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General school information

Division: York County Public Schools
Address: 302 Dare Rd Yorktown, VA 23692-2795
Superintendent: Dr. Victor D. Shandor
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools19
Fully Accredited19

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 StudentsDivision929395
 Virginia858687
FemaleDivision959697
 Virginia898990
MaleDivision899094
 Virginia828384
American IndianDivision<100
 Virginia848481
AsianDivision979897
 Virginia909293
BlackDivision908596
 Virginia797981
HispanicDivision908494
 Virginia767675
Native HawaiianDivision100100100
 Virginia899292
WhiteDivision939495
 Virginia899091
Two or more racesDivision909994
 Virginia888989
Students with DisabilitiesDivision606482
 Virginia535354
Economically DisadvantagedDivision827484
 Virginia757578
English LearnersDivision8669
 Virginia676762
Gap Group 2Division908596
 Virginia797981
Gap Group 3Division908494
 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 Students208868122289671123906710
Female2290691023926882592668
Male188568152087671321876713
American Indian116756332080602014867114
Asian299364730926283393607
Black117868221077672312796721
Hispanic178669142088681220886812
Native Hawaiian9968741794786496924
White2189681124916892692668
Two or more races188870122090701021906910
Students with Disabilities115846421662463813624938
Economically Disadvantaged87567251277652312796721
English Learners147561251682661817796321
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218867121988681225906410
Female219069102089701128906310
Male228665141986671423896611
American Indian<<<<<<<<<100<0
Asian2483591723957254091519
Black107767231075652514816719
Hispanic24926981883641715887313
Native Hawaiian<100<0<100<0<100<0
White249268822916993092628
Two or more races18816319219271814857215
Students with Disabilities117059301559444116675133
Economically Disadvantaged97769231274622613806720
English Learners277952211285731517796321
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278961112789621130885912
Female339158929916293191609
Male218665142586611428865814
American Indian<100<0<<<<<<<<
Asian27876013298657143593587
Black16786222775682518775923
Hispanic268862122490671032835217
Native Hawaiian<100<0<100<0<100<0
White3090611033935973191609
Two or more races27906310198666143592578
Students with Disabilities136148391467533318644636
Economically Disadvantaged117362271477622316766024
English Learners208060202283611730855415
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students289163935915693493587
Female289567539925383794576
Male2989601131916093291609
American Indian<100<0<100<0<<<<
Asian479851240925283694576
Black188769132182611813867314
Hispanic269266837925583392598
Native Hawaiian<100<0<100<0<100<0
White309262837925584195545
Two or more races259267832956353091619
Students with Disabilities96556352068483212705830
Economically Disadvantaged128573152381581914857115
English Learners15816719299162926855915
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218463162587621326886212
Female23876413269164929896111
Male198061202484591624876213
Asian3795585389051103792558
Black117059301576612417775923
Hispanic157864222489661116907410
Native Hawaiian<100<0<100<0<100<0
White238663142689621130895911
Two or more races20846416268862122491679
Students with Disabilities154530551158464216574243
Economically Disadvantaged87163291176652418806220
English Learners-6868321273622718826318
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19897011189073102192708
Female239370720947462394726
Male168570151587721320896911
American Indian<100<0<100<0
Asian339360727956754098582
Black14816719879712113796621
Hispanic19876813169175920896911
White1990711020937372293727
Two or more races1590751010918091993747
Students with Disabilities11544346166751337635637
Economically Disadvantaged6787122981721911847316
English Learners158065205746826-909010
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117969211683671716846816
Female128371171988691219897011
Male97667241480652013786522
Asian1794786279063103191599
Black668623266963318665834
Hispanic86859321479652113867314
Native Hawaiian<100<0<<<<
White128170191886681417866914
Two or more races88375171584691613827018
Students with Disabilities133725631444305617462954
Economically Disadvantaged661553956459368696131
English Learners-595941107565255524848
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students119483612958351093837
Female139582513968341394816
Male9938571193837892848
Asian199677427987121592768
Black388851258782132878513
Hispanic1969547938678888112
Native Hawaiian<<<<<100<0<100<0
White129582512978431295835
Two or more races119786315937871293817
Students with Disabilities7766824197152297696231
Economically Disadvantaged585801578679142817919
English Learners-606040<<<<-676733
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 Students268458162985561532855315
Female328856123390561038905310
Male208060202480562026805420
Asian4792458549137951903910
Black157560251573592717765924
Hispanic208464162780542023846116
Native Hawaiian<<<<<<<<<100<0
White288658143087571335875213
Two or more races238562152585601525855915
Students with Disabilities84941511347345312503850
Economically Disadvantaged106555351367543312695731
English Learners465623595848422615939
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187861222878502225805520
Female228463163686501429886012
Male137259282171512921705030
Asian398748135190381047894211
Black106656341363513716715529
Hispanic167760232578532223815819
Native Hawaiian<100<0<100<0
White188062203180492026805420
Two or more races178366171580662016786222
Students with Disabilities10322268934256613382562
Economically Disadvantaged95849421056464412665434
English Learners67569256595341-555545
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3490561030916293891529
Female429250831946264792468
Male268862122889611130895811
Asian539643456923685692368
Black198364171783671718816319
Hispanic23916892983541723886512
Native Hawaiian<<<<<<<<<100<0
White379154930946564493497
Two or more races318756133490551033905710
Students with Disabilities66963311865473511645236
Economically Disadvantaged107464261679632112736227
English Learners-505050135644444676333
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 Students208969112290681022906810
Female2090701022916992192708
Male208868122389671123896611
American Indian207050301183721723866414
Asian389658446965044595505
Black107969211181701912816919
Hispanic148874131889701118897211
Native Hawaiian13100870301007002596714
White219170923926882492688
Two or more races198970112289681119907110
Students with Disabilities116049401365513513665334
Economically Disadvantaged97969211482681812827018
English Learners288961112989601128886012
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218665142390671023866314
Female188567152088691221866514
Male23866314269165925866214
American Indian<<<<<<<<<<<<
Asian3285541536955954793477
Black106555351278662213705830
Hispanic158974112485611515796421
Native Hawaiian<100<0<100<0<100<0
White2491679239369725906510
Two or more races14806720299364716867014
Students with Disabilities146349371360464018604240
Economically Disadvantaged77265281478642210746426
English Learners297749232677512318806220
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3190591038915393292608
Female31905910379054102792658
Male319160939915293892548
American Indian<100<0<<<<<<<<
Asian479851252934074898502
Black147763231974552622836117
Hispanic19907010289263827865914
Native Hawaiian<100<0<100<0<100<0
White359258844945063495615
Two or more races3091619298860123693577
Students with Disabilities166549351869513116715529
Economically Disadvantaged117665242281591919816219
English Learners42100580398849122492678
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students389153939925384192518
Female379356739915294192518
Male3990501039935474092518
American Indian<100<0<100<0<<<<
Asian699829260983825794366
Black198162192084641620806020
Hispanic28855715328957113293617
Native Hawaiian<100<0<100<0<100<0
White409353742925184794476
Two or more races459247838955853494606
Students with Disabilities95848421766493415705530
Economically Disadvantaged208464162284631621866514
English Learners35875213479447646904410
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students329260837965943695595
Female319564536966043795585
Male3490561038965743595605
Asian6197363699929154100460
Black19866614189173925896411
Hispanic279366730966642795675
Native Hawaiian<100<0<100<0<100<0
White349460639975843996574
Two or more races2889611139965743395615
Students with Disabilities146248381481681919765724
Economically Disadvantaged18876913219271818907210
English Learners3292608359662441100590
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138369171484701614837017
Female178467161488741213867214
Male118271181379662114816719
American Indian<100<0<100<0
Asian694886158873121595805
Black12766424117362275676333
Hispanic147966211384711620836317
White158470161486721414867214
Two or more races138168191684691613857215
Students with Disabilities14523848165337477534547
Economically Disadvantaged6746826127563258756725
English Learners793877-88881214816719
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students678722257973216837617
Female679732148379175888312
Male677702377670247787122
Asian<<<<<<<<27805320
Black871632977264287787122
Hispanic68176192929088857715
White679732168174195847916
Two or more races3797621-6464364787322
Students with Disabilities144834521352394815594441
Economically Disadvantaged368653247268286746826
English Learners25835817<100<010807020
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students692858892858993847
Female894856894866895875
Male49085108918391091819
American Indian<100<0<100<0<100<0
Asian349965128997113498642
Black285831548985114878313
Hispanic3929085908510697913
Native Hawaiian<100<0<<<<
White692878793867893857
Two or more races494916492888893857
Students with Disabilities-676733-7373271636237
Economically Disadvantaged281791948884123878513
English Learners17887113688811315887312
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students99081101287751312887512
Female10928281387741311907910
Male88880121087771313867214
American Indian<<<<<100<0<100<0
Asian2599741479750339895011
Black479752127775233807720
Hispanic1848216118574159887912
Native Hawaiian<100<0
White9938471089791113907710
Two or more races6868014128573156817519
Students with Disabilities-51514924846522656335
Economically Disadvantaged176752447470264797521
English Learners24886512269568515705630
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1690741020937472196754
Female1688721221947361996764
Male159276818937472396734
American Indian<<<<<100<0
Asian259772348954756098392
Black48581158877913896884
Hispanic8908110158772131493797
Native Hawaiian<100<0<100<0<100<0
White1690731019957652196754
Two or more races199576517927581097873
Students with Disabilities9968741388751312887612
Economically Disadvantaged10928189938471397843
English Learners15927787310027050100500
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 Students158974111990711018907210
Female128876121890721017907410
Male18897111209171918907110
American Indian86758331792758-828218
Asian299364730936473092638
Black678722287971217827518
Hispanic108676141487741315897411
Native Hawaiian7100930<<<<1393807
White179175921937272092728
Two or more races17897211199171913887412
Students with Disabilities85647441161493910615139
Economically Disadvantaged675692597768237817419
English Learners46965312078582216776123
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students22896711399152933895511
Female17917393990501032885612
Male26886212389255835895411
American Indian<100<0<100<0<<<<
Asian3694586459247842904810
Black108171192077582317745626
Hispanic188668143589541125886312
Native Hawaiian<100<0<100<0<100<0
White239168941935274193527
Two or more races26886113469146920856615
Students with Disabilities106353371765473514604640
Economically Disadvantaged97869222480562015745926
English Learners67569253885461529784922
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158470161488731213867414
Female108474161389771111887612
Male208565151687701314857115
Asian249369732966342591669
Black773662777366275767124
Hispanic78376171087771314897511
Native Hawaiian<100<0<100<0
White17867014159176914887512
Two or more races16846916118675148827418
Students with Disabilities11443356749425116513649
Economically Disadvantaged666603437270285767124
English Learners105748431086761410716229
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1391779169075101793767
Female1391789159075101694786
Male1490771016917591791749
Asian219371721947463292608
Black477732338178195848016
Hispanic1090801078578151892748
Native Hawaiian<100<0<100<0<<<<
White159378719927481794776
Two or more races139279816947861993747
Students with Disabilities355524545349472626038
Economically Disadvantaged374702647370274878313
English Learners-636338137057307797121
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students209272819947561894766
Female1790731018937571793767
Male239472621957451994756
American Indian<<<<<<<<
Asian4090501035966143498652
Black4797521892838391889
Hispanic10887812118979118908310
Native Hawaiian<100<0<100<0<100<0
White209574520957552194736
Two or more races219372719947561396834
Students with Disabilities<100<03310067018644536
Economically Disadvantaged1588731210928285888312
English Learners-757525<<<<18100820
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students688831248985114898511
Female386831438785134898511
Male890821069084105898411
American Indian<100<0<100<0<<<<
Asian1896794-808020-888813
Black379762117877222848216
Hispanic685781548783133868314
Native Hawaiian<100<0<<<<
White591869692878592878
Two or more races786801438986115847916
Students with Disabilities458534226462362686632
Economically Disadvantaged478742227775232858415
English Learners-777723-606040-656535
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 Students259065102890621028906210
Female238966112589641125906410
Male2891649319060103191609
American Indian258156192510075010807020
Asian379457644975334395525
Black117969211478642214806620
Hispanic22886612288961112691669
Native Hawaiian1585691545823618-91919
White279264829926383092628
Two or more races2992638308858122993647
Students with Disabilities126250381260484011645336
Economically Disadvantaged117664241374612612786522
English Learners177760232785571525825718
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13907710229068102392688
Female138976111888701220907110
Male149177927936572793667
American Indian<<<<<100<0
Asian239471643965443295635
Black780742087567259786922
Hispanic99081101985661516877113
Native Hawaiian<<<<<<<<<100<0
White149177924947062694686
Two or more races1494806218665142897693
Students with Disabilities464603656155396625538
Economically Disadvantaged577712367570258766824
English Learners-606040-6767339706130
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1991729189072102092728
Female13907710159076101691749
Male2593687219069102493697
American Indian<100<0<100<0<100<0
Asian3088581322987623394616
Black88578151079692111837217
Hispanic2188671219917292693677
Native Hawaiian<<<<<<<<<100<0
White219472618927482093747
Two or more races2290681027916492394706
Students with Disabilities6655935657514311716129
Economically Disadvantaged10786822776702410807020
English Learners-676733582771829885813
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198566151785681522876513
Female148368171483691718846616
Male248864122087661327896311
American Indian<100<0<<<<
Asian349359737935673291599
Black8686032674672610786822
Hispanic128170191680652013877513
Native Hawaiian<100<0<100<0<<<<
White218868121788711225886312
Two or more races18876913248460162492688
Students with Disabilities749425144642547534647
Economically Disadvantaged7635637664583610766624
English Learners-636338970613015634837
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students209878231996814098582
Female209978125997414098592
Male199879238996114098572
Asian441005603210068070100300
Black-929281695795793877
Hispanic2093737<100<020100800
Native Hawaiian<100<0<100<0
White189981131996814197573
Two or more races121008802910071031100690
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged-8080202010080017100830
English Learners<100<0<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students30905910299162926906310
Female2889611129926382591669
Male339058102990611028896011
American Indian<<<<<100<0
Asian489648458994114095555
Black87971211282701812827018
Hispanic1888701226926682492678
Native Hawaiian<100<0<100<0
White339158929926283091619
Two or more races41955453190591019886912
Students with Disabilities949405155652445555045
Economically Disadvantaged1077672397263289797021
English Learners2780532033946165908610
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4893447539138946904410
Female49914395090401045904610
Male4894466579236848904210
American Indian<100<0<100<0<100<0
Asian539844263983427095265
Black238158192978492225755025
Hispanic479548550924384893457
Native Hawaiian<100<0<100<0<100<0
White529442659943564992438
Two or more races5193437538836125095455
Students with Disabilities146955312263423714685432
Economically Disadvantaged238258182978492221755525
English Learners389355763973435093438
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: 94.84 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

Grade2015-20162016-20172017-2018
Pre-kindergarten157189201
Kindergarten800883843
Grade 1867841950
Grade 2957873884
Grade 3926978909
Grade 4901944998
Grade 5949921950
Grade 6982976972
Grade 71,0149901,005
Grade 81,0371,032996
Grade 91,0401,0581,061
Grade 101,0871,0101,039
Grade 119501,079977
Grade 121,0339581,025
Post Graduate0911
Total Students12,70012,74112,821
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

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 Students127001274112821
Female630863316365
Male639264106456
American Indian383237
Asian714708741
Black167816671661
Hispanic117712681314
Native Hawaiian343655
White795378347756
Two or more races110611961257
Students with Disabilities127813421405
Not Students with Disabilities114221139911416
Economically Disadvantaged273323272989
Not Economically Disadvantaged9967104149832
English Learners391452491
Not English Learners123091228912330
Homeless414585
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 StudentsDivision603317931725
State4978334420270895255071972
FemaleDivision3211443068
State27214151989353321880682
MaleDivision282173631117
State2256919222177362036271290
American IndianDivision<<<<0<
State123127114274
AsianDivision5461001
State45731128821711553
BlackDivision63523038
State79241059610702191502852
HispanicDivision42320041
State47504926291891962258
WhiteDivision39120243713
State299871610711575791723708
Two or more racesDivision51241032
State23641473934417494
Students with DisabilitiesDivision4499076
State1022603427081331173104
Economically DisadvantagedDivision3765401113
State959515818159442726441138
English LearnersDivision970020
State1518329526534162681
HomelessDivision241021
State203616882423757
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 Students97492995.493295.7171.7
Female48246897.146897.161.2
Male49246193.746494.3112.2
American Indian0<100<10000
Asian626198.46198.400
Black12911891.511891.532.3
Hispanic797493.77493.745.1
White62059796.360096.871.1
Two or more races817693.87693.833.7
Students with Disabilities766281.66281.679.2
Economically Disadvantaged13010681.510681.5118.5
English Learners181688.91688.9211.1
Homeless10770770220
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 Taken1,068 / 25.68% -1,007 / 24.53%
Advanced Placement Course Enrollment1,397 / 33.59% -1,497 / 36.47%
Dual Enrollment10 / .24%0 / 0%0 / 0%
Governor’s School Enrollment60 / 1.44%51 / 1.24%46 / 1.12%
IB Course Enrollment90 / 2.16%79 / 1.92%74 / 1.8%
Senior Enrolled in IB Program19 / .46%20 / .49%24 / .58%
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 StudentsDivision91771023
State800255758028
FemaleDivision45037018
State404623112723
MaleDivision46734027
State395632645333
AsianDivision49466
State5267459213
BlackDivision947026
State171671128234
HispanicDivision624724
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision63549123
State457593374926
Two or more racesDivision755428
State3387249826
Students with DisabilitiesDivision553242
State5663303146
Economically DisadvantagedDivision855041
State224061294742
English LearnersDivision11<100
State5211340435
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 AssessmentsDivision988154
 State397141393623
State LicensuresDivision272617
 State167317901964
Industry CertificationDivision109411011244
 State89541100544109590
Workplace ReadinessDivision3399631039
 State336653077542313
Total Credentials EarnedDivision155821712354
 State128850137248157490
Students Earning One or More CredentialsDivision120014101423
 State104867109089126113
CTE CompletersDivision269257282
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students10991912133069.6%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students11021965145474%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students10641859130970.4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
64.463.965.7

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
2013-20144,243.004,494.001,158.00
2014-20154,388.004,688.001,198.00
2015-20163,893.004,747.001,565.00

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 Students12393467147172125544731641551238353017821512325572185245
Female6169221727562142567371615926098104611128685115
Male62242467597634021791846224270801116214286100130
American Indian35012360114011038100
Asian734195571693369926767101538
Black1629942527174675232416597429361614902651
Hispanic1085421811115054171111647017191267672024
Native Hawaiian36000360003400038000
White782827585104781730210110377003071081367504341114128
Two or more races1046371323105333191310875216181154582234
Students with Disabilities11588231441224783748123891345212721143866
Economically Disadvantaged232419574862486203797723912028698228220392129
English Learners3631454390155341219974831896
Homeless661861285154558861076171522
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 Students96.0995.9895.56
Female96.0395.9295.51
Male96.1596.0595.6
American Indian95.9996.697.4
Asian97.5597.3997.02
Black96.4196.1295.72
Hispanic95.9595.8295.46
Native Hawaiian97.2797.8197.67
White95.9195.8295.39
Two or more races96.0596.1595.57
Students with Disabilities94.8694.8894.36
Economically Disadvantaged94.7894.8894.17
English Learners96.6296.7396.42
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 Offenses109
Technology Offenses27
Offenses Against Student237
Offenses Against Staff22
Weapons Offenses25
Property Offenses24
All Other Offenses80
Other Offenses Against Persons261
Disorderly or Disruptive Behavior Offenses897
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 Indian0.2680.180.2990.150.252
Asian5.6161.635.6222.635.5791.49
Black13.20221.9613.21426.3213.13528.8
Hispanic9.0438.719.2688.519.9918.56
Native Hawaiian0.260.2680.310.284
White63.29357.7162.62748.4561.72948.51
Two or more races8.3739.88.70913.629.42412.64
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 Indian0.2680.2990.252
Asian5.6165.6225.579
Black13.20213.21412.913.13514.81
Hispanic9.0439.2686.459.99111.11
Native Hawaiian0.260.2683.230.284
White63.29362.62770.9761.72970.37
Two or more races8.3738.7096.459.4243.7
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 Indian0.2680.2990.252
Asian5.6165.6225.579
Black13.20213.21433.3313.135
Hispanic9.0439.2689.991
Native Hawaiian0.260.2680.284
White63.29362.62766.6761.729
Two or more races8.3738.7099.424
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 Students21.5621.7821.39
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 Students20.1421.5927.04
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 Students60.4259.4657.02
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: 14.41 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 13.61 : 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 icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional3%2%
Provisional Special Education0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%--
High Poverty---
Low Poverty100%--
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201535%62%2%1%
2015-201636%60%2%2%
2016-201734%61%2%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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