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General school information

Division: Wythe County Public Schools
Address: 1570 W Reservoir St Wytheville, VA 24382
Superintendent: Dr. Scott L. Jefferies
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 Schools12
Fully Accredited12

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 StudentsDivision838890
 Virginia858687
FemaleDivision859389
 Virginia898990
MaleDivision818490
 Virginia828384
American IndianDivision100100
 Virginia848481
AsianDivision100100100
 Virginia909293
BlackDivision799250
 Virginia797981
HispanicDivision100<100
 Virginia767675
Native HawaiianDivision100
 Virginia899292
WhiteDivision838891
 Virginia899091
Two or more racesDivision<100100
 Virginia888989
Students with DisabilitiesDivision465254
 Virginia535354
Economically DisadvantagedDivision718082
 Virginia757578
English LearnersDivision100
 Virginia676762
Gap Group 2Division799250
 Virginia797981
Gap Group 3Division100<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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188466161683671718866814
Female208868121885671520896911
Male168064201481671916846816
American Indian<100<0<100<0<100<0
Asian-1001000441005603892548
Black7645636665603510786722
Hispanic158065201285741513887513
Native Hawaiian<<<<<<<<<<<<
White198566151684671618876813
Two or more races7766924370673013887513
Students with Disabilities84940511150395016675033
Economically Disadvantaged127766231176642412816919
English Learners<<<<<<<<<<<<
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298758131881631922815919
Female32915992182611828845616
Male268458161680652018796121
Asian<100<0<100<0<<<<
Black7716429-545446-646436
Hispanic<100<0<100<0<<<<
Native Hawaiian<100<0<100<0<100<0
White318857121982641823825918
Two or more races<<<<<<<<<100<0
Students with Disabilities85344471353394714604640
Economically Disadvantaged218362171373602714776323
English Learners<100<0<100<0<<<<
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238360172385621519876813
Female238461162889621117866914
Male238260181981621922886613
Asian<100<0<100<0<100<0
Black115644446655935-838317
Hispanic<<<<<<<<<100<0
White248662142586611420876813
Two or more races<<<<<<<<<<<<
Students with Disabilities94738531754374617735627
Economically Disadvantaged157863221883641714826818
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208363171782651826886212
Female18866814188163193091619
Male218059201783661722856315
Asian<100<0<100<0<100<0
Black7645736125947417676033
Hispanic<<<<<<<<<<<<
Native Hawaiian<<<<<100<0
White218463161784671628896111
Students with Disabilities13493651947385313705730
Economically Disadvantaged158166191177662317846716
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218160192084641618876913
Female238460162288661220907110
Male187960211982631817846716
Asian<100<0<100<0<100<0
Black14796421771642918826518
Hispanic<100<0<<<<<<<<
White218160192185651518887012
Two or more races<<<<<<<<
Students with Disabilities74941511657414318674933
Economically Disadvantaged97061301580652011827018
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178367171784681617897211
Female2093737208363171894756
Male147662241385721515857015
Asian<100<0<100<0<100<0
Black7605340885771513736027
Hispanic<100<0<100<0<<<<
Native Hawaiian<100<0<<<<
White188467161784671617907310
Two or more races<<<<<<<<<100<0
Students with Disabilities10443356355534517594141
Economically Disadvantaged12756425974652611827118
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108272181277652316816519
Female148974111383691717806320
Male67569251173622716836717
Asian<100<0<100<0<100<0
Black-454555850425015776223
Hispanic<<<<<100<0<100<0
White118574151278662216816519
Two or more races<100<0<<<<<100<0
Students with Disabilities43330671136256418634537
Economically Disadvantaged4736927966573410695931
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students790831068681148908210
Female89385758883121094856
Male687811368579156858015
American Indian<100<0<100<0
Black8857715-7272281393807
Hispanic<<<<<100<0-909010
White690841068781137908210
Two or more races<<<<<100<0991829
Students with Disabilities7676033446425418796121
Economically Disadvantaged48278183787522791849
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208161192284621624856115
Female26886212269165928886012
Male147561251877592319816219
American Indian<100<0<100<0
Asian<100<0<<<<<100<0
Black3565344-67673326704330
Hispanic13736027201008007100930
White218362172384621625856115
Two or more races<<<<156246387797121
Students with Disabilities54539551945265527583142
Economically Disadvantaged116857321576612417775923
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237956212479542119755625
Female338653143390561021805920
Male147359271770533017715429
Asian<100<0<100<0<100<0
Black5433857-42425831542346
Hispanic<<<<<100<0<100<0
White248258182581551919765724
Two or more races<100<0<<<<<<<<
Students with Disabilities43632642034146616493251
Economically Disadvantaged136350371570563013635037
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17836617198970112996674
Female1990711019917293596624
Male15776223198767132295725
American Indian<100<0<100<0
Black-737327<100<020907010
Hispanic<<<<<100<0-1001000
White19846616198969113196644
Two or more races<<<<<100<0<100<0
Students with Disabilities6524548176750336491279
Economically Disadvantaged9756625168469162394716
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

Overall Student Performance: Math Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218665142087671321886712
Female218967112089691121906910
Male208263181985651521866514
Asian361006405810042050100500
Black974652667367276736727
Hispanic228866122588631313806820
Native Hawaiian<100<0<100<0<<<<
White218665142088671222896711
Two or more races118473161280682015856915
Students with Disabilities115139491154434620674733
Economically Disadvantaged148066201481671914836917
English Learners188264183691559<100<0
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178567151584691613786522
Female168872121085751515806520
Male198263182083641712776523
Asian<100<0<100<0<100<0
Black-464654-646436-808020
Hispanic<100<0<100<0<<<<
Native Hawaiian<100<0<100<0<<<<
White188769131585701514796521
Two or more races<<<<<<<<<<<<
Students with Disabilities6534747135339476504450
Economically Disadvantaged11786822137865229736527
English Learners<100<0<100<0<100<0
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students35905510359055103193627
Female3490561034936072794676
Male35895411368650143591579
Asian<100<0<100<0<100<0
Black177861226655935892838
Hispanic<<<<<<<<<<<<
White369155937925483193627
Two or more races<100<0<<<<<100<0
Students with Disabilities176044401559444120806120
Economically Disadvantaged23896611248762132291699
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298455162484601634895511
Female338653142486621434895611
Male268357172483591734885512
Asian<100<0<100<0<100<0
Black7575043125947417676033
Hispanic<<<<<<<<<<<<
Native Hawaiian<100<0<<<<
White298556152487621335905510
Students with Disabilities104131591160494022654335
Economically Disadvantaged217959211881631924856115
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students23896611219069102692668
Female189173923926982793667
Male28886012198869122591669
Asian<100<0<100<0<100<0
Black892858-79792111786722
Hispanic<100<0<<<<<100<0
White2489651122916992792668
Two or more races<100<0<100<0
Students with Disabilities156751331654384631764524
Economically Disadvantaged138270181588731314887412
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1841235945248486575143
Female2647215315149493595641
Male1538236275446467554945
Black<<<<<<<<8332567
White1942235845147496595341
Two or more races<<<<<<<<<<<<
Students with Disabilities13271373631266921472653
Economically Disadvantaged1124137674337578514349
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students57369271484701613907710
Female776702412928081492788
Male37168291678622212887612
Asian<100<0<100<0<100<0
Black5686432-676733-606040
Hispanic<<<<<100<0<100<0
White5736827158570151491779
Two or more races<<<<<<<<<<<<
Students with Disabilities64236581553384721725128
Economically Disadvantaged5686332107766237837617
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11968549918291793767
Female139986112948261797803
Male994846688821217907310
Asian<100<0<100<0<100<0
Black4928884878313-1001000
Hispanic<100<0<100<0<<<<
White12968449918191893757
Two or more races<100<0<<<<<<<<
Students with Disabilities7797121-6565354706730
Economically Disadvantaged592868888791212907810
English Learners<100<0<100<0
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1684691616947866908410
Female178871121993747591879
Male1379662113968247898211
Asian<100<0<100<0<100<0
Black9827318-808020-646436
Hispanic<<<<<100<0<100<0
White168468161795785692868
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged108070209918195878313
English Learners<100<0<100<0<100<0
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students419858233986523699631
Female399859234986423598632
Male449955130996813799621
Asian<100<0<100<0<100<0
Black<100<025100750<100<0
Hispanic<100<0<100<0<100<0
White429857232986623799621
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<100<0
Economically Disadvantaged389759324987522698722
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178971111890721021886712
Female19907110189173920886812
Male168871121888701221886712
Asian<<<<<<<<<100<0
Black9716229872642811716129
Hispanic13847116128876122391689
White18907210199172921886712
Two or more races1090801077568258888112
Students with Disabilities9564844136653349686032
Economically Disadvantaged128472161285731515836817
English Learners<<<<<<<<<100<0
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students37905410338956113491569
Female39895011288859123491579
Male34915793890531034905610
Asian<100<0<100<0<100<0
Black296436361859414114796421
Hispanic<<<<<<<<<<<<
White379256833925983592568
Students with Disabilities185436462368453213635037
Economically Disadvantaged278860132286641426886212
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11847316986771414867214
Female1284731678780138837417
Male118474161086751419897011
Asian<<<<<100<0<100<0
Black-636337-6767337867914
Hispanic<<<<<100<0<100<0
White128675141087771314857115
Two or more races<100<0<<<<<100<0
Students with Disabilities7433657175842425797421
Economically Disadvantaged7746726783761710776723
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128674141488741220876713
Female1188761218937572591669
Male138472161083731716836717
Asian<100<0<100<0<100<0
Black750435067671245635837
Hispanic<100<0<100<0<<<<
White128875121589741121896811
Two or more races<<<<10706030<<<<
Students with Disabilities-484852-797921-505050
Economically Disadvantaged679732178275188787022
English Learners<<<<<100<0
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1290781019977839766724
Female1491779179780312756325
Male1089791121977635787322
Black<100<0<<<<<<<<
Hispanic<100<0<100<0<100<0
White13897611209878210766624
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged888811217947768635537
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students139380716917591792758
Female169679420937371594796
Male10908010139077102092728
Asian<100<0<<<<<100<0
Black987781347571258675833
Hispanic<100<0<<<<<100<0
White139380717937671894766
Two or more races1792758<100<0<<<<
Students with Disabilities-828218-636337-757525
Economically Disadvantaged891829108676141292798
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students31906010339158930885812
Female27906310289162927896311
Male34905610389254834885412
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black178266181588731214806620
Hispanic22866414339461617907210
Native Hawaiian<100<0<100<0<<<<
White3291599349157932895711
Two or more races239068102391689595895
Students with Disabilities116656341671562918685032
Economically Disadvantaged228665142584591625835817
English Learners<<<<<100<0<100<0
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2192718189274817866914
Female13887612139178912877513
Male2896684249469621856415
American Indian<100<0<100<0
Black14100860-939378857715
Hispanic<<<<<100<0<<<<
White2192718209272819866714
Two or more races<100<0<100<0-91919
Students with Disabilities4747026-8383174524848
Economically Disadvantaged119080101387741312827018
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2991639349258826876113
Female29926483190591020866614
Male28906210379456631875713
American Indian<100<0
Asian<100<0<100<0<100<0
Black298657149837417-676733
Hispanic<100<0<<<<<100<0
White2991629379356727876013
Two or more races1792758<100<0<100<0
Students with Disabilities682761810605040-616139
Economically Disadvantaged219069102184631617796221
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3194636<100<0
Female<100<0<100<0
Male3192628
Asian<100<0
White3393607<100<0
Students with Disabilities<<<<
Economically Disadvantaged<<<<
Geography Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13877513<<<<
Female13867214<<<<
Male12897711<<<<
Asian<100<0
Black-717129
Hispanic-707030
White14897511<<<<
Two or more races<100<0
Students with Disabilities-484852<<<<
Economically Disadvantaged8787122<<<<
English Learners<<<<
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students348450162387631324866214
Female349056101685691525886312
Male358046203088581223836017
Asian<100<0<100<0<100<0
Black19695031179275814796421
Hispanic<100<0<100<0<<<<
Native Hawaiian<100<0<<<<
White358550152386631425866114
Two or more races<<<<<<<<<100<0
Students with Disabilities339366137370276484252
Economically Disadvantaged227856221676612413756225
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students539542557943765696404
Female449450655964145095455
Male619635459923386297353
Asian<100<0<100<0<100<0
Black18887112388850133392588
Hispanic<<<<<100<0<100<0
White559640459943665796394
Two or more races<100<0<<<<<100<0
Students with Disabilities157762232561363935885312
Economically Disadvantaged389456647914395094446
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: 86.2 State: 90.38Division: State:Division: State:

Number of recently arrived English language learners exempted from state reading assessments

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

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten128122125
Kindergarten276291295
Grade 1293288283
Grade 2306300276
Grade 3320293298
Grade 4330316297
Grade 5316327319
Grade 6308324326
Grade 7343307324
Grade 8305349301
Grade 9366315341
Grade 10346349309
Grade 11308336314
Grade 12292304342
Total Students4,2374,2214,150
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students423742214150
Female199220081981
Male224522132169
American Indian432
Asian192624
Black197193172
Hispanic716862
Native Hawaiian744
White386538523805
Two or more races747581
Students with Disabilities443465500
Not Students with Disabilities379437563650
Economically Disadvantaged196819252042
Not Economically Disadvantaged226922962108
English Learners141812
Not English Learners422342034138
Homeless658
Military Connected122521
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 StudentsDivision13115451189
State4978334419271095854981970
FemaleDivision69660162
State27214151999363331873682
MaleDivision628850127
State2256919220177462536251288
American IndianDivision<<<<0<
State123127114274
BlackDivision670022
State79241059810702211500849
HispanicDivision<<<<0<
State47504926292891961258
Native HawaiianDivision<<<<<<
State62634043
WhiteDivision12213851157
State299871610411585831717709
Two or more racesDivision<<<<0<
State23641473934417494
Students with DisabilitiesDivision1235010
State1022603427101341173104
Economically DisadvantagedDivision22733096
State959515820159443026401137
Foster CareDivision<<<<<<
State4413725104724
Military ConnectedDivision<<<<0<
State175295542122029
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students31829091.229291.8185.7
Female14413593.813694.464.2
Male17415589.115689.7126.9
American Indian0<100<10000
Black171376.51376.5211.8
Hispanic0<100<10000
Native Hawaiian0<<<<<<
White2882659226792.7155.2
Two or more races0<100<10000
Students with Disabilities312993.52993.513.2
Economically Disadvantaged1139886.79987.698
Foster Care0<<<<<<
Military Connected0<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 Taken -4 / .3% -
Advanced Placement Course Enrollment -4 / .3% -
Dual Enrollment -203 / 15.47%227 / 17.42%
Governor’s School Enrollment -28 / 2.13%33 / 2.53%
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 StudentsDivision25920222
State800295758128
FemaleDivision12210117
State404633112723
MaleDivision13710126
State395662645433
AsianDivision0<100
State5267459213
BlackDivision221914
State171681128234
HispanicDivision0<100
State8078522135
WhiteDivision23218122
State457613375026
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision12<100
State5663303146
Economically DisadvantagedDivision795333
State224091294842
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision-2362
 State-41393623
State LicensuresDivision-1429
 State-17901964
Industry CertificationDivision-607894
 State-100544109590
Workplace ReadinessDivision-23936
 State-3077542313
Total Credentials EarnedDivision-8831021
 State-137248157490
Students Earning One or More CredentialsDivision-502677
 State-109089126113
CTE CompletersDivision-224237
 State-4240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
65.56867.3

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
2013-20143,188.005,396.00874.00
2014-20153,082.005,717.00855.00
2015-20163,199.005,761.00801.00

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 Students389833998128387332311013637623431261483642393167152
Female18451634767180515156671776166506917431847765
Male20531765161206817254691986177767918992099087
American Indian0000000000000000
Asian17210200002010027000
Black182266918517911175217101682566
Hispanic65512628326543258464
Native Hawaiian0000000000000000
White35713019011535422929712034273091131343312359153138
Two or more races50501526116663271424
Students with Disabilities378481716397511421400481623408593926
Economically Disadvantaged19862557010117962287698173922088104164224511895
English Learners11100141001600018000
Homeless2484109213164157111
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2015-20162016-20172017-2018
All Students94.8994.4194.38
Female94.9294.5994.46
Male94.8794.2494.31
American Indian93.9394.2196.72
Asian97.6296.7996.4
Black94.7893.893.2
Hispanic94.7393.6693.85
Native Hawaiian97.0497.7499.32
White94.8894.4394.41
Two or more races95.2394.4995.15
Students with Disabilities94.1293.2493.49
Economically Disadvantaged93.9393.3393.35
English Learners97.4796.3793.83
Foster Care93.5692.12
Military Connected95.5792.1295.13
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 Offenses62
Technology Offenses<
Offenses Against Student46
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses26
Other Offenses Against Persons93
Disorderly or Disruptive Behavior Offenses238
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 Indian0.1160.0940.071
Asian0.4180.4480.616
Black5.0147.694.6510.034.57312.13
Hispanic1.5551.711.6761.321.6111.62
Native Hawaiian0.1390.280.1650.095
White91.52788.0391.2287.0791.2883.29
Two or more races1.2532.281.7471.581.7772.96
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.1160.0940.071
Asian0.4180.4480.616
Black5.0144.654.573
Hispanic1.5551.6761.611
Native Hawaiian0.1390.1650.095
White91.52710091.2291.28
Two or more races1.2531.7471.777
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 Indian0.1160.0940.071
Asian0.4180.4480.616
Black5.0144.654.573
Hispanic1.5551.6761.611
Native Hawaiian0.1390.1650.095
White91.52791.2291.28
Two or more races1.2531.7471.777
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 Students48.5248.4247.12
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 Students39.2739.7137.66
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 Students71.4470.468.93
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: 11.99 : 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: 14.64 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional6%5%
Provisional Special Education2%2%
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-1%1%
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
2015-201661%36%0%3%
2016-201761%34%0%5%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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