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General school information

Division: Winchester City Public Schools
Address: P.O. Box 551 Winchester, VA 22604
Superintendent: Dr. Jason Van Heukelum
Region: 4
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 Schools7
Fully Accredited5
Partially Accredited: Warned School-Pass Rate1
Conditionally Accredited: New School1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision828782
 Virginia858687
FemaleDivision878988
 Virginia898990
MaleDivision778477
 Virginia828384
American IndianDivision<100100
 Virginia848481
AsianDivision<100100
 Virginia909293
BlackDivision827967
 Virginia797981
HispanicDivision808670
 Virginia767675
WhiteDivision848787
 Virginia899091
Two or more racesDivision829293
 Virginia888989
Students with DisabilitiesDivision415042
 Virginia535354
Economically DisadvantagedDivision717675
 Virginia757578
English LearnersDivision7483100
 Virginia676762
Gap Group 2Division827967
 Virginia797981
Gap Group 3Division808670
 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 Students157257281773552714695531
Female177458261875572515715629
Male136956311770533013675333
American Indian-575743973642714685532
Asian29845516369155927886112
Black654494655650448564844
Hispanic11655335136552357585142
Native Hawaiian<100<0<100<0<100<0
White208060202482581820806020
Two or more races97161291570553014675333
Students with Disabilities8332567134330579372863
Economically Disadvantaged9605140116150398574943
English Learners13564344165741438504250
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187558252778512218664834
Female207858222578532215655035
Male157357272777502321664534
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black350475065650446524648
Hispanic287547253275432522553445
White188264182885571520785822
Two or more races3706730147764236635638
Students with Disabilities73933613776392420452455
Economically Disadvantaged156752332471472915554045
English Learners317544253378452224573343
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197252282073532716745826
Female217353272175542516705330
Male187052301972522815776223
American Indian<100<0<<<<<<<<
Asian<<<<<100<0<100<0
Black8605240656504421715029
Hispanic14665234126856327635737
White247854223284521620846416
Two or more races237350271159494135743926
Students with Disabilities213817621353404716584242
Economically Disadvantaged126351371065553511655435
English Learners1365523596557355635837
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students216644341967483311635237
Female307141292166453411655535
Male136148391667513312614839
American Indian<<<<<100<0<<<<
Asian<<<<<<<<<100<0
Black1442285812625038-424258
Hispanic1363503725553456524648
White297647242674482619755625
Two or more races4484452357035309625338
Students with Disabilities9241676142916714363264
Economically Disadvantaged1655404575548454504650
English Learners1760434023129695484352
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126048401565513519695131
Female116049401875572521725128
Male146046401257454317675033
American Indian<<<<<<<<<100<0
Asian<100<0<100<0<<<<
Black-414159-49495114574343
Hispanic7534647105444462595741
White186850322078572230815019
Two or more races146855321455414515624638
Students with Disabilities314108652318779241576
Economically Disadvantaged5464154105343476595341
English Learners5403560173519654363264
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157257281567513311675633
Female177760231668523215776223
Male13695631146651347585142
American Indian<<<<<<<<<<<<
Asian<<<<<100<0<<<<
Black867583383325688534548
Hispanic867593376153394514849
White227957212279572116826618
Two or more races176750331775582510605040
Students with Disabilities325237593525652232177
Economically Disadvantaged560554085244487564944
English Learners243415774740534262274
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students76558351473582713634938
Female66862321279662115655135
Male96253381667513312604840
American Indian<<<<<<<<<<<<
Asian<100<0<<<<<<<<
Black543385756257382424058
Hispanic2514949116352375565144
White107867222083631720725228
Two or more races-7171291168583217715429
Students with Disabilities734276652520757292271
Economically Disadvantaged250485076154396474153
English Learners-191981164327573413859
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1193837118877129827318
Female11958351389761111867514
Male109282898778137787122
American Indian<100<0<100<0<<<<
Asian10100900<100<0<<<<
Black387841337774235797421
Hispanic-84841638178191706930
White1798812179175914887412
Two or more races99182999586510857515
Students with Disabilities-81811947672245494451
Economically Disadvantaged389861177972213726928
English Learners-767624-575743-555545
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 Students207353272376532419684932
Female238057202981521922725128
Male166650341872542816644736
American Indian<<<<<<<<<<<<
Asian3691559509242850883813
Black855474586961317554845
Hispanic5666034146854327575043
Native Hawaiian<100<0<100<0<<<<
White297950213283511728764924
Two or more races157560251575602521725128
Students with Disabilities533286853632647352865
Economically Disadvantaged5585342126351378514349
English Learners241395943834634444056
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186244382165453514574343
Female207050302674482613624938
Male165438461658424215523748
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<<<<
Black8514349115545452353365
Hispanic8534547116352378514349
White246945312971422921644336
Two or more races-505050155540454706530
Students with Disabilities820128051510858221378
Economically Disadvantaged746395495243486403460
English Learners-16168433835633322968
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218462162688621224805520
Female269064103288561231825218
Male177760232087671318775923
American Indian<100<0<<<<<100<0
Asian<<<<<<<<<<<<
Black7595241685791512766324
Hispanic3777423187456266665934
White34905610359358734885412
Two or more races21856515159580540753525
Students with Disabilities-53534746965315544946
Economically Disadvantaged27270281778622210655635
English Learners362593863831634575343
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 Students177457261876592414725828
Female157458261678622213746226
Male187356271975562515705530
American Indian13746126760534013534047
Asian3289571153954153097673
Black661553976356376595241
Hispanic11705930117161298675833
Native Hawaiian<100<0<<<<<<<<
White247956212583591721806020
Two or more races9696031157660248686032
Students with Disabilities739326184739537403260
Economically Disadvantaged8655735106858328645636
English Learners963543896454367625538
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students176851322178572216685332
Female166649341774572611685732
Male177052302582561820694931
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black34138591879622112665434
Hispanic156246381671552910564644
White267954212984551623826018
Two or more races-6464361090811013574343
Students with Disabilities23028701257454321502950
Economically Disadvantaged85647441471582911584742
English Learners146046401570553010584942
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students277851222976472419786022
Female277750232576502416745826
Male278053203377442321826018
American Indian<100<0<<<<<<<<
Asian<100<0<<<<<100<0
Black197758231158474218765924
Hispanic167054302173522712715929
White358449164085451525876213
Two or more races227048302474502613746126
Students with Disabilities224422561537226314533947
Economically Disadvantaged167054302069493114725928
English Learners137158291970513013725928
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126351372773462716715629
Female156650342774472612725928
Male96051402672462820715229
American Indian<<<<<100<0<<<<
Asian<<<<<<<<<100<0
Black5433857154833523474453
Hispanic86052401368553210746426
White187356273680442027764924
Two or more races4545046267448263686532
Students with Disabilities5201580103121692333167
Economically Disadvantaged8544646136350377625538
English Learners854464674639548736527
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248056201484691614816819
Female198263181789711111806920
Male297849221279672116836717
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<100<0
Black-595941-69693112645236
Hispanic14826818107869226777123
White36824718219170919897011
Two or more races278659141486731412806820
Students with Disabilities7423658560544013503850
Economically Disadvantaged13746127979702110776723
English Learners1676612426058404666234
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207252281368553220664634
Female207252281171602925704630
Male207151291566503416634737
American Indian<<<<<<<<<100<0
Asian<<<<<100<0<<<<
Black15745926-4545555484352
Hispanic15695531665593510574643
White287648242076572428774823
Two or more races-4141591374612618644536
Students with Disabilities33330688322568-212179
Economically Disadvantaged862543875548458585042
English Learners755484595849422343266
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students446425447268286656035
Female353504757974214797521
Male539346146562357534547
American Indian<100<0<<<<<<<<
Black-484852-7474263514949
Hispanic240386037471266716529
White748415256864326676133
Two or more races<<<<-717129-646436
Students with Disabilities933246753328685322668
Economically Disadvantaged-41415936966313575443
English Learners-33336727371275635738
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students878702267267284646036
Female783761777670244726828
Male975652556964314575343
Asian<<<<<100<08100920
Black-666634-616139-545446
Hispanic475712536866321585742
White14857115118069208716329
Two or more races-636337-7070303656135
Students with Disabilities-585842-585842-393961
Economically Disadvantaged272692826361371555445
English Learners-686832-5959411515049
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students87567251175642510766624
Female46965311177662311786822
Male12806820117362279736427
American Indian<100<0<<<<<<<<
Asian<<<<2791649<100<0
Black2656335-555545-616139
Hispanic475712546762336696331
White137664241686701417887112
Two or more races379762113604740-747426
Students with Disabilities-565644-666634-404060
Economically Disadvantaged171702936663345686232
English Learners-55554525654443595541
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2894666309464622886612
Female2493687259469622856315
Male329563535956052292708
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black<100<024886512<<<<
Hispanic1394816239269815826818
White359156934976232591669
Two or more races2010080040804020<100<0
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged1192818239168912826918
English Learners<100<040905010<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 Students9726328137764238736427
Female8716329117766237726528
Male97363271576622410736427
American Indian-4545558625438-686832
Asian1988691215978232494706
Black354514646864323605740
Hispanic362593866660343656135
Native Hawaiian<100<0<100<0<<<<
White138268181985661514836917
Two or more races4676333117665248686032
Students with Disabilities344415664438561434257
Economically Disadvantaged360564056459363615739
English Learners2464454-5050501525148
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116554352372492810605040
Female12665434226947319574843
Male106455362475512511645336
American Indian<<<<<<<<<<<<
Asian<<<<<<<<<100<0
Black339376114574343-333367
Hispanic456524412655335-494951
White167964213179482119775823
Two or more races8585042227452266443856
Students with Disabilities232306810382962-313169
Economically Disadvantaged6524748105949411464454
English Learners6494351-444456-424258
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6625638117362277665934
Female356534467266286666034
Male9675933157459268665834
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<<<<
Black-47475336865332383662
Hispanic-46465446358374635837
White117363271983641710746426
Two or more races-535347115847425777323
Students with Disabilities939306133229683282472
Economically Disadvantaged147455346258384514749
English Learners-212179-4747533494651
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8716329773662712766324
Female7746626777702312796721
Male9685932768613213736027
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black4575343-7272284797521
Hispanic261583925754436655935
White128169191284721621836217
Two or more races4524848476722417796321
Students with Disabilities-4141593494651-565644
Economically Disadvantaged359564126260384676333
English Learners-474753-444456-505050
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10867614108575157867914
Female9877713108474165797421
Male11867614108676141094846
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<<<<
Black4656135-727228-585842
Hispanic485811548076206817419
White1589741114887412997883
Two or more races49692412827118-707030
Students with Disabilities<<<<-585842-757525
Economically Disadvantaged379762117170293726928
English Learners-878713-777723-737327
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7857815129078103848116
Female878712288981112858315
Male69286816927585847916
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black-82821868175195807520
Hispanic277752398677141777623
White15958051793757391889
Two or more races-797921-100100012887612
Students with Disabilities-9090106676133-717129
Economically Disadvantaged384811698374173797621
English Learners-525248-7373272706830
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 Students268559152683571725805620
Female238460162382591823795721
Male298657142983541726815419
American Indian<<<<-69693119634438
Asian38100620411005904497533
Black12766424976672416715629
Hispanic157964211276642415776223
Native Hawaiian<<<<<100<0<<<<
White359055104089491135865114
Two or more races228261181875572520765624
Students with Disabilities1257444365347478524348
Economically Disadvantaged137764231173622713725928
English Learners11746326668613211705930
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3892548339258832895711
Female3691559319160935885312
Male3992538369256829906110
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black1989701169790314766224
Hispanic208767131686701418897111
White519444650944464793467
Two or more races26896311168468163095655
Students with Disabilities4757125128169193585542
Economically Disadvantaged188566151789721111857415
English Learners985761538481168877913
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188668141780632017776023
Female158873121577622313816819
Male218564152083631720735327
American Indian<100<0<<<<<<<<
Asian<100<0<100<0<100<0
Black7807320270673013766324
Hispanic1389761127068309716329
White238764133389571125835717
Two or more races137563251184741612655435
Students with Disabilities5585342-6262382545246
Economically Disadvantaged682761847066307706330
English Learners58176191626138-575743
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198869122490661021886713
Female118473161787701317866914
Male2993647339461626896311
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black4656235158569157797121
Hispanic10857515118474169817219
White279266831926183192608
Two or more races71009303192628793867
Students with Disabilities20907010-676733-92928
Economically Disadvantaged879712188274189786922
English Learners5767124-7373274716729
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<2878502226744926
Male<<<<3076462428754725
White<<<<4385421537814419
Students with Disabilities<<<<33432668342666
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students297647242777502327765024
Female297243282679532125704530
Male297950212876482428825418
American Indian<100<0<<<<<<<<
Asian<100<0<100<0<100<0
Black16685232861533930734227
Hispanic156348371876582420735327
White408546154184441633824918
Two or more races337138291868503226704330
Students with Disabilities13352265741335913483552
Economically Disadvantaged166549351469543120705030
English Learners136754331573582720735327
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: 84.74 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-kindergarten88151155
Kindergarten347307319
Grade 1375325327
Grade 2370364320
Grade 3319359357
Grade 4280343353
Grade 5316320340
Grade 6347329328
Grade 7310346339
Grade 8314311342
Grade 9326354335
Grade 10308318353
Grade 11296298298
Grade 12273289305
Total Students4,2694,4144,471
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 Students426944144471
Female204021182165
Male222922962306
American Indian394346
Asian849593
Black476510524
Hispanic137314971565
Native Hawaiian434
White194619171883
Two or more races347349356
Students with Disabilities553631625
Not Students with Disabilities371637833846
Economically Disadvantaged22222362180
Not Economically Disadvantaged204741782291
English Learners10149921045
Not English Learners325534223426
Migrant2
Homeless103117119
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 StudentsDivision132130141155
State4977134413270494355291988
FemaleDivision79628032
State27208151939333271895690
MaleDivision536861123
State2256319220177161636341298
American IndianDivision<<<<<<
State123127114284
AsianDivision<<<<0<
State45721127821711655
BlackDivision8222021
State79241059810692161508849
HispanicDivision27442060
State47494925291891967259
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision85529154
State299791609911555741732722
Two or more racesDivision871010
State23621474924317496
Students with DisabilitiesDivision11914061
State1022602927041321179106
Economically DisadvantagedDivision376911143
State959315817159242326561135
English LearnersDivision2202060
State1518329526533162780
HomelessDivision<<<<0<
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 Students29727692.927893.6155.1
Female15414996.814996.831.9
Male14312788.812990.2128.4
American Indian0<<<<<<
Asian0<100<10000
Black353291.43291.425.7
Hispanic797392.47392.467.6
Native Hawaiian0<100<10000
White15614693.614894.953.2
Two or more races171694.11694.115.9
Students with Disabilities413482.93585.4614.6
Economically Disadvantaged12511793.611894.443.2
English Learners3024802480620
Homeless0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken110 / 9.14%82 / 6.51%161 / 12.47%
Advanced Placement Course Enrollment323 / 26.85%211 / 16.76%335 / 25.95%
Dual Enrollment270 / 22.44%255 / 20.25%208 / 16.11%
Governor’s School Enrollment12 / 1%6 / .48% -
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 StudentsDivision24816733
State800255758028
FemaleDivision1359232
State404623112723
MaleDivision1137534
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision221436
State171671128234
HispanicDivision482352
State8077522135
WhiteDivision14510726
State457593374926
Two or more racesDivision231535
State3387249826
Students with DisabilitiesDivision161037
State5663303146
Economically DisadvantagedDivision803754
State224061294742
English LearnersDivision25<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision123225
 State397141393623
State LicensuresDivision5-7
 State167317901964
Industry CertificationDivision381488552
 State89541100544109590
Workplace ReadinessDivision128162227
 State336653077542313
Total Credentials EarnedDivision526682811
 State128850137248157490
Students Earning One or More CredentialsDivision364444538
 State104867109089126113
CTE CompletersDivision127113124
 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 Students13730723275.6%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students11523318378.5%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students16731420966.6%
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
67.768.168.1

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
2013-20146,498.004,716.00912.00
2014-20156,698.005,082.00806.00
2015-20166,567.005,091.001,066.00

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 Students3918326159140391934214714639863261471783993350133193
Female19191587555188216874701906174679219341606792
Male199916884852037174737620801528086205919066101
American Indian41111373114220340310
Asian82100862019142089711
Black459422926437432226456421924455512037
Hispanic1250713226130183353113878234391447823336
Native Hawaiian0000000000000000
White17921746776175717473671707158758716451486198
Two or more races291373011297371620300381725313591721
Students with Disabilities486604137485634229548563444533713141
Economically Disadvantaged222922411991204522496973927234632527268105146
English Learners963361415100955171510075016171065632016
Homeless135222023148391423149382032152451842
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students94.9194.9694.64
Female94.8694.8894.56
Male94.9695.0494.72
American Indian95.7296.0494.8
Asian97.0697.2296.15
Black94.5694.8993.97
Hispanic95.6795.6995.54
Native Hawaiian96.1195.0497.97
White94.5794.594.24
Two or more races93.7393.8893.5
Students with Disabilities93.4593.8393.41
Economically Disadvantaged90.0692.2794.13
English Learners96.0896.0995.82
Migrant91.5583.34
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses40
Technology Offenses13
Offenses Against Student43
Offenses Against Staff13
Weapons Offenses<
Property Offenses12
All Other Offenses12
Other Offenses Against Persons135
Disorderly or Disruptive Behavior Offenses187
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 Indian0.9140.780.9740.661.0291.32
Asian1.9680.392.1522.080.33
Black11.1528.1311.55431.2511.7225.5
Hispanic32.16215.6333.91522.3735.00320.2
Native Hawaiian0.0940.0680.089
White45.58434.3843.4330.9242.11635.1
Two or more races8.12820.77.90714.87.96217.55
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 Indian0.9140.9741.029
Asian1.9682.1522.08
Black11.152011.5542511.72
Hispanic32.1622033.91535.003
Native Hawaiian0.0940.0680.089
White45.5846043.435042.11666.67
Two or more races8.1287.907257.96233.33
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

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 Indian0.9140.9741.029
Asian1.9682.1522.08
Black11.1511.55411.72
Hispanic32.16233.91535.003
Native Hawaiian0.0940.0680.089
White45.58443.4342.116
Two or more races8.1287.9077.962
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 Students59.3560.8761.14
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students39.14037.74
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 Students81.378.3677.84
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

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 11.01 : 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 icon

2015-2016 Grades 8-12 Student Teacher Ratio: 11.44 : 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 icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional Special Education1%0%
Provisional4%7%
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 Schools--2%
High Poverty---
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201535%62%2%1%
2015-201635%61%2%2%
2016-201737%61%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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