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General school information

Division: Wise County Public Schools
Address: 628 Lake St Wise, VA 24293
Superintendent: Dr. Gregory Clark Mullins
Region: 7
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 Schools11
Fully Accredited11

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 StudentsDivision888691
 Virginia858687
FemaleDivision918793
 Virginia898990
MaleDivision858689
 Virginia828384
AsianDivision100100100
 Virginia909293
BlackDivision100<<
 Virginia797981
HispanicDivision<100<
 Virginia767675
WhiteDivision888691
 Virginia899091
Two or more racesDivision100<<
 Virginia888989
Students with DisabilitiesDivision534660
 Virginia535354
Economically DisadvantagedDivision848188
 Virginia757578
English LearnersDivision<100100
 Virginia676762
Gap Group 2Division100<<
 Virginia797981
Gap Group 3Division<100<
 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 Students178770131687711321886712
Female198970111789721122896711
Male158569151585701520876713
American Indian<100<0<100<0<100<0
Asian3295635219574543100570
Black187556251072622815756025
Hispanic188264181479642125755025
Native Hawaiian<100<0<100<0<100<0
White178770131687711321886812
Two or more races2490671014937971492788
Students with Disabilities116251381062523813645136
Economically Disadvantaged138370171284721615846916
English Learners<<<<<<<<<100<0
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228664141784671624866214
Female239066101684681625876213
Male208363171883651724856115
Asian<100<0<100<0
Black36824518<<<<<<<<
Hispanic<100<0<100<0<<<<
White218665141784671625876113
Two or more races<100<0<100<0892858
Students with Disabilities17664934255534520644536
Economically Disadvantaged178568151180692018826418
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218463162086671426886212
Female248661142190691026876213
Male188264181983641726896311
Black<<<<883751710706030
Hispanic<<<<<100<0<100<0
Native Hawaiian<100<0<100<0<100<0
White218564152086661426886312
Two or more races<100<0<100<0<100<0
Students with Disabilities13594641106858327635637
Economically Disadvantaged157762231486721417866914
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248359172283611723825918
Female268559152384611623856215
Male228260182283611723805620
Asian<100<0<<<<<100<0
Black<<<<<<<<17836717
Hispanic<<<<<<<<<<<<
Native Hawaiian<100<0<100<0<100<0
White238360172384611623825918
Two or more races<100<0<100<0<100<0
Students with Disabilities176953311655394511584642
Economically Disadvantaged197959211977582319796021
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188769131885671526876113
Female198768131988691229865714
Male168771131783661723886412
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<<<<<
White188769131786681426886212
Two or more races<100<0<100<0<<<<
Students with Disabilities8665834967583316644836
Economically Disadvantaged108271181480662017826518
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20876813179174921906910
Female2390671019947562694676
Male168569151488731216877113
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<100<0<<<<<<<<
White20886812179174920907010
Two or more races<<<<<100<0<100<0
Students with Disabilities65953411270583012756325
Economically Disadvantaged148469161290781017867014
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128573151386731416877113
Female169074101586711416907410
Male88172191187761316846816
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<100<0<<<<<<<<
White128674141387741316887212
Two or more races<<<<<<<<<<<<
Students with Disabilities4514749125745439605240
Economically Disadvantaged8807220108373179847516
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students694896793867796894
Female495915896884897893
Male894866691859696904
Asian<100<0<100<0<100<0
Black<100<0<100<0<100<0
Hispanic<100<0<100<0<100<0
White694886793867796894
Two or more races<100<020907010<100<0
Students with Disabilities16695331763563722674433
Economically Disadvantaged593887492888696894
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 Students158468161984661629896011
Female2091719259065103692568
Male117766231279672122866414
Asian<100<0<100<0<100<0
Black7605340137563251592778
Hispanic<<<<<<<<<<<<
White168469161985661529896011
Two or more races<<<<8756725<<<<
Students with Disabilities9393061945365513534047
Economically Disadvantaged107767231380672021846316
English Learners<100<0<100<0<100<0
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138067202081611930835317
Female199071102787601339884812
Male87062301374612619775823
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<100<0<<<<
White148167192182611830835317
Two or more races<<<<<<<<<<<<
Students with Disabilities3353265537326310463654
Economically Disadvantaged97263281574602622785622
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18887012178871122796684
Female229370722927083197663
Male13847016118473162494706
Asian<100<0<100<0<100<0
Black<<<<<100<0<100<0
Hispanic<<<<<<<<<100<0
White18887012178871122796684
Two or more races<100<010908010<100<0
Students with Disabilities184527551659444121745326
Economically Disadvantaged11837117118776132091719
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 Students259368721927182192718
Female279467622937172393717
Male2292698209070102091729
American Indian<100<0<100<0<100<0
Asian631003706710033062100380
Black138875131186751412877513
Hispanic2390681024916892292708
Native Hawaiian<100<0<100<0<100<0
White259368721927182192718
Two or more races2289671121967541892748
Students with Disabilities127360281175642512776523
Economically Disadvantaged19917291689731115907510
English Learners<<<<<100<0<100<0
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228563151988691216867014
Female218766131689731118856715
Male238360172387651315887312
Asian<100<0<100<0
Black-707030<<<<<100<0
Hispanic<100<0<100<0<<<<
White228562152088681217877013
Two or more races<100<0<100<0-757525
Students with Disabilities14594541360574018705230
Economically Disadvantaged178467161585701512827018
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students29906110278860132791649
Female31916092688621222906810
Male28896211298758133192608
Black<<<<25755025-909010
Hispanic<<<<<100<0<100<0
Native Hawaiian<100<0<100<0<100<0
White2991619278861122891639
Two or more races<<<<<<<<<100<0
Students with Disabilities137057301672572816755825
Economically Disadvantaged238865122286641419896911
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3991529319060102691659
Female399152933915892791649
Male39915392990611025906510
Asian<100<0<100<0<100<0
Black<<<<<<<<8837517
Hispanic<<<<<100<0<100<0
Native Hawaiian<100<0<100<0<100<0
White399153931916092691659
Two or more races<100<0<100<0<100<0
Students with Disabilities187253281466533411756325
Economically Disadvantaged32905810258661141991739
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students309565527956852496714
Female309767329976932696704
Male319362725926882395725
Asian<100<0<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<<<<<100<0<100<0
White309565526956852596714
Two or more races<100<0<100<0<100<0
Students with Disabilities118170191478642213857215
Economically Disadvantaged229271820957451593787
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179073101488741211857515
Female189072101290781013897611
Male1691749168670149827318
Black<<<<<100<0<100<0
Hispanic<100<0<<<<<100<0
White18917391388751210857515
Two or more races<<<<<100<0<100<0
Students with Disabilities10655535147460269685932
Economically Disadvantaged148975111086771410827218
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students299465615968042997673
Female379660417957753298672
Male219371713978432795685
Asian<100<0<100<0<100<0
Black<100<0<100<030906010
Hispanic<100<0<100<0<100<0
White299465615968042897683
Two or more races<<<<<100<0<100<0
Students with Disabilities77366271378652215816619
Economically Disadvantaged249268812948262495715
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students139784312928181195845
Female179982115978231397843
Male9968748887912994856
Asian<100<0<100<0<100<0
Black<100<0-1001000<100<0
Hispanic<100<0<100<0<100<0
White139785311928181195845
Two or more races<100<0<100<0
Students with Disabilities-898911-8282182807920
Economically Disadvantaged7968849898011594906
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15947961390771014897511
Female189376715927781791749
Male12948261288771211887712
Asian<100<0<100<0<100<0
Black<100<0<<<<<<<<
Hispanic<100<0<<<<<100<0
White15937871390771014907610
Two or more races<100<0<100<0<100<0
Students with Disabilities-696931694886-818119
Economically Disadvantaged109181998677147827618
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2597713361006403199681
Female2698722381006203399661
Male2495715331006702999701
Black<<<<<100<0<100<0
Hispanic<100<0<100<0<100<0
White2697713361006403199681
Two or more races<100<0<100<0
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged2097763311006902698722
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 Students148975111690741014897511
Female138975111489751112897711
Male14907610189173916897311
Asian45100550<<<<38100620
Black6797421581761913837018
Hispanic991829986771426876113
Native Hawaiian<100<0<100<0<100<0
White148976111690741014897511
Two or more races318150192787601313816919
Students with Disabilities861533996657348665834
Economically Disadvantaged118574151286741411857415
English Learners<<<<<100<0<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248863123390571028835517
Female238562153286541426825518
Male2591659339360730845416
Asian<100<0<<<<<100<0
Black<<<<<<<<23775423
Hispanic<<<<<<<<<100<0
Native Hawaiian<100<0<100<0<100<0
White24886412349157927835517
Two or more races<100<0<100<0<100<0
Students with Disabilities207050302168473215634738
Economically Disadvantaged208464162386631423805720
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students483791768276185888212
Female384811658277185868214
Male683771778276186898311
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<100<0<<<<<<<<
White483791768276185888312
Two or more races<<<<<<<<<<<<
Students with Disabilities-43435754944517686132
Economically Disadvantaged375732537773234858015
English Learners<100<0<100<0<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179174914948061491769
Female199273814937971492788
Male14907610159580515897411
Asian<100<0<100<0<100<0
Black<<<<<100<0<<<<
Hispanic<100<0<100<0<<<<
White169175914947961491779
Two or more races27825518<100<0<<<<
Students with Disabilities2636037-7575251696731
Economically Disadvantaged1288761211917999867714
English Learners<100<0<100<0
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169579517967941696804
Female119584514968241696804
Male229674421977631797803
Asian<100<0<100<0
Black<<<<<100<0<100<0
Hispanic<100<0<100<0<100<0
White169680516968041696804
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged1690741016988221695795
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students99283812917998908310
Female1191819992838591869
Male8938571690751011907910
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<100<0<100<0<<<<
Native Hawaiian<100<0
White10928381292798891839
Students with Disabilities2636237-7070302646236
Economically Disadvantaged688821288879124858115
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 Students309262828946663294616
Female299263823936972793667
Male329260832946263794576
American Indian<100<0<100<0
Asian509343750100500<100<0
Black12857315189577524866214
Hispanic3691559228765135094446
Native Hawaiian<100<0<100<0<100<0
White309262828946663294626
Two or more races3789531117947862594696
Students with Disabilities106655341373602713736027
Economically Disadvantaged2388651222926982791649
English Learners<100<0<100<0<<<<
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students249570521957452893647
Female179477615948062091719
Male319564526967043594586
Asian<<<<<100<0<100<0
Black<100<0<100<0<100<0
Hispanic<100<0<100<0<100<0
White259570521957352892658
Two or more races<100<020100800<<<<
Students with Disabilities2656335-7373284635938
Economically Disadvantaged1792758169377720886813
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1990711019937471995765
Female1688721216937771495825
Male229270822937072595715
Asian<100<0<100<0<100<0
Black<<<<-1001000<<<<
Hispanic<100<0<100<0<100<0
White1990711020937372095765
Two or more races<100<0<<<<<100<0
Students with Disabilities267653347066309746626
Economically Disadvantaged15867114118978111393807
English Learners<100<0<100<0
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students149884221977632098782
Female109788315968141398852
Male199981127987122998692
Asian<100<0<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<100<0<<<<<100<0
White139885221977631998792
Two or more races<100<0<100<0
Students with Disabilities<<<<<100<09100910
Economically Disadvantaged129886215958052296754
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students32895711238966113192618
Female35905510228866123493597
Male28886012259266828906210
Asian<100<0<100<0<100<0
Black6817519<<<<<100<0
Hispanic<100<0<<<<<<<<
White32895711249066103092618
Two or more races<<<<<100<0<100<0
Students with Disabilities657514365853425716629
Economically Disadvantaged208464161787701322896711
English Learners<100<0<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students579337752954355792358
Female5494406479548552893711
Male599334756953856194326
Asian<100<0<100<0
Black<<<<429250830704030
Hispanic<<<<<100<0<100<0
Native Hawaiian<100<0<100<0<100<0
White579437652954355892348
Two or more races<100<0<100<0<100<0
Students with Disabilities226946312179592122755425
Economically Disadvantaged4991429459549551903910
English Learners<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 84.96 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-kindergarten265195217
Kindergarten480459380
Grade 1474464442
Grade 2466452452
Grade 3409463445
Grade 4425407464
Grade 5436430415
Grade 6439431429
Grade 7471423435
Grade 8477467408
Grade 9446486471
Grade 10429456469
Grade 11465428425
Grade 12429463437
Total Students6,1116,0245,889
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 Students611160245889
Female296029692871
Male315130553018
American Indian511
Asian262825
Black116119103
Hispanic494959
Native Hawaiian776
White584957535619
Two or more races596776
Students with Disabilities756759785
Not Students with Disabilities535552655104
Economically Disadvantaged346136503132
Not Economically Disadvantaged265023742757
English Learners342332
Not English Learners607760015857
Homeless189215225
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 StudentsDivision17522171124
State4977134413270494355291988
FemaleDivision104841152
State27208151939333271895690
MaleDivision711376072
State2256319220177161636341298
AsianDivision<<<<0<
State45721127821711655
BlackDivision<<<<0<
State79241059810692161508849
HispanicDivision<<<<0<
State47494925291891967259
WhiteDivision16120871114
State299791609911555741732722
Two or more racesDivision740010
State23621474924317496
Students with DisabilitiesDivision4347011
State1022602927041321179106
Economically DisadvantagedDivision751555191
State959315817159242326561135
English LearnersDivision<<<<0<
State1518329526533162780
HomelessDivision450020
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 Students4204039640596.4122.9
Female19718995.91919752.5
Male223214962149673.1
Asian0<100<10000
Black0<100<10000
Hispanic0<100<10000
White39237695.937896.4112.8
Two or more races121191.71191.718.3
Students with Disabilities484593.84695.812.1
Economically Disadvantaged24623595.523695.993.7
English Learners0<100<10000
Homeless11981.8981.8218.2
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken16 / .9%16 / .87%12 / .67%
Advanced Placement Course Enrollment22 / 1.24%26 / 1.42%12 / .67%
Dual Enrollment290 / 16.39%337 / 18.39%359 / 19.92%
Governor’s School Enrollment - -59 / 3.27%
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 StudentsDivision37924835
State800255758028
FemaleDivision19013330
State404623112723
MaleDivision18911539
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision0<100
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision36324034
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision28<100
State5663303146
Economically DisadvantagedDivision1899749
State224061294742
English LearnersDivision0<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 AssessmentsDivision193331
 State397141393623
State LicensuresDivision263325
 State167317901964
Industry CertificationDivision674823744
 State89541100544109590
Workplace ReadinessDivision---
 State336653077542313
Total Credentials EarnedDivision719889800
 State128850137248157490
Students Earning One or More CredentialsDivision543606609
 State104867109089126113
CTE CompletersDivision246303256
 State392914240440502
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 Students1922940.9%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students17231878.3%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students16221254.5%
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
68.767.471.5

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
2013-20142,575.006,154.00967.00
2014-20152,850.005,879.00961.00
2015-20162,060.006,014.00935.00

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 Students5362552161224530852921422252185511982274957569216262
Female2603258811002557257100117255527999111240928299125
Male27592948012427512721141052663272991162548287117137
American Indian0000000000000000
Asian28000240103001024000
Black1031424109625107844951366
Hispanic50312483014932347951
Native Hawaiian0000000000000000
White5121528158215506751320821349655331882144724535200253
Two or more races516035272361735611252
Students with Disabilities709863546694893744693893543664924458
Economically Disadvantaged3010447134184296942818118830954451691892801442183204
English Learners32111363112802127410
Homeless1863492217231101420833119184361222
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 Students94.5494.4794.07
Female94.4594.5894.09
Male94.6294.3794.05
American Indian91.4793.24100
Asian97.1798.0698.56
Black95.3995.4494.19
Hispanic95.1495.2894.06
Native Hawaiian98.4696.3593.29
White94.594.4494.05
Two or more races94.6993.5294.21
Students with Disabilities93.893.692.86
Economically Disadvantaged93.5593.5792.98
English Learners95.396.0796.91
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
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 Indian0.0820.0170.017
Asian0.4250.4650.425
Black1.8981.311.9753.441.749
Hispanic0.8020.660.8131.151.002
Native Hawaiian0.1150.1160.102
White95.71396.3995.50191.9895.415
Two or more races0.9651.641.1123.441.291
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 Indian0.0820.0170.017
Asian0.4250.4650.425
Black1.8981.9751.749
Hispanic0.8020.8131.002
Native Hawaiian0.1150.1160.102
White95.71395.50195.415
Two or more races0.9651.1121.291
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 Indian0.0820.0170.017
Asian0.4250.4650.425
Black1.8981.9751.749
Hispanic0.8020.8131.002
Native Hawaiian0.1150.1160.102
White95.71395.50195.415
Two or more races0.9651.1121.291
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 Students57.8157.3859.25
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 Students39.5937.8139
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 Students71.265.6770.48
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

.

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 0 : 1

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2016-2017 Grades 8-12 Student Teacher Ratio: 0 : 1

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Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional4%5%
Provisional Special Education1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools---
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
2014-201553%40%1%6%
2015-201654%39%1%6%
2016-201755%38%1%6%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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