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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 Schools16
Unknown1
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208464162283611719826318
Female238663142485621521856415
Male188264182080602017806220
American Indian9787022198869124747026
Asian248864122790631025886412
Black9665734106656349675833
Hispanic127361271874572614695531
Native Hawaiian<<<<5075252525835817
White259066102689631123896611
Two or more races188366171981621917816419
Students with Disabilities104838521046365410504050
Economically Disadvantaged8655735116756339665634
English Learners8574843105748436514549
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188365172276542422765424
Female188567152377542324785522
Male188264182075552520745426
American Indian<100<0<<<<<<<<
Asian-8484162986571415655035
Black87062301459454114554245
Hispanic107666242163413714574343
White238866122484591627876013
Two or more races208262181874562618765924
Students with Disabilities115847421240286011483752
Economically Disadvantaged96859321259474111594841
English Learners11685732144935513383562
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248157192583581721795921
Female268357172786581421805920
Male227957212381581921795821
American Indian<<<<<<<<<<<<
Asian40955553087571319886912
Black116049401372592810675733
Hispanic176751331881631914594541
Native Hawaiian<<<<<<<<<<<<
White298960113088581225886313
Two or more races217857222171502927805420
Students with Disabilities115039501250385014483452
Economically Disadvantaged11614939127058309645536
English Learners13564444177759238484052
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students348450163283521726845816
Female368852123587521329865714
Male328048202880522024825818
American Indian<<<<<<<<<<<<
Asian3691559439148923866414
Black176346381663473715715629
Hispanic257651242578532220755525
White42925083890521032905810
Two or more races248258182384611620826218
Students with Disabilities114635541646305414544046
Economically Disadvantaged126453361868503216725628
English Learners10675633106050408655735
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238258182777502321815919
Female278356172881531923866314
Male198061202673482720765624
American Indian<100<0<100<0<<<<
Asian2695685278255183895575
Black136350381456424412614939
Hispanic187053302065453521785722
Native Hawaiian<100<0<100<0
White278861123486531424886412
Two or more races208060201776592418735527
Students with Disabilities13422958103626649453655
Economically Disadvantaged75952411057474311655435
English Learners5595541-4747538585142
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198364172187661322815919
Female22866414249167925856015
Male178064201783661720785822
American Indian<100<0<100<0<100<0
Asian3192628139380737794221
Black563583777669248686032
Hispanic56560352182611813705630
White25916692490671030885812
Two or more races12837117198666149797021
Students with Disabilities7423558105141498453755
Economically Disadvantaged666603487264288625438
English Learners3312869-6868327484152
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178164191979602115826718
Female198162192084641618866814
Male148066201874562612776523
American Indian<<<<<100<0<100<0
Asian4080402026936773394616
Black657514355348474646136
Hispanic9685932106757337686232
White208968112488641319886912
Two or more races138774133085541515816719
Students with Disabilities1238266223735635474253
Economically Disadvantaged759524166255385625738
English Learners33834624292571-434357
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students992838892858992838
Female11948368938471094846
Male7918497928588908310
American Indian<100<0<100<0<100<0
Asian7827518139683417100830
Black281801948682141787722
Hispanic39289878679143777423
Native Hawaiian<<<<<100<0<100<0
White11968549958651196854
Two or more races1293817498942795885
Students with Disabilities460564056256387655835
Economically Disadvantaged380772058580155787322
English Learners-696931-575743-393961
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

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

Overall Student Performance: Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288557152382581823836017
Female318857122687601326866014
Male258257182177562319796021
American Indian<100<0<100<0<<<<
Asian468539153489551138100620
Black7645736106555359625338
Hispanic217756231669533116755925
Native Hawaiian<<<<<<<<<<<<
White33915892888601226886212
Two or more races318857122884561626845716
Students with Disabilities9483952745385511453456
Economically Disadvantaged1065553596556359645436
English Learners346435423735634464254
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students277649242576512424775323
Female318049203083521730835317
Male237350272070503018705230
American Indian<100<0<100<0<100<0
Asian387638243585501533100670
Black84840521054444611554545
Hispanic217150291759424117735627
White318453163084541628825418
Two or more races367741232883541730764624
Students with Disabilities1235236553631648332567
Economically Disadvantaged10524248958484210544446
English Learners753474763933618544646
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students289062102286641421896811
Female31926282390671022906810
Male268862122182611821886812
American Indian<100<0<100<0<<<<
Asian50904010339258843100570
Black7746726107464267716429
Hispanic218261181577622315786322
Native Hawaiian<<<<<<<<<100<0
White349561526916592594696
Two or more races2795685288658142095755
Students with Disabilities65953411058484217685232
Economically Disadvantaged974652697263288776823
English Learners-414159-363664-363664
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208464161882641816796321
Female208666141783671715816619
Male208363171980612016786122
American Indian288153191984651626704330
Asian379457631936273093637
Black1069593186456367595241
Hispanic14756125127361278686032
Native Hawaiian<<<<2171502943712929
White239067102188671219876813
Two or more races188365171780622016816519
Students with Disabilities10544446848395211493851
Economically Disadvantaged1069603196556358625438
English Learners12705730106253389574943
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258459162179582119755625
Female228159191777612319745526
Male288658142580552019755625
American Indian<100<0<100<0<<<<
Asian37905310359661419907110
Black1772552876053406443856
Hispanic10706030136350375555045
White309060102687611326876113
Two or more races207757232275532518755725
Students with Disabilities105647441445315510433357
Economically Disadvantaged13695631106050408544646
English Learners15705530116150393494651
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students408747133385521529825318
Female408848122985561526815419
Male408646143685491533845116
American Indian<<<<<<<<<<<<
Asian59100410399657454100460
Black177154291770523013655235
Hispanic268054202181611911625138
Native Hawaiian<100<0<<<<<<<<
White4992438409050103791559
Two or more races338350172980522033845116
Students with Disabilities175538451152414818533547
Economically Disadvantaged187356271670543014675233
English Learners177860221773562714604640
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268156192482581820805920
Female308454162885571525815619
Male217857222079592116786322
American Indian<<<<<100<0<<<<
Asian3892548418847124692468
Black176851321163523716634637
Hispanic29744526208161199716229
White288860123088591223876413
Two or more races298455161478642220826318
Students with Disabilities134330571150395014523748
Economically Disadvantaged146652341670543015675233
English Learners137158291077672313685533
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218867121880622013816819
Female208868121683671711857415
Male228766132078582215776223
Asian391006103286551425100750
Black974652696254388605140
Hispanic148673141674592611776623
Native Hawaiian<100<0<<<<
White25916792287651315897411
Two or more races138370171379662110736327
Students with Disabilities9534447841335911443356
Economically Disadvantaged871632976254389665834
English Learners19816219760524011665534
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1779622151944364994456
Female1983641746985324995465
Male1576612454923884993447
Asian2494716<100<0<100<0
Black962533873100270<<<<
Hispanic136349376010040038100620
White1986671448944665294436
Two or more races19856615<<<<38854615
Students with Disabilities852434854638385661639
Economically Disadvantaged66054408610014035774223
English Learners3474453<100<0<100<0
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students372692857166296666034
Female177762377972214736927
Male568633236360377595241
American Indian<<<<<<<<<<<<
Asian<100<059086109736427
Black559544135552455474253
Hispanic473692726058404555145
White278762268074206756925
Two or more races479752187063308736527
Students with Disabilities11514149242405811352465
Economically Disadvantaged463593725755433464354
English Learners-73732754944512282672
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students886781468175197787022
Female890821078578158817319
Male882741857772236746826
American Indian<100<0<<<<<100<0
Asian228159199918391494806
Black173722726563352626038
Hispanic472672827270283676433
Native Hawaiian<<<<<100<0
White991829887791310837417
Two or more races8857715128573157867914
Students with Disabilities-575743-4949511555445
Economically Disadvantaged373702716665342636037
English Learners3514949-5353476544846
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108272181184731610807020
Female78173191182721810817119
Male138471161185741510786922
American Indian<<<<<100<0<<<<
Asian3596624319262813887513
Black162613816060401545346
Hispanic6746826107161295716629
Native Hawaiian<100<0<<<<<100<0
White128977111390771012877513
Two or more races13857215986771411857415
Students with Disabilities3504750-424258-535347
Economically Disadvantaged367643336259381585742
English Learners10695931-4444563625938
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students229370724936971891739
Female2393707219372717907410
Male229270827936571991729
American Indian<100<0<<<<
Asian50100500501005004693467
Black12837117188365174827818
Hispanic1593787189678415867114
Native Hawaiian<100<0<100<0<<<<
White249470624947062093737
Two or more races15887313339461613907710
Students with Disabilities78376171885681511756425
Economically Disadvantaged13847116188970116847816
English Learners31100690<100<010706030
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208767131885671519856615
Female188770131786691416856915
Male238764132083641722846316
American Indian1575602578073201792758
Asian3496634319060103393607
Black767603356560357686132
Hispanic157762231168573211685732
Native Hawaiian<<<<<<<<<<<<
White249369723937072392698
Two or more races208869121886681416866914
Students with Disabilities954454664943518544646
Economically Disadvantaged869613166458368665934
English Learners655494544137594474453
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328250182578532221816119
Female298455162579542118806320
Male358045202577522323825918
American Indian<<<<<<<<<100<0
Asian38925482884561625886313
Black1163523785648448675933
Hispanic276942311765483516695431
White409050103087571325886212
Two or more races228057202973442719796021
Students with Disabilities1646305493930619473853
Economically Disadvantaged14614639125746439655635
English Learners956474444643549625438
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178366171579642116826618
Female128270181282711814857115
Male218463161877592319806020
American Indian<100<0<<<<<100<0
Asian35956052886591422100780
Black5585342156554410625238
Hispanic157056301058484213675433
White20917191990701018897111
Two or more races108575151384711619846516
Students with Disabilities11453455445405512513949
Economically Disadvantaged661543945854428615239
English Learners350475032219785413659
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19927382288661222886712
Female1891749229169919897011
Male21937272385621525886312
American Indian<100<0<100<0<100<0
Asian299465641935174296544
Black779722136864325716629
Hispanic138875131172612810726228
Native Hawaiian<100<0<<<<
White239673427956852895675
Two or more races2798702279063101295835
Students with Disabilities366623475345477595241
Economically Disadvantaged581751967064307716329
English Learners77164293484552-454555
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students229372721977632593687
Female209373721977632192718
Male239370722987622994656
American Indian<100<0<100<0
Asian48100520281007204893457
Black9837417119282811796821
Hispanic16988221110089015897411
White239471624987422896684
Two or more races2498732149379713857315
Students with Disabilities476722489283815786322
Economically Disadvantaged1189781179285813786622
English Learners<<<<<100<0<<<<
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12867414985761510817119
Female987771378679147817419
Male158671141084741612816819
American Indian<<<<<100<0<<<<
Asian1910081017927582291709
Black360574016261382656235
Hispanic165633576458363545146
Native Hawaiian<<<<<<<<<100<0
White159681412958351394806
Two or more races1886681449591516846816
Students with Disabilities55348472504850-545446
Economically Disadvantaged467633326361373636137
English Learners64439562393761-262674
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288860122787601327845816
Female248864122487631324846016
Male318958113188571229855615
American Indian1491779247653247878013
Asian449551537955954494506
Black97060301071612911655435
Hispanic207960211976572418675033
Native Hawaiian<<<<1070603030906010
White339461633936073292608
Two or more races329058102989601128906210
Students with Disabilities95950411060504012574543
Economically Disadvantaged127260281272602814655235
English Learners156549351255434517452755
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148974111890731017856815
Female98778131487741314847116
Male20907110229472621866514
American Indian<100<0<<<<<100<0
Asian1988691227916492594696
Black270693067973213625938
Hispanic8857615178367176666134
Native Hawaiian<<<<<100<0<100<0
White199476621957452292708
Two or more races139178921937272496724
Students with Disabilities558544256863325514549
Economically Disadvantaged472692877972216645836
English Learners-4545556413559-363664
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188769131075652511695731
Female17877013675682512695731
Male198768131275632511685732
American Indian<100<0<100<0<<<<
Asian14100860<<<<<100<0
Black661563955348473514949
Hispanic7837717962533810605040
White23967341387741314806620
Two or more races3989501188375178585042
Students with Disabilities457534344843523504750
Economically Disadvantaged871642955954416544846
English Learners8837517-43435713402760
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258864122886591418806220
Female198970112186641413796621
Male308858123587531323805820
American Indian<100<0<<<<<100<0
Asian44100560479447631774623
Black961523976154393565344
Hispanic308657141278672211625138
Native Hawaiian<100<0
White2693677339259821866514
Two or more races299061102485611515877213
Students with Disabilities146146391563483712534147
Economically Disadvantaged1173632786153394545046
English Learners5591369<<<<-313169
Geography Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2291699219170915877213
Female18907210179173911867514
Male2692668249167919886912
American Indian<100<0<100<0<100<0
Asian45955052010080040100600
Black681751937470263666434
Hispanic1773562796859328585042
Native Hawaiian<100<0<100<0
White289668427977131896784
Two or more races219876225967141397843
Students with Disabilities364613626159394524848
Economically Disadvantaged878702277467265645936
English Learners848405324038602272573
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338754133489551141904910
Female3188561233915994393497
Male358753133486521439874813
American Indian<<<<<100<0<100<0
Asian7095255469650441100590
Black8655735871632918765824
Hispanic227958212378552237834617
White409353742955354794476
Two or more races339562541965444091519
Students with Disabilities8504250105949418615339
Economically Disadvantaged127159291275632521755425
English Learners11685732-50505046853815
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students498637144586411447843716
Female478639144283411743834017
Male518534154888401251863414
American Indian<<<<<<<<<100<0
Asian7095255659530588100130
Black266640342773462726663934
Hispanic317846223480462029714229
Native Hawaiian<100<0<<<<<<<<
White579336752913995791349
Two or more races577821223780432036875113
Students with Disabilities155539451156444415523748
Economically Disadvantaged256742332572472826684232
English Learners247651243381481942632137
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

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

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten294307338
Kindergarten760802770
Grade 1810791865
Grade 2832805809
Grade 3865855830
Grade 4871869868
Grade 5841890884
Grade 6887884860
Grade 7859890879
Grade 8873865909
Grade 99531,020936
Grade 109769731,044
Grade 11939922963
Grade 12837902898
Total Students11,59711,77511,853
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students115971177511853
Female559057025733
Male600760736120
American Indian534943
Asian318314329
Black204920582063
Hispanic121513341419
Native Hawaiian142223
White716571427066
Two or more races783856910
Students with Disabilities148816081670
Not Students with Disabilities101091016710183
Economically Disadvantaged380539114094
Not Economically Disadvantaged779278647759
English Learners541566701
Not English Learners110561120911152
Homeless256307325
Military Connected1559291143
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
State4978334419271095854981970
FemaleDivision285154810129
State27214151999363331873682
MaleDivision2621691318187
State2256919220177462536251288
American IndianDivision<<<<0<
State123127114274
AsianDivision1871000
State45731128821711553
BlackDivision56995485
State79241059810702211500849
HispanicDivision36262381
State47504926292891961258
Native HawaiianDivision<<<<<<
State62634043
WhiteDivision40616310191310
State299871610411585831717709
Two or more racesDivision28252100
State23641473934417494
Students with DisabilitiesDivision186821360
State1022603427101341173104
Economically DisadvantagedDivision6813113181910
State959515820159443026401137
English LearnersDivision290250
State1518329526534162581
HomelessDivision5163122
State203616882523657
Foster CareDivision<<<<0<
State4413725104724
Military ConnectedDivision17111000
State175295542122029
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All 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
Foster Care0<100<10000
Military Connected29291002910000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken -743 / 20.05%760 / 19.91%
Advanced Placement Course Enrollment -1,177 / 31.77%1,204 / 31.54%
Dual Enrollment -119 / 3.21%159 / 4.17%
Governor’s School Enrollment -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
State800295758128
FemaleDivision38531019
State404633112723
MaleDivision37225531
State395662645433
American IndianDivision0<100
State25416535
AsianDivision191142
State5267459213
BlackDivision1268533
State171681128234
HispanicDivision503236
State8078522135
Native HawaiianDivision0<100
State1147336
WhiteDivision52140921
State457613375026
Two or more racesDivision372727
State3387249826
Students with DisabilitiesDivision492549
State5663303146
Economically DisadvantagedDivision1437746
State224091294842
English LearnersDivision171229
State5212340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision-172123
 State-41393623
State LicensuresDivision-57
 State-17901964
Industry CertificationDivision-1571325
 State-100544109590
Workplace ReadinessDivision-261467
 State-3077542313
Total Credentials EarnedDivision-5951922
 State-137248157490
Students Earning One or More CredentialsDivision-5511492
 State-109089126113
CTE CompletersDivision-216235
 State-4240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
Subgroup2015-20162016-20172017-2018
All Students95.1797.2994.83
Female95.2197.395.01
Male95.1497.2994.66
American Indian93.1795.6493.47
Asian97.0597.9996.42
Black94.7497.0994.26
Hispanic94.5996.5993.91
Native Hawaiian91.7997.8793.5
White95.3397.4995.14
Two or more races95.2697.0694.67
Students with Disabilities94.1396.5893.57
Economically Disadvantaged93.5896.393.32
English Learners95.2596.3393.86
Foster Care97.0494.44
Military Connected96.1897.4595.96
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
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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