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General school information

Division: Williamsburg-James City County Public Schools
Address: 117 Ironbound Road Williamsburg, VA 23185
Superintendent: Dr. Olwen Herron
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools15
Fully Accredited15

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision888788
 Virginia858687
FemaleDivision918991
 Virginia898990
MaleDivision858585
 Virginia828384
American IndianDivision100100100
 Virginia848481
AsianDivision968695
 Virginia909293
BlackDivision778079
 Virginia797981
HispanicDivision817170
 Virginia767675
WhiteDivision919192
 Virginia899091
Two or more racesDivision868886
 Virginia888989
Students with DisabilitiesDivision605362
 Virginia535354
Economically DisadvantagedDivision757275
 Virginia757578
English LearnersDivision7457
 Virginia676762
Gap Group 2Division778079
 Virginia797981
Gap Group 3Division817170
 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 Students238460162084641622836117
Female268661142386631424856215
Male218160191882641820806020
American Indian17796321978702219886912
Asian279063102488641227906310
Black9625338966573410665634
Hispanic187456261273612718745726
Native Hawaiian<<<<<<<<50752525
White28916392590661026896311
Two or more races218362171883661719816219
Students with Disabilities114635541048385210463654
Economically Disadvantaged10655535865573511675633
English Learners7575043857484310574843
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students287749231883651722765424
Female318050201885671523775423
Male257449261882641820755525
American Indian<<<<<100<0<<<<
Asian38885013-84841629865714
Black11503950870623014594541
Hispanic176548351076662421634137
White358852122388661224845916
Two or more races206848322082621818745626
Students with Disabilities154530551158474212402860
Economically Disadvantaged12554245968593212594741
English Learners144935511168573214493551
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268256182481571925835817
Female308656142683571727865814
Male237855222279572123815819
American Indian<<<<<<<<<<<<
Asian35855015409555530875713
Black126048401160494013725928
Hispanic327543251767513318816319
Native Hawaiian<100<0<<<<<<<<
White309060102989601130885812
Two or more races218261182178572221715029
Students with Disabilities125039501150395012503850
Economically Disadvantaged96456361161493912705830
English Learners56256381356444417775923
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308656143484501632835217
Female348753133688521235875213
Male268559153280482028805220
American Indian<<<<<<<<<<<<
Asian2010080036915594391489
Black146955311763463816634737
Hispanic228563152576512425785322
Native Hawaiian<<<<<100<0
White3691559429250838905210
Two or more races288355172482581823846116
Students with Disabilities145036501146355416463054
Economically Disadvantaged147056301264533618685032
English Learners128068201067563310605040
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247955212382581827775023
Female268357172783561728815319
Male227553251980612026734827
American Indian<<<<<100<0<100<0
Asian3192628269568527825518
Black75347471363503814564244
Hispanic146652341870533020654535
White318857122788611234865314
Two or more races268458162080602017765924
Students with Disabilities74033601342295810362664
Economically Disadvantaged7564944759524110574743
English Learners33128695595541-474753
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308556151983641721876613
Female30865614228664142491679
Male308555151780642017836617
American Indian<100<0<100<0<100<0
Asian439148931926281393807
Black1362493856358377766924
Hispanic15796321565603521826118
White3692568259166924906710
Two or more races268660141283711719866614
Students with Disabilities14442956742355810514149
Economically Disadvantaged1366533466660348726428
English Learners57368273312869-686832
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138369171781641919796021
Female168771131981621920846416
Male117968211480662018745626
American Indian<100<0<<<<<100<0
Asian1696804408040202693677
Black458534265751435534847
Hispanic11695731968593210675733
Native Hawaiian<<<<<100<0
White169073102089681124886413
Two or more races89081101387741330855415
Students with Disabilities5383363123826622373563
Economically Disadvantaged667613375952416625538
English Learners357534333834624292571
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1292808992838892858
Female14958251194836893847
Male11897811791849792858
American Indian<100<0<100<0<100<0
Asian982731878275181396834
Black381781928180194868214
Hispanic138875133928987867914
Native Hawaiian<100<0<<<<<100<0
White14968141196854995865
Two or more races168973111293817498942
Students with Disabilities858494246056405625638
Economically Disadvantaged681751938077205858015
English Learners-535347-696931-575743
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 Students278457162885571523825818
Female308959113188571226876013
Male248055202582571821775623
American Indian<<<<<100<0<100<0
Asian498436164685391534895511
Black7645736764573610655535
Hispanic197859222177562316695331
Native Hawaiian<<<<<<<<<<<<
White32905810339158928886012
Two or more races268560153188571228845616
Students with Disabilities950425094839527453855
Economically Disadvantaged9675833106555359655635
English Learners1656414434643542373563
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228159192776492425765124
Female248763133180492030835217
Male207656242373502720705030
American Indian<<<<<100<0<100<0
Asian388346173876382435855015
Black5615639848405210544446
Hispanic167054302171502917594241
Native Hawaiian<100<0<100<0
White268761133184531630845416
Two or more races218363173677412328835417
Students with Disabilities5413659123523655363164
Economically Disadvantaged7635637105242489584842
English Learners1850325075347476393361
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328856122890621022866414
Female3592578319262823906710
Male298455162688621221826118
American Indian<100<0<100<0<100<0
Asian62862414509040103392588
Black8665834774672610746426
Hispanic238864132182611815776223
Native Hawaiian<<<<<<<<<<<<
White389456634956152691659
Two or more races30875713279568528865814
Students with Disabilities12604840659534110584842
Economically Disadvantaged1372602897465269726328
English Learners10706030-414159-363664
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 Students228564152084641618826418
Female228765132086661417836717
Male218463162083631719806120
American Indian187962212881531919846516
Asian369559537945763193627
Black8696131106959318645636
Hispanic168064201475612512736127
Native Hawaiian-555545<<<<21715029
White269065102390671021886712
Two or more races218867121883651717806220
Students with Disabilities10544446105444468483952
Economically Disadvantaged10726128106960319655635
English Learners137259281270573010625338
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278255182584591621795821
Female268155192281591917776123
Male278255182886581425805520
American Indian<<<<<100<0<100<0
Asian50883813379053103596614
Black9564744177255287605340
Hispanic157156291070603013635037
White33915793090601026876113
Two or more races258256182077572322755325
Students with Disabilities164933511056474414453155
Economically Disadvantaged126350371369563110605040
English Learners197253281570553011615039
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students368550154087471333855215
Female348551154088481229855615
Male378548154086461436854915
American Indian<<<<<<<<<<<<
Asian5095455591004103996574
Black156651341771542917705230
Hispanic377841222680542021816119
Native Hawaiian<100<0<100<0<<<<
White4291509499243840905010
Two or more races318958113383501729805220
Students with Disabilities185536451755384511524148
Economically Disadvantaged177053301873562716705430
English Learners156651341778602217735627
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students398850122681561924825818
Female418847123084541628855715
Male368852122178572220795921
American Indian<<<<<<<<<100<0
Asian50100500389254841884712
Black227553251768513211635237
Hispanic298859122974452620816119
Native Hawaiian<<<<<100<0
White44924882888601230885912
Two or more races418645142984551614786422
Students with Disabilities135643441343305711503950
Economically Disadvantaged257752231466523416705430
English Learners308556151371582910776723
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228967112188671218806220
Female23916892088681216836717
Male208767132287661320785822
American Indian<100<0<100<0
Asian251007503910061032865514
Black775682597465269625438
Hispanic167760231486731416745926
White2794676259167922876513
Two or more races231007701383701713796621
Students with Disabilities863553795344478413359
Economically Disadvantaged675692587163297625438
English Learners10574743198162197605240
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students26845916177962215194436
Female26855915198364174698532
Male26845816157661245492388
American Indian<<<<<100<0<100<0
Asian411005902494716<100<0
Black12665534962533873100270
Hispanic198264181363493760100400
Native Hawaiian<<<<<100<0
White30895811198667144894466
Two or more races249268819856615<<<<
Students with Disabilities1246355485243485463838
Economically Disadvantaged14735927660544086100140
English Learners47874223474453<100<0
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students171702937269285716629
Female174732617776237797221
Male169683156863323636037
American Indian<100<0<<<<<<<<
Asian<<<<<100<05908610
Black154534655954413555245
Hispanic267643347369272605840
Native Hawaiian<<<<<<<<
White181801927876226807420
Two or more races-67673347975218706330
Students with Disabilities3343166115141492424058
Economically Disadvantaged161603946359372575543
English Learners-717129-7373275494451
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students786791488678146817519
Female690841089082107857815
Male883751788274185777223
American Indian<<<<<100<0<<<<
Asian219675422815919991839
Black-77772317372272656335
Hispanic284821647267282727028
Native Hawaiian<<<<<<<<<100<0
White98980119918298877913
Two or more races7888013885771512857315
Students with Disabilities1595841-575743-494951
Economically Disadvantaged176752437370271666534
English Learners37774233514949-535347
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148874121082721811847316
Female13887612781731911827218
Male158772131384711611857415
American Indian<100<0<<<<<100<0
Asian299567535966243192628
Black170683016261381606040
Hispanic9857615674682610716129
Native Hawaiian<<<<<100<0<<<<
White17927581289771113907710
Two or more races1693787138572159867714
Students with Disabilities26259383504750-424258
Economically Disadvantaged472682836764333625938
English Learners1371582910695931-444456
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2088681222937072493697
Female2189681123937072193727
Male2088681222927082793657
American Indian<100<0<100<0<<<<
Asian44934875010050050100500
Black87971211283711718836517
Hispanic1189781115937871896784
White2390661024947062494706
Two or more races9898111158873133394616
Students with Disabilities5837818783761718856815
Economically Disadvantaged118271181384711618897011
English Learners2773452731100690<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 Students188769132087671318856715
Female178871121887701317866914
Male208767132387641320836417
American Indian21795721157560257807320
Asian2698722349663431906010
Black468653276760335656035
Hispanic128068201577622311685732
Native Hawaiian<<<<<<<<<<<<
White239370724936972393707
Two or more races188971112088691218866814
Students with Disabilities756494495445466494351
Economically Disadvantaged672652886961316645836
English Learners466613465549454413759
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268458163282501825785322
Female258357172984551625795421
Male278659143580452025775223
American Indian<<<<<<<<<<<<
Asian21100790389254828845616
Black10605040116352378564844
Hispanic197757232769423117654835
Native Hawaiian<<<<<100<0
White31916094090501030875713
Two or more races248460162280572029734427
Students with Disabilities11544346164630549393061
Economically Disadvantaged126653341461463912574643
English Learners768613295647444464354
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168467161783661715796421
Female128674141282701812827118
Male208161192184631618775923
American Indian<<<<<100<0<<<<
Asian3296644359560528865914
Black156554455853421565544
Hispanic76760331570563010584842
Native Hawaiian<<<<<100<0
White2192718209171919907010
Two or more races158873131085751513847116
Students with Disabilities5474253114534554454055
Economically Disadvantaged466623466154394585442
English Learners760534035047503221978
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16907410199273822886612
Female159277818917492291699
Male18897111219372723856215
American Indian<100<0<100<0<100<0
Asian2710073029946564193517
Black373702877972213686432
Hispanic11938181388751311726128
Native Hawaiian<<<<<100<0<<<<
White219473623967342795685
Two or more races1496824279870227906310
Students with Disabilities459544136662347534547
Economically Disadvantaged477732358175196706430
English Learners574682677164293484552
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students229472622937272197763
Female199475620937372197763
Male259469623937072298762
American Indian<<<<<100<0<100<0
Asian331006704810052028100720
Black49187998374171192828
Hispanic12887612169882211100890
White269569523947162498742
Two or more races209676424987321493797
Students with Disabilities217150294767224892838
Economically Disadvantaged1286741411897811792858
English Learners<<<<<<<<<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13877313128674149857615
Female1387741398777137867914
Male148773131586711410847416
American Indian<100<0<<<<<100<0
Asian793867191008101792758
Black371682936057401626138
Hispanic978692216563357645836
Native Hawaiian<<<<<<<<<<<<
White179376715968141295835
Two or more races1587721318866814495915
Students with Disabilities257554355348472504850
Economically Disadvantaged473692746763332636137
English Learners-67673364439562393761
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 Students308858122888601227876013
Female278760132488641224876313
Male328857123189581131885712
American Indian10857515149177924765324
Asian509444644955153795595
Black10696031970603010716129
Hispanic258458162079602119765724
Native Hawaiian10706030<<<<10706030
White359358733946163393607
Two or more races329058103290581029896011
Students with Disabilities13604640959504110605040
Economically Disadvantaged147359271272602812726028
English Learners186345371565493512554345
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168872121489741118907310
Female14877213987781314877413
Male18897111209071102294726
American Indian<<<<<100<0<<<<
Asian30875713198869122791649
Black366633427069306797321
Hispanic15846916885761517836717
Native Hawaiian<100<0<<<<<100<0
White209474619947662195745
Two or more races1585711513917892193727
Students with Disabilities357544355854425686332
Economically Disadvantaged368653247269287797221
English Learners13534047-4545556413559
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158267181887691310756525
Female13826918178770136756825
Male188364171987681312756325
American Indian<100<0<100<0<100<0
Asian<100<014100860<<<<
Black363593866156395534847
Hispanic1283711778377179625338
Native Hawaiian<<<<<<<<
White21906910239673413877413
Two or more races14867114398950118837517
Students with Disabilities1364513645753434484352
Economically Disadvantaged669643187164295595441
English Learners-4040608837517-434357
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258660142588641228865914
Female238259181989701121866414
Male278861123088581235875313
American Indian<100<0<100<0<<<<
Asian64100360441005604794476
Black962543896152397615439
Hispanic268863123086571412786722
White289163926936773392598
Two or more races358550152990611024856115
Students with Disabilities44643541461463915634837
Economically Disadvantaged13635037117363278615339
English Learners297950215591369<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2090701022916992191709
Female15907610189072101791739
Male2690651026926682491679
American Indian<100<0<100<0<100<0
Asian3292608459550520100800
Black273712768175193747026
Hispanic12867314177356279685932
Native Hawaiian<<<<<100<0<100<0
White259570528966842797713
Two or more races249672421987622596714
Students with Disabilities662563836461362615939
Economically Disadvantaged674682687870227746726
English Learners-44445684840532403860
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students42914993387541334895511
Female4393507318856123391599
Male418948113587531334865214
American Indian<100<0<<<<<100<0
Asian7210028070952554696504
Black1376632486557358716329
Hispanic338148192279582123785522
Native Hawaiian<100<0<100<0
White489547540935374295535
Two or more races429250833956254196544
Students with Disabilities9544546850425010594941
Economically Disadvantaged218362171271592912756325
English Learners3275432511685732-505050
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students508636144986371445864114
Female498536154786391442834117
Male518735135185341548884012
American Indian<<<<<<<<<<<<
Asian6590251070952556595305
Black237047302666403427734627
Hispanic428138193178462234804620
Native Hawaiian<100<0<100<0<<<<
White599131957933675291399
Two or more races49954555778212237804320
Students with Disabilities215938411555394511564444
Economically Disadvantaged257146292567423325724728
English Learners216949312476512433814819
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: 87.99 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-kindergarten273294307
Kindergarten751760802
Grade 1809810791
Grade 2851832805
Grade 3839865855
Grade 4824871869
Grade 5838841890
Grade 6852887884
Grade 7860859890
Grade 8855873865
Grade 99809531,020
Grade 10986976973
Grade 11875939922
Grade 12796837902
Total Students11,38911,59711,775
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 Students113891159711775
Female549955905702
Male589060076073
American Indian515349
Asian298318314
Black199820492058
Hispanic116912151334
Native Hawaiian171422
White713571657142
Two or more races721783856
Students with Disabilities143014881608
Not Students with Disabilities99591010910167
Economically Disadvantaged344638053911
Not Economically Disadvantaged794377927864
English Learners510541566
Not English Learners108791105611209
Homeless273256307
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 StudentsDivision54732321283016
State4977134413270494355291988
FemaleDivision285154810129
State27208151939333271895690
MaleDivision2621691318187
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision1871000
State45721127821711655
BlackDivision56995485
State79241059810692161508849
HispanicDivision36262381
State47494925291891967259
Native HawaiianDivision<<<<<<
State62634043
WhiteDivision40616310191310
State299791609911555741732722
Two or more racesDivision28252100
State23621474924317496
Students with DisabilitiesDivision186821360
State1022602927041321179106
Economically DisadvantagedDivision6813113181910
State959315817159242326561135
English LearnersDivision290250
State1518329526533162780
HomelessDivision5163122
State203617882423755
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 Students96589192.391995.2303.1
Female47844793.545795.6122.5
Male48744491.246294.9183.7
American Indian0<<<<00
Asian26261002610000
Black17716090.416492.784.5
Hispanic766484.26788.2810.5
Native Hawaiian0<<<<<<
White62157993.259896.3132.1
Two or more races565598.25610000
Students with Disabilities11610792.211094.865.2
Economically Disadvantaged25921281.923088.8197.3
English Learners181161.11372.2527.8
Homeless292482.82586.226.9
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 Taken762 / 20.95%743 / 20.05%760 / 19.91%
Advanced Placement Course Enrollment1,329 / 36.54%1,177 / 31.77%1,204 / 31.54%
Dual Enrollment0 / 0%119 / 3.21%159 / 4.17%
Governor’s School Enrollment26 / .71%27 / .73%26 / .68%
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 StudentsDivision75756525
State800255758028
FemaleDivision38531019
State404623112723
MaleDivision37225531
State395632645333
American IndianDivision0<100
State25416535
AsianDivision191142
State5267459213
BlackDivision1268533
State171671128234
HispanicDivision503236
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision52140921
State457593374926
Two or more racesDivision372727
State3387249826
Students with DisabilitiesDivision492549
State5663303146
Economically DisadvantagedDivision1437746
State224061294742
English LearnersDivision171229
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision131172123
 State397141393623
State LicensuresDivision857
 State167317901964
Industry CertificationDivision1801571325
 State89541100544109590
Workplace ReadinessDivision190261467
 State336653077542313
Total Credentials EarnedDivision5095951922
 State128850137248157490
Students Earning One or More CredentialsDivision4625511492
 State104867109089126113
CTE CompletersDivision126216235
 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 Students793135499373.3%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students769136298472.2%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students745131995572.4%
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
65.164.665.1

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
2013-20146,883.003,586.00505.00
2014-20157,135.003,825.00490.00
2015-20166,912.003,879.00509.00

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 Students10624565243306105695622493251060666727739110708760292362
Female5157283118152510829312214851333291341705216360130170
Male5467282125154546126912717754733381432215492400162192
American Indian52413417214081638632
Asian3145313046113119433091912
Black18501227077185111463961833140789418721545797
Hispanic9787628371052803243109088385711751205857
Native Hawaiian12203202111210319501
White6795308125165663032013315865863811392036514404151176
Two or more races623481620671331725734401725781522227
Students with Disabilities1349904655131896505913291046210013851526077
Economically Disadvantaged3238292162168317929513720331073461572443473433183245
English Learners512311419505291714523331522599692834
Homeless304433240285532858273493155262603470
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.4495.1797.29
Female95.4795.2197.3
Male95.4295.1497.29
American Indian94.493.1795.64
Asian97.0597.0597.99
Black95.2294.7497.09
Hispanic94.7294.5996.59
Native Hawaiian93.7591.7997.87
White95.5795.3397.49
Two or more races95.3995.2697.06
Students with Disabilities94.5994.1396.58
Economically Disadvantaged94.1293.5896.3
English Learners95.2695.2596.33
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses20
Technology Offenses<
Offenses Against Student68
Offenses Against Staff24
Weapons Offenses17
Property Offenses<
All Other Offenses<
Other Offenses Against Persons219
Disorderly or Disruptive Behavior Offenses471
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 Indian0.4480.530.4570.360.4221.13
Asian2.6170.642.7420.362.7050.94
Black17.54342.617.66845.2917.73146.9
Hispanic10.2649.4810.47711.1911.49310.88
Native Hawaiian0.1490.1210.190.56
White62.64840.2661.78337.361.53230.77
Two or more races6.3316.56.7525.517.3758.82
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 Indian0.4480.4570.422
Asian2.6172.7422.705
Black17.54363.6417.66843.1417.73146
Hispanic10.26410.47721.5711.49314
Native Hawaiian0.1490.1210.19
White62.64836.3661.78331.3761.53228
Two or more races6.3316.7523.927.37512
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 Indian0.4480.4570.422
Asian2.6172.7422.705
Black17.54317.66817.731
Hispanic10.26410.47711.493
Native Hawaiian0.1490.1210.19
White62.64861.78310061.532
Two or more races6.3316.7527.375
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 Students31.7830.9130.81
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 Students35.0436.7634.84
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students72.0771.9869.76
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: 12.85 : 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: 14.11 : 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 iconstudent ratio iconstudent ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional Special Education1%0%
Provisional4%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%--
High Poverty---
Low Poverty100%--
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
2014-201536%61%2%1%
2015-201636%59%1%4%
2016-201735%60%1%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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