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General school information

Division: Wythe County Public Schools
Address: 1570 W Reservoir St Wytheville, VA 24382
Superintendent: Dr. Charlie Jeff Perry
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147965211884661616836717
Female168568152088681218856715
Male117463261680642014816719
American Indian<100<0<100<0<100<0
Asian<<<<-100100044100560
Black761553976456366656035
Hispanic87668241580652012857415
Native Hawaiian<100<0<<<<<<<<
White148066201985661516846716
Two or more races375722577669243706730
Students with Disabilities9372863849405111503950
Economically Disadvantaged97162291277662311766424
English Learners<<<<<<<<<<<<
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137360272987581318816319
Female16786222329159921826118
Male116958312684581616806520
Asian<100<0<100<0<100<0
Black-2929717716429-545446
Hispanic<<<<<100<0<100<0
White147662243188571219826418
Two or more races<<<<<<<<<<<<
Students with Disabilities11311969853444713533947
Economically Disadvantaged86557352183621713736027
English Learners<<<<<100<0<100<0
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177962212383601723856215
Female198666142384611628896211
Male157359272382601819816219
Asian<<<<<100<0<100<0
Black-676733115644446655935
Hispanic<<<<<<<<<<<<
Native Hawaiian<100<0<100<0
White188062202486621425866114
Students with Disabilities11433157947385317543746
Economically Disadvantaged117564251578632218836417
English Learners<<<<<<<<<100<0
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237855222083631717826518
Female218160191886681418816319
Male247551252180592017836617
Asian<100<0<100<0<100<0
Black19755625764573612594741
Hispanic<100<0<<<<<<<<
White237855222184631617846716
Two or more races<<<<<<<<
Students with Disabilities8413359134936519473853
Economically Disadvantaged136753331581661911776623
English Learners<100<0<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117665242181601920846416
Female138471162384601622886612
Male97061301879602119826318
Asian<100<0<100<0<100<0
Black-505050147964217716429
Hispanic<<<<<100<0<<<<
Native Hawaiian<100<0<<<<
White127866222181601921856515
Students with Disabilities11281772749415116574143
Economically Disadvantaged8655735970613015806520
English Learners<100<0<100<0<100<0
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188163191783671717846816
Female26855915209373720836317
Male117766231476622413857215
Asian<100<0<100<0<100<0
Black559554176053408857715
Hispanic<<<<<100<0<100<0
White208263181884671617846716
Two or more races<100<0<<<<<<<<
Students with Disabilities-272773104433563555345
Economically Disadvantaged10716229127564259746526
English Learners<100<0<100<0<100<0
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97869221082721812776523
Female138875121489741113836917
Male5686332675692511736227
Asian<100<0<100<0<100<0
Black18685032-4545558504250
Hispanic<<<<<<<<<100<0
White97870221185741512786622
Two or more races-828218<100<0<<<<
Students with Disabilities13523948433306711362564
Economically Disadvantaged574692647369279665734
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students689831179083106868114
Female7918498938575888312
Male688821268781136857915
Black-8585158857715-727228
Hispanic<<<<<<<<<100<0
White790831069084106878113
Two or more races<<<<<<<<<100<0
Students with Disabilities941325976760334464254
Economically Disadvantaged586821448278183787522
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 Students167963212081611922846216
Female22856315268862122691659
Male107262281475612518775923
Asian<100<0<100<0<<<<
Black95545453565344-676733
Hispanic-7373271373602720100800
White178164192183621723846216
Two or more races7504350<<<<15624638
Students with Disabilities17463054545395519452655
Economically Disadvantaged127260281168573215766124
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197253282379562124795421
Female298455163386531433905610
Male106151391473592717705330
Asian<100<0<100<0<100<0
Black153520655433857-424258
Hispanic<<<<<<<<<100<0
White207555252482581825815519
Two or more races9645536<100<0<<<<
Students with Disabilities22472553436326420341466
Economically Disadvantaged146753331363503715705630
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138573151783661719897011
Female15867114199071101991729
Male108474161577622319876713
Asian<100<0<<<<
Black-858515-737327<100<0
Hispanic<100<0<<<<<100<0
White138672141984661619896911
Two or more races<<<<<<<<<100<0
Students with Disabilities9453655652454817675033
Economically Disadvantaged10796921975662516846916
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 Students147662242186651420876713
Female148065202189671120896911
Male147359272082631819856515
American Indian<100<0<100<0
Asian<<<<3610064058100420
Black464603697465266736727
Hispanic78275182288661225886313
Native Hawaiian<100<0<100<0<100<0
White157762232186651420886712
Two or more races37370271184731612806820
Students with Disabilities94536551151394911544346
Economically Disadvantaged86960311480662014816719
English Learners<<<<188264183691559
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157257281785671515846916
Female156854321688721210857515
Male167559251982631820836417
Asian<100<0<100<0<100<0
Black-171783-464654-646436
Hispanic<<<<<100<0<100<0
White177559251887691315857015
Two or more races<<<<<<<<<<<<
Students with Disabilities14362264653474713533947
Economically Disadvantaged106555351178682213786522
English Learners<<<<<100<0<100<0
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248359173590551035905510
Female24866214349056103493607
Male248157193589541136865014
Asian<100<0<100<0<100<0
Black8625438177861226655935
Hispanic<<<<<<<<<<<<
Native Hawaiian<100<0<100<0
White2584601636915593792548
Two or more races<100<0<100<0<<<<
Students with Disabilities144026601760444015594441
Economically Disadvantaged157762232389661124876213
English Learners<100<0<<<<<100<0
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207555252984551624846016
Female167559253386531424866214
Male247551252683571724835917
Asian<100<0<100<0<100<0
Black6655935757504312594741
Hispanic<100<0<<<<<<<<
White217554252985561524876213
Two or more races<<<<<<<<
Students with Disabilities84638541041315911604940
Economically Disadvantaged106555352179592118816319
English Learners<100<0<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148369172389661121906910
Female1489761118917392392698
Male137865222888601219886912
Black6817519892858-797921
Hispanic<100<0<100<0<<<<
White14836917248965112291699
Students with Disabilities85344471567513316543846
Economically Disadvantaged127664241382701815887313
English Learners<100<0<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12544246184123594524848
Female12483652264721531514949
Male12574543153823627544646
Asian<100<0<100<0<100<0
Black-464654<<<<<<<<
White13534047194223584514749
Two or more races<100<0<<<<<<<<
Students with Disabilities-272773132713736312669
Economically Disadvantaged2434157112413767433757
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8726328573692714847016
Female1282701877670241292808
Male5635837371682916786222
Asian<100<0<100<0<100<0
Black46864325686432-676733
Hispanic<<<<<<<<<100<0
White9726428573682715857015
Two or more races<<<<<<<<<<<<
Students with Disabilities13503850642365815533847
Economically Disadvantaged4646036568633210776623
English Learners<100<0<<<<<100<0
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88173191196854991829
Female986771413998611294826
Male77568259948466888212
American Indian<100<0
Asian<100<0<100<0<100<0
Black68983114928884878313
Hispanic<100<0<100<0<100<0
White88072201296844991819
Two or more races<<<<<100<0<<<<
Students with Disabilities-8282187797121-656535
Economically Disadvantaged57671245928688887912
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6696431168469161694786
Female6746826178871121993747
Male6645836137966211396824
Asian<<<<<100<0<100<0
Black<<<<9827318-808020
Hispanic<<<<<<<<<100<0
White6706430168468161795785
Two or more races<<<<<<<<<100<0
Students with Disabilities-8892<<<<<<<<
Economically Disadvantaged364613610807020991819
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2484601641985823398652
Female2984551639985923498642
Male1984651644995513099681
American Indian<100<0<100<0
Black<100<0<100<025100750
Hispanic<100<0<100<0<100<0
White2483591742985723298662
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<100<0
Economically Disadvantaged2071512938975932498752
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 Students118170191789711118907210
Female8827518199071101891739
Male147966211688711218887012
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<<<<
Black471672997162298726428
Hispanic88881121384711612887612
White11817019189072101991729
Two or more races-757525109080107756825
Students with Disabilities2605840956484413665334
Economically Disadvantaged67669241284721612857315
English Learners<100<0<<<<<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208565153790541033895611
Female148167193989501128885912
Male26896311349157938905310
Asian<100<0<100<0<100<0
Black127159292964363618594141
Hispanic<100<0<<<<<<<<
White2186651437925683392598
Two or more races<<<<<<<<
Students with Disabilities37269281854364623684532
Economically Disadvantaged117766232788601322866414
English Learners<100<0<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5757025118473169867714
Female5807520128473167878013
Male67165291184741610867514
Asian<100<0<<<<<100<0
Black5656035-636337-676733
Hispanic<<<<<<<<<100<0
White57671241286751410877713
Two or more races-646436<100<0<<<<
Students with Disabilities3555245743365717584242
Economically Disadvantaged269673177467267837617
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68276181286741414887412
Female5847916118876121893757
Male78073201384721610837317
American Indian<100<0<100<0
Black-87871375043506767124
Hispanic<<<<<100<0<100<0
White78175191288751215897411
Two or more races<100<0<<<<10706030
Students with Disabilities-484852-484852-797921
Economically Disadvantaged279772167973217827518
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7746726129078101997783
Female177762314917791797803
Male14715729108979112197763
Black<<<<<100<0<<<<
Hispanic<100<0<100<0<100<0
White8766824138976112098782
Economically Disadvantaged1083721788881121794776
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1383701713938071691759
Female1085751516967942093737
Male168165191090801013907710
Asian<100<0<100<0<<<<
Black-77772398778134757125
Hispanic<100<0<100<0<<<<
White1483691713938071793767
Two or more races<<<<1792758<100<0
Students with Disabilities-585842-828218-636337
Economically Disadvantaged977682389182910867614
English Learners<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

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 Students23866314319060103391589
Female22876513279063102891629
Male24866114349056103892548
Asian<100<0<100<0<100<0
Black187961211782661815887312
Hispanic21866414228664143394616
Native Hawaiian<100<0<100<0<100<0
White2487631332915993491579
Two or more races-838317239068102391689
Students with Disabilities55145491166563416715629
Economically Disadvantaged158165192286651425845916
English Learners<100<0<<<<<100<0
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1288751221927181892748
Female8827418138876121391789
Male169377728966842494696
Asian<100<0<100<0
Black1080702014100860-93937
Hispanic<100<0<<<<<100<0
White1388751221927182092728
Two or more races<<<<<100<0<100<0
Students with Disabilities114737534747026-838317
Economically Disadvantaged108474161190801013877413
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1985671529916393492588
Female16867014299264831905910
Male22856315289062103794566
Asian<100<0<100<0<100<0
Black50100500298657149837417
Hispanic<<<<<100<0<<<<
White1885671529916293793567
Two or more races<<<<1792758<100<0
Students with Disabilities-333367682761810605040
Economically Disadvantaged138067202190691021846316
English Learners<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198869123194636
Female<<<<<100<0
Male228967113192628
Hispanic<100<0
White228765133393607
Two or more races<100<0
Students with Disabilities<100<0<<<<
Economically Disadvantaged<<<<<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students783761713877513<<<<
Female889811113867214<<<<
Male677712312897711<<<<
Asian<100<0<100<0
Black5817619-717129
Hispanic<100<0-707030
White783761714897511<<<<
Two or more races-808020<100<0
Students with Disabilities-525248-484852<<<<
Economically Disadvantaged37874228787122<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students348652143484501623876313
Female378851123490561016856915
Male318452163580462030885812
Asian<100<0<100<0<100<0
Black10625238196950311792758
Hispanic<<<<<100<0<100<0
White368852123585501523866314
Two or more races<100<0<<<<<<<<
Students with Disabilities-37376333936613737027
Economically Disadvantaged227756232278562216766124
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students469145953954255794376
Female469246844945065596414
Male4690441061963545992338
Asian<100<0<100<0<100<0
Black368650141888711238885013
Hispanic<<<<<<<<<100<0
Native Hawaiian<100<0<100<0
White469145955964045994366
Two or more races<100<0<100<0<<<<
Students with Disabilities105343471577622325613639
Economically Disadvantaged3185541538945664791439
English Learners<100<0<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: 86.2 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-kindergarten121128122
Kindergarten292276291
Grade 1318293288
Grade 2328306300
Grade 3339320293
Grade 4312330316
Grade 5316316327
Grade 6346308324
Grade 7321343307
Grade 8353305349
Grade 9355366315
Grade 10330346349
Grade 11289308336
Grade 12289292304
Total Students4,3094,2374,221
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 Students430942374221
Female201819922008
Male229122452213
American Indian543
Asian181926
Black216197193
Hispanic677168
Native Hawaiian674
White394338653852
Two or more races547475
Students with Disabilities448443465
Not Students with Disabilities386137943756
Economically Disadvantaged203419681925
Not Economically Disadvantaged227522692296
English Learners111418
Not English Learners429842234203
Homeless765
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
State4977134413270494355291988
FemaleDivision69660162
State27208151939333271895690
MaleDivision628850127
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
BlackDivision670022
State79241059810692161508849
HispanicDivision<<<<0<
State47494925291891967259
Native HawaiianDivision<<<<<<
State62634043
WhiteDivision12213851157
State299791609911555741732722
Two or more racesDivision<<<<0<
State23621474924317496
Students with DisabilitiesDivision1235010
State1022602927041321179106
Economically DisadvantagedDivision22733096
State959315817159242326561135
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
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 Taken13 / 1.03%4 / .3% -
Advanced Placement Course Enrollment13 / 1.03%4 / .3% -
Dual Enrollment185 / 14.66%203 / 15.47%227 / 17.42%
Governor’s School Enrollment33 / 2.61%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
State800255758028
FemaleDivision12210117
State404623112723
MaleDivision13710126
State395632645333
AsianDivision0<100
State5267459213
BlackDivision221914
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision23218122
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision12<100
State5663303146
Economically DisadvantagedDivision795333
State224061294742
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 AssessmentsDivision232362
 State397141393623
State LicensuresDivision101429
 State167317901964
Industry CertificationDivision396607894
 State89541100544109590
Workplace ReadinessDivision26223936
 State336653077542313
Total Credentials EarnedDivision6918831021
 State128850137248157490
Students Earning One or More CredentialsDivision489502677
 State104867109089126113
CTE CompletersDivision205224236
 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 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
Subgroup2014-20152015-20162016-2017
All Students94.7794.8994.41
Female94.7294.9294.59
Male94.8194.8794.24
American Indian95.3993.9394.21
Asian97.4497.6296.79
Black93.9494.7893.8
Hispanic94.4994.7393.66
Native Hawaiian94.8997.0497.74
White94.894.8894.43
Two or more races95.0595.2394.49
Students with Disabilities93.894.1293.24
Economically Disadvantaged93.7893.9393.33
English Learners97.2697.4796.37
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

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

student ratio icon

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

student 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
2014-201564%33%0%3%
2015-201662%35%0%3%
2016-201763%34%0%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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