A.W.E. Bassette Elementary
General school information
Category: Elementary (PK-05) School
Phone: 757-727-1071
Address: 671 Bell St Hampton, VA 23661
Principal: Mr. Bryce R. Johnson
Superintendent: Dr. Jeffery O. Smith
Region: 2
Division: Hampton City Public Schools
Division Website (opens new window)
Map results may not reflect school division or attendance zone boundaries.
State Accreditation Status
Accreditation Denied
Title I Improvement Status
Title I Priority School
Reward School Status
Enrollment
Go to full chart498
Absenteeism
Go to full chartReading Proficiency
Go to full chart60 %
Math Proficiency
Go to full chart65%
Science Proficiency
Go to full chart73 %
History Proficiency
Go to full chart75 %
Accountability
State Accreditation Status
Accreditation Denied
A school is rated Accreditation Denied if it fails to meet the requirements for full or partial accreditation for four consecutive years. Any school denied accreditation must provide parents and other interested parties the following: written notice of the school’s accreditation rating; a copy of the school division’s proposed corrective action plan describing the steps to be taken to raise achievement to state standards, including a timeline for implementation; and an opportunity to comment on the corrective action plan prior to its adoption.
State Accreditation Results
.
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.
| State Accreditation Results | |||||||||
|---|---|---|---|---|---|---|---|---|---|
| 2013-2014 | 2014-2015 | 2015-2016 | |||||||
| Subject | Accreditation Benchmark | 1 Year | 3 Year | 1 Year | 3 Year | 1 Year | 3 Year | Met Accreditation Benchmark | |
| English | 75 | 47 | 58 | 49 | 50 | 61 | 53 | NO-I | |
| Mathematics | 70 | 68 | 63 | 56 | 64 | 65 | 63 | NO-I | |
| History | 70 | 76 | 77 | 89 | 78 | 73 | 78 | YES | |
| Science | 70 | 53 | 62 | 33 | 52 | 70 | 54 | YES | |
| Graduation and Completion Index | - | - | - | - | - | - | - | - | |
| LEGEND | Yes-C = Current year Yes-3YR = Three-year average Yes-4YR = Four-year average IS = Improving school AB = Approaching benchmark W = Warned | ||||||||
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 Performance | 2013-2014 | 2014-2015 | 2015-2016 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
| All Students | 4 | 45 | 41 | 55 | 6 | 49 | 43 | 51 | 5 | 60 | 55 | 40 |
| Female | 7 | 52 | 45 | 48 | 8 | 47 | 39 | 53 | 5 | 62 | 57 | 38 |
| Male | 1 | 37 | 36 | 63 | 4 | 50 | 47 | 50 | 5 | 58 | 53 | 42 |
| Asian | < | < | < | < | < | 100 | < | 0 | < | 100 | < | 0 |
| Black | 4 | 43 | 39 | 57 | 6 | 49 | 44 | 51 | 5 | 57 | 52 | 43 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | < | < | < | < | < | < | < | < | - | 90 | 90 | 10 |
| Two or more races | < | < | < | < | < | < | < | < | 9 | 73 | 64 | 27 |
| Students with Disabilities | - | 33 | 33 | 67 | - | 26 | 26 | 74 | 4 | 31 | 27 | 69 |
| Economically Disadvantaged | 5 | 45 | 39 | 55 | 5 | 48 | 43 | 52 | 4 | 56 | 52 | 44 |
| Grade 3 English Reading Performance | 2013-2014 | 2014-2015 | 2015-2016 | |||||||||
| Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
| All Students | 3 | 49 | 46 | 51 | 10 | 54 | 44 | 46 | 7 | 57 | 50 | 43 |
| Female | 7 | 55 | 48 | 45 | 17 | 54 | 37 | 46 | 3 | 60 | 57 | 40 |
| Male | - | 43 | 43 | 57 | 3 | 54 | 51 | 46 | 10 | 53 | 43 | 47 |
| Black | 4 | 48 | 44 | 52 | 9 | 54 | 45 | 46 | 7 | 54 | 47 | 46 |
| White | < | < | < | < | < | < | < | < | < | 100 | < | 0 |
| Two or more races | < | < | < | < | < | < | < | < | < | 100 | < | 0 |
| Students with Disabilities | < | < | < | < | < | < | < | < | < | < | < | < |
| Economically Disadvantaged | 4 | 51 | 47 | 49 | 10 | 58 | 48 | 42 | 8 | 45 | 37 | 55 |
| Grade 4 English Reading Performance | 2013-2014 | 2014-2015 | 2015-2016 | |||||||||
| Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
| All Students | 3 | 45 | 43 | 55 | 3 | 47 | 44 | 53 | 5 | 62 | 57 | 38 |
| Female | 4 | 48 | 43 | 52 | 3 | 45 | 42 | 55 | 6 | 67 | 61 | 33 |
| Male | - | 41 | 41 | 59 | 3 | 48 | 45 | 53 | 5 | 59 | 54 | 41 |
| Asian | < | 100 | < | 0 | < | 100 | < | 0 | ||||
| Black | 3 | 41 | 38 | 59 | 3 | 47 | 43 | 53 | 3 | 57 | 54 | 43 |
| Hispanic | < | 100 | < | 0 | < | < | < | < | < | < | < | < |
| White | < | < | < | < | < | < | < | < | < | < | < | < |
| Two or more races | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
| Students with Disabilities | < | < | < | < | < | < | < | < | < | < | < | < |
| Economically Disadvantaged | 3 | 41 | 38 | 59 | 4 | 47 | 43 | 53 | 4 | 67 | 63 | 33 |
| Grade 5 English Reading Performance | 2013-2014 | 2014-2015 | 2015-2016 | |||||||||
| Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
| All Students | 7 | 42 | 35 | 58 | 4 | 45 | 42 | 55 | 4 | 60 | 56 | 40 |
| Female | 9 | 53 | 44 | 47 | - | 39 | 39 | 61 | 6 | 58 | 53 | 42 |
| Male | 4 | 29 | 25 | 71 | 6 | 50 | 44 | 50 | 2 | 61 | 59 | 39 |
| Black | 4 | 39 | 35 | 61 | 4 | 46 | 42 | 54 | 4 | 59 | 55 | 41 |
| Hispanic | < | 100 | < | 0 | < | 100 | < | 0 | < | < | < | < |
| White | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
| Two or more races | < | < | < | < | < | < | < | < | < | < | < | < |
| Students with Disabilities | < | < | < | < | < | < | < | < | - | 38 | 38 | 62 |
| Economically Disadvantaged | 8 | 41 | 33 | 59 | - | 39 | 39 | 61 | - | 53 | 53 | 48 |
| LEGEND | < = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups | |||||||||||
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 Performance | 2013-2014 | 2014-2015 | 2015-2016 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
| All Students | 9 | 66 | 57 | 34 | 5 | 57 | 51 | 43 | 14 | 65 | 51 | 35 |
| Female | 11 | 67 | 56 | 33 | 4 | 51 | 47 | 49 | 9 | 59 | 50 | 41 |
| Male | 7 | 64 | 57 | 36 | 6 | 62 | 56 | 38 | 17 | 69 | 52 | 31 |
| Asian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
| Black | 9 | 64 | 55 | 36 | 5 | 59 | 54 | 41 | 12 | 62 | 50 | 38 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | < | < | < | < | < | < | < | < | 20 | 90 | 70 | 10 |
| Two or more races | < | 100 | < | 0 | < | < | < | < | 27 | 82 | 55 | 18 |
| Students with Disabilities | - | 55 | 55 | 45 | - | 39 | 39 | 61 | 8 | 29 | 21 | 71 |
| Economically Disadvantaged | 9 | 68 | 58 | 32 | 5 | 52 | 47 | 48 | 13 | 60 | 47 | 40 |
| Grade 3 Mathematics Performance | 2013-2014 | 2014-2015 | 2015-2016 | |||||||||
| Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
| All Students | 2 | 59 | 58 | 41 | 1 | 52 | 51 | 48 | 5 | 51 | 46 | 49 |
| Female | 4 | 63 | 59 | 37 | 2 | 56 | 54 | 44 | 3 | 47 | 43 | 53 |
| Male | - | 56 | 56 | 44 | - | 47 | 47 | 53 | 6 | 55 | 48 | 45 |
| Black | 2 | 62 | 60 | 38 | 1 | 52 | 51 | 48 | 5 | 48 | 43 | 52 |
| White | < | < | < | < | < | < | < | < | < | 100 | < | 0 |
| Two or more races | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
| Students with Disabilities | < | < | < | < | < | < | < | < | < | < | < | < |
| Economically Disadvantaged | 2 | 65 | 63 | 35 | - | 50 | 50 | 50 | 5 | 37 | 32 | 63 |
| Grade 4 Mathematics Performance | 2013-2014 | 2014-2015 | 2015-2016 | |||||||||
| Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
| All Students | 4 | 85 | 80 | 15 | 12 | 70 | 58 | 30 | 22 | 72 | 50 | 28 |
| Female | 4 | 79 | 75 | 21 | 6 | 65 | 59 | 35 | 14 | 64 | 50 | 36 |
| Male | 5 | 91 | 86 | 9 | 18 | 74 | 56 | 26 | 29 | 79 | 50 | 21 |
| Asian | < | 100 | < | 0 | < | 100 | < | 0 | ||||
| Black | 3 | 83 | 80 | 18 | 12 | 73 | 62 | 27 | 19 | 69 | 50 | 31 |
| Hispanic | < | 100 | < | 0 | < | < | < | < | < | < | < | < |
| White | < | 100 | < | 0 | < | < | < | < | < | < | < | < |
| Two or more races | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
| Students with Disabilities | < | < | < | < | < | < | < | < | < | < | < | < |
| Economically Disadvantaged | 3 | 82 | 79 | 18 | 14 | 65 | 51 | 35 | 24 | 72 | 48 | 28 |
| Grade 5 Mathematics Performance | 2013-2014 | 2014-2015 | 2015-2016 | |||||||||
| Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
| All Students | 19 | 58 | 39 | 42 | 2 | 46 | 44 | 54 | 12 | 69 | 57 | 31 |
| Female | 21 | 62 | 41 | 38 | 4 | 22 | 17 | 78 | 9 | 66 | 57 | 34 |
| Male | 17 | 53 | 37 | 47 | - | 65 | 65 | 35 | 15 | 71 | 56 | 29 |
| Black | 19 | 53 | 34 | 47 | - | 49 | 49 | 51 | 12 | 68 | 57 | 32 |
| Hispanic | < | 100 | < | 0 | < | < | < | < | < | < | < | < |
| White | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
| Two or more races | < | 100 | < | 0 | < | < | < | < | < | < | < | < |
| Students with Disabilities | < | < | < | < | < | < | < | < | 9 | 36 | 27 | 64 |
| Economically Disadvantaged | 20 | 60 | 40 | 40 | 2 | 40 | 38 | 60 | 8 | 69 | 62 | 31 |
| 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 Performance | 2013-2014 | 2014-2015 | 2015-2016 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
| All Students | 2 | 54 | 52 | 46 | 4 | 35 | 31 | 65 | 9 | 73 | 64 | 27 |
| Female | 2 | 50 | 48 | 50 | 4 | 22 | 17 | 78 | 6 | 58 | 53 | 42 |
| Male | 2 | 57 | 56 | 43 | 3 | 45 | 42 | 55 | 12 | 84 | 71 | 16 |
| Black | 1 | 52 | 51 | 48 | 2 | 37 | 35 | 63 | 8 | 75 | 66 | 25 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | < | < | < | < | < | < | < | < | < | < | < | < |
| Two or more races | < | < | < | < | < | < | < | < | < | < | < | < |
| Students with Disabilities | - | 29 | 29 | 71 | < | < | < | < | 9 | 64 | 55 | 36 |
| Economically Disadvantaged | 1 | 53 | 52 | 47 | 2 | 28 | 26 | 72 | 8 | 70 | 62 | 30 |
| Grade 5 Science Performance | 2013-2014 | 2014-2015 | 2015-2016 | |||||||||
| Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
| All Students | - | 43 | 43 | 57 | 4 | 35 | 31 | 65 | 9 | 73 | 64 | 27 |
| Female | - | 45 | 45 | 55 | 4 | 22 | 17 | 78 | 6 | 58 | 53 | 42 |
| Male | - | 41 | 41 | 59 | 3 | 45 | 42 | 55 | 12 | 84 | 71 | 16 |
| Black | - | 41 | 41 | 59 | 2 | 37 | 35 | 63 | 8 | 75 | 66 | 25 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | < | 100 | < | 0 | < | < | < | < | < | < | < | < |
| Two or more races | < | < | < | < | < | < | < | < | < | < | < | < |
| Students with Disabilities | < | < | < | < | < | < | < | < | 9 | 64 | 55 | 36 |
| Economically Disadvantaged | - | 41 | 41 | 59 | 2 | 28 | 26 | 72 | 8 | 70 | 62 | 30 |
| 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 Performance | 2013-2014 | 2014-2015 | 2015-2016 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
| All Students | 21 | 77 | 56 | 23 | 16 | 91 | 75 | 9 | 18 | 75 | 58 | 25 |
| Female | 23 | 75 | 52 | 25 | 4 | 92 | 88 | 8 | 19 | 68 | 49 | 32 |
| Male | 19 | 79 | 60 | 21 | 25 | 91 | 66 | 9 | 17 | 81 | 65 | 19 |
| Black | 19 | 80 | 60 | 20 | 16 | 92 | 76 | 8 | 17 | 77 | 61 | 23 |
| Hispanic | < | < | < | < | < | 100 | < | 0 | < | < | < | < |
| White | < | < | < | < | < | 100 | < | 0 | < | 100 | < | 0 |
| Two or more races | < | < | < | < | < | < | < | < | < | < | < | < |
| Students with Disabilities | 18 | 76 | 59 | 24 | < | < | < | < | - | 55 | 55 | 45 |
| Economically Disadvantaged | 23 | 76 | 53 | 24 | 11 | 89 | 78 | 11 | 14 | 68 | 54 | 32 |
| VA Studies Performance | 2013-2014 | 2014-2015 | 2015-2016 | |||||||||
| Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
| All Students | 20 | 79 | 59 | 21 | 16 | 91 | 75 | 9 | 18 | 75 | 58 | 25 |
| Female | 22 | 72 | 50 | 28 | 4 | 92 | 88 | 8 | 19 | 68 | 49 | 32 |
| Male | 17 | 86 | 69 | 14 | 25 | 91 | 66 | 9 | 17 | 81 | 65 | 19 |
| Black | 16 | 80 | 64 | 20 | 16 | 92 | 76 | 8 | 17 | 77 | 61 | 23 |
| Hispanic | < | < | < | < | < | 100 | < | 0 | < | < | < | < |
| White | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
| Two or more races | < | < | < | < | < | < | < | < | < | < | < | < |
| Students with Disabilities | < | < | < | < | < | < | < | < | - | 55 | 55 | 45 |
| Economically Disadvantaged | 19 | 77 | 58 | 23 | 11 | 89 | 78 | 11 | 14 | 68 | 54 | 32 |
| 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 | |||||||||||
Number of recently arrived English language learners exempted from state reading assessments
| 2013-2014 | 2014-2015 | 2015-2016 | |
|---|---|---|---|
| State | 0 | 0 | 0 |
| Division | 0 | 0 | 0 |
| School | 0 | 0 | 0 |
| Number of recently arrived English language learners exempted from state reading assessments | |||
Enrollment
Fall Membership by Grade
| Grade | 2013-2014 | 2014-2015 | 2015-2016 |
|---|---|---|---|
| Pre-kindergarten | 23 | 6 | 12 |
| Kindergarten | 48 | 81 | 89 |
| Grade 1 | 77 | 66 | 71 |
| Grade 2 | 67 | 72 | 71 |
| Grade 3 | 63 | 91 | 67 |
| Grade 4 | 43 | 83 | 93 |
| Grade 5 | 67 | 55 | 95 |
| Total Students | 388 | 454 | 498 |
| 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
2015 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 | |||
|---|---|---|---|
| Subgroup | 2013-2014 | 2014-2015 | 2015-2016 |
| All Students | 388 | 454 | 498 |
| Female | 190 | 222 | 226 |
| Male | 198 | 232 | 272 |
| Asian | 3 | 5 | 3 |
| Black | 321 | 390 | 421 |
| Hispanic | 14 | 16 | 21 |
| Native Hawaiian | 1 | 1 | |
| White | 31 | 24 | 28 |
| Two or more races | 18 | 18 | 25 |
| Students with Disabilities | 55 | 59 | 76 |
| Not Students with Disabilities | 333 | 395 | 422 |
| Economically Disadvantaged | 318 | 282 | 242 |
| Not Economically Disadvantaged | 70 | 172 | 256 |
| English Learners | 3 | 5 | 1 |
| Not English Learners | 385 | 449 | 497 |
| Homeless | 11 | 8 | 8 |
| 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 | ||
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 | |||
|---|---|---|---|
| 2012-2013 | 2013-2014 | 2014-2015 | |
| Percentage of fiscal year division operating expenditures for instructional costs | 64.2 | 64.4 | 63.3 |
Statewide Expenditures
The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.
Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.
| School State - Percentage of Expenditures | |||
|---|---|---|---|
| 2012-2013 | 2013-2014 | 2014-2015 | |
| Percentage of fiscal year state operating expenditures for instructional costs | 66.2 | 66.8 | 67.1 |
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 Funding | State | Federal | 2012-2013 | 3,253.00 | 5,773.00 | 1,035.00 | 2013-2014 | 3,547.00 | 5,896.00 | 982.00 | 2014-2015 | 3,818.00 | 5,880.00 | 1,031.00 |
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 Funding | State | Federal | 2012-2013 | 5,777.00 | 4,605.00 | 875.00 | 2013-2014 | 5,823.00 | 4,634.00 | 784.00 | 2014-2015 | 5,949.00 | 4,802.00 | 772.00 |
Learning Climate
Percent of Students Absent
Percent of Students Absent 2015-2016 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 | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 2012-2013 | 2013-2014 | 2014-2015 | 2015-2016 | |||||||||||||
| Subgroup | 0%-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 Students | 387 | 35 | 15 | 11 | 403 | 41 | 18 | 12 | 430 | 51 | 20 | 20 | 468 | 60 | 19 | 23 |
| Female | 186 | 16 | 9 | 3 | 203 | 16 | 6 | 3 | 213 | 21 | 8 | 7 | 211 | 31 | 11 | 7 |
| Male | 201 | 19 | 6 | 8 | 200 | 25 | 12 | 9 | 217 | 30 | 12 | 13 | 257 | 29 | 8 | 16 |
| Asian | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Black | 330 | 33 | 12 | 9 | 342 | 33 | 13 | 10 | 368 | 42 | 15 | 18 | 401 | 48 | 18 | 20 |
| Hispanic | 10 | 0 | 1 | 0 | 15 | 1 | 1 | 0 | 16 | 1 | 1 | 1 | 15 | 4 | 0 | 1 |
| Native Hawaiian | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| White | 23 | 2 | 1 | 1 | 23 | 5 | 3 | 2 | 21 | 5 | 3 | 1 | 27 | 3 | 1 | 0 |
| Two or more races | 21 | 0 | 0 | 1 | 20 | 1 | 1 | 0 | 18 | 3 | 1 | 0 | 23 | 5 | 0 | 2 |
| Students with Disabilities | 51 | 5 | 4 | 4 | 51 | 6 | 2 | 2 | 54 | 10 | 2 | 4 | 62 | 13 | 4 | 3 |
| Economically Disadvantaged | 306 | 31 | 14 | 11 | 337 | 34 | 16 | 10 | 296 | 41 | 17 | 12 | 282 | 33 | 12 | 13 |
| English Learners | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Homeless | 0 | 0 | 0 | 0 | 15 | 7 | 6 | 3 | 24 | 10 | 4 | 3 | 19 | 6 | 1 | 2 |
| 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 | |||
|---|---|---|---|
| Subgroup | 2013-2014 | 2014-2015 | 2015-2016 |
| All Students | 95.32 | 94.74 | 94.84 |
| Female | 95.8 | 95.11 | 95.07 |
| Male | 94.87 | 94.39 | 94.65 |
| Asian | 99.22 | 96.84 | 96.96 |
| Black | 95.39 | 94.94 | 94.82 |
| Hispanic | 96.42 | 93.6 | 93.95 |
| White | 93.11 | 91.81 | 95.96 |
| Two or more races | 96.04 | 94.53 | 94.63 |
| Students with Disabilities | 93.99 | 93.28 | 94.23 |
| Economically Disadvantaged | 95.35 | 94.58 | 95.02 |
| English Learners | 100 | 95.22 | 91.54 |
| 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
| 2015-2016 Offenses | ||||
|---|---|---|---|---|
| Number of Offenses | ||||
| Disorderly or Disruptive Behavior Offenses | 171 | |||
| Technology Offenses | < | |||
| Offenses Against Student | < | |||
| Offenses Against Staff | < | |||
| Weapons Offenses | < | |||
| Property Offenses | < | |||
| Other Offenses Against Persons | 52 | |||
| 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 | ||||||
|---|---|---|---|---|---|---|
| 2013-2014 | 2014-2015 | 2015-2016 | ||||
| Subgroup | % Population | % Short Term Suspensions | % Population | % Short Term Suspensions | % Population | % Short Term Suspensions |
| American Indian | ||||||
| Asian | .773 | 1.101 | .602 | |||
| Black | 82.732 | 90.32 | 85.903 | 93.33 | 84.538 | 91.55 |
| Hispanic | 3.608 | 1.08 | 3.524 | .74 | 4.217 | 2.82 |
| Native Hawaiian | .258 | 4.3 | .22 | 2.22 | ||
| White | 7.99 | 5.286 | 2.22 | 5.622 | 2.11 | |
| Two or more races | 4.639 | 4.3 | 3.965 | 1.48 | 5.02 | 3.52 |
| 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 | ||||||
|---|---|---|---|---|---|---|
| 2013-2014 | 2014-2015 | 2015-2016 | ||||
| Subgroup | % Population | % Long Term Suspensions | % Population | % Long Term Suspensions | % Population | % Long Term Suspensions |
| American Indian | ||||||
| Asian | .773 | 1.101 | .602 | |||
| Black | 82.732 | 85.903 | 100 | 84.538 | 100 | |
| Hispanic | 3.608 | 3.524 | 4.217 | |||
| Native Hawaiian | .258 | .22 | ||||
| White | 7.99 | 5.286 | 5.622 | |||
| Two or more races | 4.639 | 3.965 | 5.02 | |||
| 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 | |||||
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 | ||||||
|---|---|---|---|---|---|---|
| 2013-2014 | 2014-2015 | 2015-2016 | ||||
| Subgroup | % Population | % Expulsions | % Population | % Expulsions | % Population | % Expulsions |
| American Indian | ||||||
| Asian | .773 | 1.101 | .602 | |||
| Black | 82.732 | 85.903 | 84.538 | |||
| Hispanic | 3.608 | 3.524 | 4.217 | |||
| Native Hawaiian | .258 | .22 | ||||
| White | 7.99 | 5.286 | 5.622 | |||
| Two or more races | 4.639 | 3.965 | 5.02 | |||
| 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 | |||||
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 | |||
|---|---|---|---|
| 2013-2014 | 2014-2015 | 2015-2016 | |
| Percentage | Percentage | Percentage | |
| All Students | 81.3 | 90.27 | 89.63 |
| 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 | |||
|---|---|---|---|
| 2013-2014 | 2014-2015 | 2015-2016 | |
| Percentage | Percentage | Percentage | |
| All Students | 64.86 | 66.67 | 72.22 |
| 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 | |||
|---|---|---|---|
| 2013-2014 | 2014-2015 | 2015-2016 | |
| Percentage | Percentage | Percentage | |
| All Students | 84.98 | 89.22 | 85.42 |
| 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 | ||
Teacher Quality
.
Provisionally Licensed Teachers
| Provisionally Licensed Teachers | ||
|---|---|---|
| 2014-2015 | 2015-2016 | |
| Provisional | 6% | 9% |
| Provisional Special Education | 0% | 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 | |||
|---|---|---|---|
| 2013-2014 | 2014-2015 | 2015-2016 | |
| School | |||
| This school | - | - | - |
| Division | |||
| All Schools | - | - | - |
| High Poverty | 1% | - | - |
| Low Poverty | - | - | - |
| State | |||
| All Schools | 1% | 1% | 1% |
| High Poverty | 2% | 2% | 2% |
| Low Poverty | 1% | 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: 2015-2016
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 Degree | Master's Degree | Doctoral Degree | Other | |
| 2013-2014 | 39% | 59% | 0% | 2% |
| 2014-2015 | 37% | 61% | 0% | 2% |
| 2015-2016 | 31% | 67% | 0% | 2% |
| LEGEND | < = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available | |||