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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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228967112390671024906610
Female239268825926682591669
Male208767132187671322886612
American Indian20806020148671141491779
Asian309262833936073192618
Black107767231279672112786622
Hispanic208868122088681219876813
Native Hawaiian17947864969241991729
White249168926926682792658
Two or more races20907010219069101991719
Students with Disabilities166246381362493813645136
Economically Disadvantaged127765231279672114796521
English Learners168266181779632116756025
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198868122590641028855715
Female208970112890631030875713
Male198667142389661126845816
American Indian<<<<<100<0<<<<
Asian239572540915193591569
Black107565251481671917624538
Hispanic188364171588731322805820
Native Hawaiian<100<0<100<0<100<0
White229169930926283391589
Two or more races21927181485721517887112
Students with Disabilities155944411667513313584642
Economically Disadvantaged127462261380672016725628
English Learners128573151779632119705130
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students27896211308859122692658
Female299162931916092692678
Male25866114288658142791649
American Indian<<<<<<<<<100<0
Asian2986571435935874398552
Black77568251877592313826918
Hispanic249067103283521715897411
Native Hawaiian<100<0<100<0<100<0
White339359731916093193627
Two or more races1986661435925781994756
Students with Disabilities146753331864463617786122
Economically Disadvantaged147762231676602414836917
English Learners228361173085541514867114
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3591569349358735905510
Female399253837945764092528
Male3191609329160931885712
American Indian<100<0<<<<<<<<
Asian409252836945765091419
Black218261181386731419796021
Hispanic3792558339259834885412
Native Hawaiian<100<0<100<0<100<0
White379255841955453993547
Two or more races329563530916193292608
Students with Disabilities206848321270583017624538
Economically Disadvantaged238158191485711523795621
English Learners29916292685591531774623
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258762132688621226906410
Female26916492989611128906210
Male248459162487621324896511
American Indian<100<0<100<0<100<0
Asian38905110379255827886112
Black157661241777592310786822
Hispanic24896611169074102192718
Native Hawaiian<100<0<100<0<100<0
White26896211308959113293617
Two or more races26886212249167919866714
Students with Disabilities115846421657424312614939
Economically Disadvantaged117665241880622012806920
English Learners12736227188263188797221
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18907310219270824896511
Female209474623947262691659
Male158772132089691122886612
Asian279567540985823492588
Black87971211379662113796621
Hispanic16917592089691115857015
Native Hawaiian<<<<<100<0<<<<
White209373722937272792658
Two or more races109180919937472393707
Students with Disabilities16675133763563713705730
Economically Disadvantaged98172191184731613816819
English Learners5746826-90901012766424
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168367171684681615877213
Female198869121989701115907510
Male148065201378652215846916
American Indian<100<0<100<0
Asian2790631031915992991639
Black669633186658347777023
Hispanic147965211386731415836817
White188668141786691416907410
Two or more races158469161382701815857115
Students with Disabilities14443056174629546514649
Economically Disadvantaged564593686961319756625
English Learners1075652555248488675833
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students129583510938371194836
Female139683413948161396834
Male1193837892848992838
American Indian<100<0<100<0
Asian279871215927681093847
Black587821328785135868114
Hispanic79386788881128908210
Native Hawaiian<100<0<100<0<100<0
White129784312958351396834
Two or more races15937871293817895875
Students with Disabilities19715229769623111635237
Economically Disadvantaged786791428179194858015
English Learners<<<<-676733-565644
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298556153285531534875313
Female33905610389053104091519
Male248056202680542028825518
American Indian<100<0<100<0
Asian5491379519039106193327
Black157359271776592416745826
Hispanic278054202384611632835117
Native Hawaiian<<<<<100<031100690
White308757133587521337895211
Two or more races258560152585591528896111
Students with Disabilities134734531250385010483852
Economically Disadvantaged136754331269573117755725
English Learners9584842261593914645036
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students287850222580552031815019
Female368650142988601236865014
Male217151292170503026755025
American Indian<100<0<100<0
Asian519038104789421160892911
Black136351371671552914645036
Hispanic257853222381581932774523
White318049202680542032835117
Two or more races158066201678622225866014
Students with Disabilities9342566133825626353065
Economically Disadvantaged105646441266543416654935
English Learners6595341-55554524623838
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students309162938915293793567
Female319462647924684496524
Male288961113089581130895911
American Indian<100<0<100<0
Asian569236856923686198372
Black178367171881631918846616
Hispanic298354172388651232895711
Native Hawaiian<<<<<100<0<100<0
White309465644934974195545
Two or more races34905510339057103293617
Students with Disabilities186547351164523616634737
Economically Disadvantaged167963211273622719856615
English Learners135644444676333-676733
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

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students229068102290681023896611
Female2291699219270822906810
Male238967112389661124886412
American Indian11837217238664141791749
Asian469650445955054395525
Black118170191281691911796821
Hispanic188970111889721118866814
Native Hawaiian3010070025967141192828
White239268824926882591679
Two or more races228968111990711021896811
Students with Disabilities136551351366533413635037
Economically Disadvantaged148268181282701813806720
English Learners298960112888601226866014
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students239067102386631428855815
Female208869122186651424846016
Male26916592586621431865614
American Indian<<<<<<<<<100<0
Asian3695595479347751883712
Black127866221370583013655235
Hispanic248561151579642111827118
Native Hawaiian<100<0<100<0<100<0
White23936972590651034905610
Two or more races29936471686701421856415
Students with Disabilities136046401860424013614839
Economically Disadvantaged147864221074642617725428
English Learners267751231880622023755225
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students389153932926083592578
Female3790541027926583191619
Male399152938925484093537
American Indian<<<<<<<<<100<0
Asian529340748985026398352
Black197455262283611717826518
Hispanic28926382786591422906710
Native Hawaiian<100<0<100<0<100<0
White449450634956153993547
Two or more races2988601236935773194636
Students with Disabilities186951311671552919735527
Economically Disadvantaged228159191981621917866914
English Learners3988491224926782194736
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3992538419251834905610
Female399152941925183392598
Male3993547409251835885312
American Indian<100<0<<<<<<<<
Asian609838257943665996374
Black208464162080602015836817
Hispanic32895711329361733845216
Native Hawaiian<100<0<100<0<100<0
White429251847944763692568
Two or more races389558534946064192518
Students with Disabilities176649341570553015574343
Economically Disadvantaged228463162186651420785822
English Learners47944764690441035834817
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students379659436955953793567
Female369660437955853593577
Male389657435956053893557
American Indian<100<0<100<0<<<<
Asian6999291541004605092428
Black18917392589641115836717
Hispanic309666427956753193627
Native Hawaiian<100<0<100<0<100<0
White399758439965744396524
Two or more races399657433956152992638
Students with Disabilities148168191976572416725628
Economically Disadvantaged21927181890721017867014
English Learners3596624411005904093527
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148470161483701714806620
Female148874121386721412827018
Male137966211481671916786222
Asian1588731215958052596714
Black11736227567633313635137
Hispanic138471162083631712796721
Native Hawaiian<100<0<100<0<100<0
White148672141486721415826718
Two or more races16846916138572159847516
Students with Disabilities16533747753454715493451
Economically Disadvantaged12756325875672510716129
English Learners-888812148167191796784
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students579732168376173817819
Female483791758883124817719
Male776702477871222817919
Asian<<<<27805320<<<<
Black772642877871224706730
Hispanic29290888577158746726
White681741958479162868414
Two or more races-64643647873224797521
Students with Disabilities13523948155944418584942
Economically Disadvantaged472682867468262757425
English Learners<100<01080702010807020
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8928589938478898011
Female8948668958759908210
Male89183910918198877813
American Indian<100<0<100<0<100<0
Asian289971134986423095665
Black489851148783131828218
Hispanic59085106979138857715
White7938678938578908210
Two or more races4928888938578847616
Students with Disabilities-73732716362372595841
Economically Disadvantaged488841238785134787422
English Learners68881131588731214836917
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128775131288751213897611
Female13877413119079101392798
Male108777131386721414877313
American Indian<100<0<100<0<100<0
Asian4797503398950113799611
Black277752338077205827718
Hispanic11857415988791211887612
White108979111390771013907710
Two or more races12857315681751912897811
Students with Disabilities248465226563351636237
Economically Disadvantaged474702647975217827518
English Learners26956851570563026785222
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students209374721967542397743
Female219473619967642297753
Male189374723967342497733
Asian489547560983924397543
Black88779138968841496824
Hispanic1587721314937972397743
Native Hawaiian<100<0<100<0<100<0
White199576521967542298752
Two or more races179275810978732197763
Students with Disabilities13887513128876121994756
Economically Disadvantaged99384713978431796794
English Learners73100270501005003693577
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students199071101890721017897211
Female189072101790741016897311
Male20917191890711018887012
American Indian1792758-828218-808020
Asian309364730926383694586
Black879712178275186767124
Hispanic148774131589741116856915
Native Hawaiian<<<<1393807-838317
White219372720927281892738
Two or more races19917191388741216897311
Students with Disabilities11614939106151397554845
Economically Disadvantaged977682378174199766724
English Learners207858221677612315756025
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students39915293389551127886112
Female399050103288561224876313
Male38925583589541130885812
American Indian<100<0<<<<<<<<
Asian4592478429048104891439
Black207758231774562611746326
Hispanic358954112588631226835717
Native Hawaiian<100<0<100<0<100<0
White4193527419352729906110
Two or more races4691469208566152693677
Students with Disabilities17654735146046408514349
Economically Disadvantaged248056201574592615725728
English Learners388546152978492223775423
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148873121386741413877413
Female138977111188761210887812
Male168770131485711516877113
American Indian<100<0<100<0
Asian329663425916692794676
Black773662757671244747026
Hispanic108777131489751114846916
White1591769148875121391789
Two or more races11867514882741815836717
Students with Disabilities7494251165136494504650
Economically Disadvantaged372702857671247756825
English Learners10867614107162299706130
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1690751017937671991719
Female1590751016947862092728
Male1691759179174919907110
Asian219474632926083797603
Black381781958480166847916
Hispanic7857815189274818886913
Native Hawaiian<100<0<<<<<100<0
White199274817947762292708
Two or more races1694786199374716907410
Students with Disabilities453494726260385554945
Economically Disadvantaged473702748783136797321
English Learners13705730779712114816719
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students199475618947661893757
Female189375717937671791749
Male219574519947561994766
American Indian<<<<<<<<
Asian359661434986524297553
Black8928383918895797421
Hispanic1189791189083101192818
Native Hawaiian<100<0<100<0<<<<
White209575521947361894776
Two or more races199475613968341997773
Students with Disabilities331006701864453614715729
Economically Disadvantaged109282858883129867714
English Learners<<<<181008209736427
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students489851148985116868014
Female387851348985115888212
Male690841058984117847716
American Indian<100<0<<<<
Asian-808020-88881324866214
Black17877222848216-696931
Hispanic487831338683146807320
Native Hawaiian<<<<<<<<
White692878592878891849
Two or more races38986115847916-848416
Students with Disabilities26462362686632-565644
Economically Disadvantaged277752328584155736827
English Learners-606040-6565355706530
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students289062102890621025906410
Female258964112590641022896711
Male31906010319160928906210
American Indian25100750108070201394816
Asian449753343955253895585
Black147864221480662010786822
Hispanic28896111269166920886812
Native Hawaiian45823618-9191932100680
White299263830926282791649
Two or more races3088581229936472791649
Students with Disabilities12604840116453369645436
Economically Disadvantaged137461261278652213796621
English Learners278557152582571821876613
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students22906810239268818897111
Female188870122090711014887412
Male279365727936672391689
American Indian<100<0<100<0
Asian439654432956352098792
Black875672597869226777123
Hispanic19856615168771137847716
Native Hawaiian<<<<<100<0<100<0
White249470626946862191709
Two or more races2186651428976932394716
Students with Disabilities561553966255384585442
Economically Disadvantaged675702587668244777323
English Learners-6767339706130-575743
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18907210209272818897111
Female15907610169174915907510
Male21906910249369721896811
American Indian<100<0<100<0
Asian229876233946162796694
Black10796921118372177827518
Hispanic1991729269367717907310
Native Hawaiian<<<<<100<0<100<0
White1892748209374720907010
Two or more races2791649239470615897411
Students with Disabilities6575143117161296585242
Economically Disadvantaged7767024108070209797121
English Learners5827718298858138857715
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178568152287651318846616
Female148369171884661616836717
Male208766132789631120856615
Asian379356732915993596614
Black67467261078682210706030
Hispanic168065201387751321876613
Native Hawaiian<100<0<<<<<100<0
White178871122588631218866814
Two or more races24846016249268819856615
Students with Disabilities446425475346474545046
Economically Disadvantaged6645836107666247726428
English Learners97061301563483721896811
Geography Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students319968140985822496714
Female259974140985921996774
Male389961140985723095655
Asian321006807010030056100440
Black1695795793877-888812
Hispanic<100<02010080018826518
Native Hawaiian<100<0
White319968141975732397743
Two or more races291007103110069033100670
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged20100800171008309827318
English Learners<100<0<100<0<100<0
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2991629269063102692678
Female299263825916692493707
Male29906110288960112892648
American Indian<100<0<100<0
Asian589941140955554491479
Black12827018128270187847616
Hispanic2692668249267820907010
White299262830916192895675
Two or more races31905910198869122791639
Students with Disabilities556524455550455676233
Economically Disadvantaged9726328979702119836417
English Learners3394616590861024906710
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5391389469044104591469
Female509040104590461042894711
Male5792368489042104994446
American Indian<100<0<100<0<100<0
Asian639834270952656595305
Black297849222575502522785522
Hispanic5092438489345732905810
Native Hawaiian<100<0<100<0<100<0
White599435649924385193427
Two or more races5388361250954554693487
Students with Disabilities226342371468543218715329
Economically Disadvantaged297849222175552524846016
English Learners639734350934383895565
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

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

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-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 Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All 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
Military Connected393640003980
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 StudentsDivision603315931727
State4978334419271095854981970
FemaleDivision3211433069
State27214151999363331873682
MaleDivision282172631118
State2256919220177462536251288
American IndianDivision<<<<0<
State123127114274
AsianDivision5461001
State45731128821711553
BlackDivision63523038
State79241059810702211500849
HispanicDivision42320041
State47504926292891961258
WhiteDivision39120043715
State299871610411585831717709
Two or more racesDivision51241032
State23641473934417494
Students with DisabilitiesDivision4499076
State1022603427101341173104
Economically DisadvantagedDivision3765401113
State959515820159443026401137
English LearnersDivision970020
State1518329526534162581
HomelessDivision241021
State203616882523657
Military ConnectedDivision110720025
State175295542122029
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students97492795.293095.5171.7
Female48246796.946796.961.2
Male49246093.546394.1112.2
American Indian0<100<10000
Asian626198.46198.400
Black12911891.511891.532.3
Hispanic797493.77493.745.1
White6205959659896.571.1
Two or more races817693.87693.833.7
Students with Disabilities766281.66281.679.2
Economically Disadvantaged13010681.510681.5118.5
English Learners181688.91688.9211.1
Homeless10770770220
Military Connected18918296.318296.321.1
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken - -1,007 / 24.53%
Advanced Placement Course Enrollment - -1,497 / 36.47%
Dual Enrollment -0 / 0%0 / 0%
Governor’s School Enrollment -51 / 1.24%46 / 1.12%
IB Course Enrollment -79 / 1.92%74 / 1.8%
Senior Enrolled in IB Program -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
State800295758128
FemaleDivision45037018
State404633112723
MaleDivision46734027
State395662645433
AsianDivision49466
State5267459213
BlackDivision947026
State171681128234
HispanicDivision624724
State8078522135
Native HawaiianDivision0<100
State1147336
WhiteDivision63549123
State457613375026
Two or more racesDivision755428
State3387249826
Students with DisabilitiesDivision553242
State5663303146
Economically DisadvantagedDivision855041
State224091294842
English LearnersDivision11<100
State5212340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision-8154
 State-41393623
State LicensuresDivision-2617
 State-17901964
Industry CertificationDivision-11011244
 State-100544109590
Workplace ReadinessDivision-9631039
 State-3077542313
Total Credentials EarnedDivision-21712354
 State-137248157490
Students Earning One or More CredentialsDivision-14101423
 State-109089126113
CTE CompletersDivision-257282
 State-4240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
Subgroup2015-20162016-20172017-2018
All Students95.9895.5695.58
Female95.9295.5195.51
Male96.0595.695.66
American Indian96.697.494.95
Asian97.3997.0297.15
Black96.1295.7295.78
Hispanic95.8295.4695.4
Native Hawaiian97.8197.6796.76
White95.8295.3995.42
Two or more races96.1595.5795.57
Students with Disabilities94.8894.3694.52
Economically Disadvantaged94.8894.1794.18
English Learners96.7396.4296.06
Military Connected96.2295.8395.9
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
2015-201635%60%2%3%
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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