Virginia828384
AsianDivision100100
 Virginia909293
BlackDivision757884
 Virginia797981
HispanicDivision<100100
 Virginia767675
WhiteDivision788087
 Virginia899091
Students with DisabilitiesDivision604564
 Virginia535354
Economically DisadvantagedDivision758190
 Virginia757578
English LearnersDivision<100
 Virginia676762
Gap Group 2Division757884
 Virginia797981
Gap Group 3Division<100100
 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 Students13705730969603112715929
Female157357271072612812756325
Male11675633867593312675533
Asian<<<<<<<<<100<0
Black761543955954416645836
Hispanic137360271171612913705730
Native Hawaiian<100<0<100<0<<<<
White197960211581671918786022
Two or more races864563635553458716329
Students with Disabilities12362464113928618312469
Economically Disadvantaged1064543666458368686032
English Learners11625138554494611645336
Migrant187355271374612619816219
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students22684732865573514675333
Female24664234867593315745926
Male19715229864563614604740
Black9453655556514410655535
Hispanic3392588865583519624338
White308151191276652416715529
Two or more races<<<<<<<<<<<<
Students with Disabilities38541546103324675211679
Economically Disadvantaged14614739562573810645436
English Learners309060101375632518735527
Migrant<100<0<<<<<100<0
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167458261769523111685632
Female9726328186951318696231
Male207656241669523114665234
Black14614739104838527615439
Hispanic1276642478073204656235
White218564152884561620805920
Two or more races<<<<<<<<9554545
Students with Disabilities75043502647215312271573
Economically Disadvantaged157156291160494012635137
English Learners8776923<<<<6676133
Migrant<100<0<100<0<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136754331179682121826118
Female157460261379662119826318
Male126149391079702123825918
Black667603367468267676033
Hispanic206040401280682024100760
White197657241682661833895611
Two or more races8383162<<<<<<<<
Students with Disabilities816884-50505010504050
Economically Disadvantaged11625138577722311827218
English Learners<<<<<<<<23100770
Migrant<<<<<100<0<100<0
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students96556351266543414695531
Female117766231171602918755825
Male55145491361483912655335
Black550455086557353625938
Hispanic<<<<3358254212645236
Native Hawaiian<100<0<<<<
White77568251275632528815319
Two or more races<100<0<<<<<<<<
Students with Disabilities1836186413218795322668
Economically Disadvantaged8595141106151397635637
English Learners<100<0<<<<8423358
Migrant<100<0<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14624838777702312796721
Female186648341185741513826918
Male11594841369663111756525
Black6504450368653210827318
Hispanic-636338<<<<15695431
White267448261286741412786722
Two or more races<<<<<<<<18735527
Students with Disabilities62924712157364310453555
Economically Disadvantaged11554545573672712786622
English Learners<<<<<<<<<<<<
Migrant<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1373602775649444635837
Female2272502875750436766924
Male675692575447462484652
Black970613023735634514749
Hispanic76053407676033<<<<
White22815919147965214716729
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<-2323777272073
Economically Disadvantaged866583434845532605840
English Learners<<<<<<<<<<<<
Migrant<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students678722237471264686332
Female980712047369278645636
Male47673242757325-737328
Black47673241656435-636337
Hispanic-828218-737327<<<<
White8807220688811311756425
Students with Disabilities6504450-505050-8892
Economically Disadvantaged37370271656435-626238
English Learners<<<<<<<<<<<<
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1070593085749439645536
Female14826818857494313746126
Male759524185648444524848
Black864563644743537554845
Hispanic4615739458544215624638
White168064201569553112736127
Two or more races<100<0<<<<-777723
Students with Disabilities6332867-16168414362364
Economically Disadvantaged665583534745537615439
English Learners<<<<<<<<<<<<
Migrant-707030<100<0<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16665134645395511564544
Female23775323849425116705530
Male856484454136595403460
Black956474423533658463854
Hispanic7575043-383862<<<<
White288153191360474013675333
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<---10014291471
Economically Disadvantaged10625238-3636649514149
English Learners<<<<<<<<<<<<
Migrant<<<<<100<0<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7726528106757336746826
Female8867814863543810806920
Male6605440117261282686632
Black769623155551455676333
Hispanic-6464368776923<<<<
White97970211679632110796921
Students with Disabilities7362964-333367<<<<
Economically Disadvantaged467633355853424777323
English Learners<<<<<<<<<100<0
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

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 Students117564251273622710695931
Female107666241179672110736327
Male137562251268573210665634
Asian<100<0<100<0<100<0
Black667603356358374615739
Hispanic127968211381681910756425
Native Hawaiian<100<0<100<0<100<0
White158469161982631815756025
Two or more races1362493867165299696031
Students with Disabilities12473553114028603312869
Economically Disadvantaged871632987062306666034
English Learners874662677064308696131
Migrant22917092189681113847216
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126048401262503815715629
Female11483652863553816715529
Male127361271561463914705630
Black6433657952434810605040
Hispanic-7777231262503819715229
White177255281873552717796221
Two or more races<<<<<<<<<<<<
Students with Disabilities314615541424107611423258
Economically Disadvantaged655494575851429655635
English Learners-737327196344389645536
Migrant<100<0<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198263182568433217634637
Female167760232872442815634837
Male218565152164433618634537
Black9716329104635544444056
Hispanic25886313787801319654635
White238764134380382028805220
Two or more races<<<<<<<<30704030
Students with Disabilities846385422391761-232377
Economically Disadvantaged178265181562473812594741
English Learners1792758<<<<17675033
Migrant<100<0<100<0<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136451362380572021735227
Female117059301979602120725228
Male155843422581561922735227
Black6443856116351379595041
Hispanic188264182888601218887112
White178366173088581232794721
Two or more races15382362<<<<<<<<
Students with Disabilities123624641247355316372163
Economically Disadvantaged95545451678622214695431
English Learners<<<<<<<<8857715
Migrant<100<0<100<0<100<0
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117766231175642512857215
Female14867314784771610887813
Male96758331566523414836917
Black1170593066862327777023
Hispanic<<<<17927588847616
Native Hawaiian<100<0<100<0
White78680141482681822896711
Two or more races<<<<9554545<100<0
Students with Disabilities1855364516442856-585842
Economically Disadvantaged1078682287264287827518
English Learners<100<0<<<<892838
Migrant<100<0<100<0<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students666603425856421525148
Female8696231-6969312646236
Male46359374514749-414159
Black756494425755433555345
Hispanic-828218<<<<<<<<
White-7373273625938-505050
Two or more races<<<<<<<<<<<<
Students with Disabilities635296514432957-262674
Economically Disadvantaged866583435855421514949
English Learners<100<0<<<<<<<<
Migrant<100<0<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1673572748077205787322
Female15796421793867691859
Male17675033-6565355686332
Black65852424716729-717129
Hispanic77164298100920<<<<
White29885912388851210817119
Students with Disabilities<100<0-464654-313169
Economically Disadvantaged765583517775233797621
English Learners<<<<<100<0<100<0
Migrant<<<<<100<0<100<0
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students378752227674242615939
Female180792018179194726728
Male67670242716929-515149
Black-777723-6868321595741
Hispanic-656535-8282186726728
White984751658177192605740
Two or more races<<<<<100<0<<<<
Students with Disabilities-555545-424258-8892
Economically Disadvantaged1757425-7474261616039
English Learners<<<<<<<<<<<<
Migrant<100<0<100<0<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students486831437471265635838
Female484801657570257635637
Male489851127472262626038
Black-858515-6262384605540
Hispanic<100<0-808020-656535
White886781498980118706230
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged2878513-727228-575743
English Learners<100<0<<<<<<<<
Migrant<100<0<100<0<100<0
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2198772281007203898611
Female159883232100680-838317
Male269872223100770797903
Black139785311100890493897
Hispanic20907010<100<0<100<0
White24100760361006403868314
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged1596814291007103888512
English Learners<100<0<100<0
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

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 Students677712387668247736627
Female678712277770237766924
Male677712387567257706330
Asian<<<<<100<0<100<0
Black370673026765333625938
Hispanic8797221147965216807420
White98677141286751413847116
Two or more races147157296726728-787822
Students with Disabilities244425624543557403260
Economically Disadvantaged572682857166294706630
English Learners-606040-5050503686532
Migrant148671141792758-93937
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107666242178582216745826
Female117867221977582315695431
Male97465262279572116796221
Black469653197163299564744
Hispanic98273183276442412887612
White148470162786591423836017
Two or more races17584242<<<<<<<<
Students with Disabilities4484452650445016473253
Economically Disadvantaged7726628167459267706330
English Learners<<<<<<<<8857715
Migrant<100<0<100<0<100<0
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1284731636563352716829
Female1187761327169293787522
Male1282701836057402636137
Black7767024-5252482575543
Hispanic892858-737327<<<<
White199172978074204858015
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<-2323777474053
Economically Disadvantaged7797221-5555451686732
English Learners<<<<<<<<<100<0
Migrant<<<<<<<<<100<0
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students366633426361374696531
Female364613636158397777023
Male3696631-6565351646236
Black1545246-5555451555445
Hispanic<<<<-5858425807520
White283811747671248877913
Two or more races<100<0<<<<<100<0
Students with Disabilities-454555-272773-313169
Economically Disadvantaged4555145-6262382636137
English Learners<<<<<<<<<<<<
Migrant<100<0<100<0<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students59792311988829867714
Female29895211978738867814
Male997883111008909857615
Black6979237979034858115
Hispanic<100<0<100<0<100<0
White6979131410086013847216
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged59590510978736868114
Migrant<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students273712758681146746826
Female57368274918793787522
Male-73732768377178706230
Black-7070302767424-686832
Hispanic-5050506100940-656535
White682761889789315856915
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<-757525-333367
Economically Disadvantaged172712818482163726928
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218362172282591813766324
Female178568151982631811776623
Male258257182681551915745926
Black1181701987365278736527
Hispanic237956212888601213695631
Native Hawaiian<100<0<100<0<<<<
White318655143690541020826218
Two or more races7878013146450369696031
Students with Disabilities146147391352394810463654
Economically Disadvantaged187961211578632210706030
English Learners2176552476457369514349
Migrant27876013<<<<28724428
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16917592084651618786022
Female12958251183721720775723
Male198869123187561316806420
Black99182968074207736527
Hispanic-9292830805020<<<<
White29906210339258833885512
Students with Disabilities<<<<-70703014503650
Economically Disadvantaged12887612782751811746226
English Learners<<<<<<<<<<<<
Migrant<100<0<100<0
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12826918137865226756925
Female12877513118069204817719
Male13776523147762237686032
Black1078672237168293696631
Hispanic1387731311847416-606040
White178669142789631111857415
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<6443956-505050
Economically Disadvantaged1175642567569253716829
English Learners<<<<<<<<<<<<
Migrant<<<<<<<<<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students239572527966942091719
Female2193727201008001291799
Male259873335915692891639
Black897893189679410857515
Hispanic<<<<<100<014100860
White389759331976633694586
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged13938082510075016867114
Migrant<100<0<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15624838117261287766924
Female13655335137461266777123
Male1660444086961318756725
Black455514536258384848016
Hispanic7534747<<<<-555545
White25714629208363179786922
Two or more races<<<<<<<<<<<<
Students with Disabilities6383163-363664-414159
Economically Disadvantaged1160494046460368736527
English Learners<<<<<<<<
Migrant<100<0<100<0<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students418848124184421614645036
Female298758134082421813635137
Male499041104386431415654935
Black288658141672562812574543
Hispanic52883612479347712604840
Native Hawaiian<100<0<<<<
White48894111639229819745626
Two or more races<100<0<<<<9645536
Students with Disabilities1767503374740535191481
Economically Disadvantaged418747133580452012574543
English Learners36865014<<<<17563944
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

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: 87.6 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-kindergarten848581
Kindergarten124125121
Grade 1133107128
Grade 2145134117
Grade 3121139136
Grade 4117119152
Grade 5131111125
Grade 6120123100
Grade 7125128132
Grade 8100118129
Grade 9133113122
Grade 10132107140
Grade 11130124106
Grade 12114133114
Total Students1,7091,6661,703
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 Students170916661703
Female812801813
Male897865890
American Indian232
Asian554
Black726716689
Hispanic214212227
White693656691
Two or more races697086
Students with Disabilities222194225
Not Students with Disabilities148714721478
Economically Disadvantaged104211551190
Not Economically Disadvantaged667511513
English Learners9999114
Not English Learners161015671589
Migrant444344
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 StudentsDivision50656162
State4977134413270494355291988
FemaleDivision28373031
State27208151939333271895690
MaleDivision22283131
State2256319220177161636341298
AsianDivision<<<<0<
State45721127821711655
BlackDivision19344031
State79241059810692161508849
HispanicDivision<<<<0<
State47494925291891967259
WhiteDivision24262131
State299791609911555741732722
Two or more racesDivision<<<<0<
State23621474924317496
Students with DisabilitiesDivision1106000
State1022602927041321179106
Economically DisadvantagedDivision30365021
State959315817159242326561135
English LearnersDivision<<<<0<
State1518329526533162780
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 Students13012193.112293.864.6
Female726894.46894.434.2
Male585391.45493.135.2
Asian0<100<10000
Black615793.45793.434.9
Hispanic0<100<10000
White575291.2539335.3
Two or more races0<100<10000
Students with Disabilities17171001710000
Economically Disadvantaged747195.97195.922.7
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 Type2014-20152015-20162016-2017
Advanced Placement Test Taken16 / 3.14%36 / 7.55%13 / 2.7%
Advanced Placement Course Enrollment39 / 7.66%59 / 12.37%30 / 6.22%
Dual Enrollment68 / 13.36%65 / 13.63%55 / 11.41%
Governor’s School Enrollment18 / 3.54%20 / 4.19%20 / 4.15%
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 StudentsDivision974257
State800255758028
FemaleDivision462839
State404623112723
MaleDivision511473
State395632645333
BlackDivision432151
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision472057
State457593374926
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision461959
State224061294742
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 AssessmentsDivision7--
 State397141393623
State LicensuresDivision-12-
 State167317901964
Industry CertificationDivision7510546
 State89541100544109590
Workplace ReadinessDivision9991162
 State336653077542313
Total Credentials EarnedDivision181208208
 State128850137248157490
Students Earning One or More CredentialsDivision141142181
 State104867109089126113
CTE CompletersDivision996812
 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 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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
64.66259.7

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
2013-20144,725.005,002.001,003.00
2014-20154,568.005,647.001,092.00
2015-20164,274.005,930.001,190.00

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 Students1543743763151311432811436176598214541506268
Female743381829733541132696942936695692834
Male800361934780602149740823046759813434
American Indian0000000000000000
Asian0000000000000000
Black685261816654391225618672737612422628
Hispanic185105620292919416631921467
White606331236584651644556842240568802630
Two or more races595256112357832721443
Students with Disabilities19486151812151818022914204171213
Economically Disadvantaged106553314097475183594713150639871155441
English Learners100502100311100531104931
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 Students94.8194.9694.54
Female95.395.0494.62
Male94.3794.8994.46
American Indian92.7293.8791.09
Asian97.1694.296.51
Black95.4695.4395.02
Hispanic9696.2895.37
Native Hawaiian97.1197.29
White93.7593.9993.79
Two or more races95.195.5494.47
Students with Disabilities92.7395.0293.75
Economically Disadvantaged95.0994.7594.39
English Learners96.6196.3395.4
Migrant96.0296.1492.71
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 Offenses14
Technology Offenses38
Offenses Against Student<
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses19
Other Offenses Against Persons55
Disorderly or Disruptive Behavior Offenses310
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 Indian0.1170.180.40.117
Asian0.2930.420.30.235
Black42.48152.542.97752.840.45861.04
Hispanic12.5228.7512.7253.613.3297.23
Native Hawaiian0.240.235
White40.5534.5839.3763840.57525.7
Two or more races4.0373.754.2025.25.056.02
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 Indian0.1170.180.117
Asian0.2930.30.235
Black42.48142.97740.458
Hispanic12.52212.72513.329100
Native Hawaiian0.240.235
White40.5539.37640.575
Two or more races4.0374.2025.05
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 Indian0.1170.180.117
Asian0.2930.30.235
Black42.48142.97740.458
Hispanic12.52212.72513.329
Native Hawaiian0.240.235
White40.5539.37640.575
Two or more races4.0374.2025.05
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 Students72.5975.0370.26
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students47.2744.8552.34
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 Students67.5466.6470.39
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: 12.87 : 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: 8.68 : 1

student 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
Provisional10%11%
Provisional Special Education5%1%
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%8%2%
High Poverty100%8%2%
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
2014-201552%45%0%3%
2015-201650%45%0%5%
2016-201749%47%0%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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