A.W.E. Bassette Elementary

State Accreditation Status

Accredited

Reward School Status

Enrollment

469

Go to full chart
Absenteeism

Go to full chart
Reading Proficiency

62 %

Go to full chart
Math Proficiency

50%

Go to full chart
Science Proficiency

62 %

Go to full chart
History Proficiency

78 %

Go to full chart

ACCREDITATION

Accreditation Status This Year: Accredited

School Quality Indicators

Academic Achievement

English	Level Two
Mathematics	Level Two
Science	Level One

Achievement Gaps

English	Level Two
Mathematics	Level Two

Student engagement & Outcomes

Chronic Absenteeism

Level One

Accredited: All indicators at Level One or Level Two or Waiver
Accredited With Conditions: One or more indicators at Level Three
Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group	Achievement Gap - English	Achievement Gap - Math
Asian	No Students	No Students
Black	Level Two	Level Two
Economically Disadvantaged	Level Two	Level Three
English Learners	Level One	Level One
Hispanic	Level One	No Students
Students with Disabilities	Level One	Level One
White	Level One	Level One

The school quality indicator for academic achievement in mathematics provides equal credit for students who pass state mathematics tests and for non-passing students who showed significant improvement.

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

The combined rate used to evaluate academic achievement in English in elementary and middle schools includes students who passed state tests in English and non-passing students who showed significant improvement, including non-passing English learners making progress toward learning English. The combined rate used to evaluate academic achievement in English in high schools includes students who pass state tests and English learners making progress toward learning English.

Select “Show Data” for details on the combined rate for English Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state English tests
Percent Passing With Recovery – Percent of students in school or group passing state English tests after remedial instruction
Percent Showing Growth – Percent of non-passing students who improved compared with prior performance on state English tests
Percent Showing EL Progress or Proficiency – Percent of English-language learners passing state English-language proficiency tests or making progress toward English-language proficiency
Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement, growth or progress
No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement, growth or progress

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three
Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three
Level Three – Two or more student groups performing at Level Three

The combined rate used to evaluate academic achievement in mathematics in elementary and middle schools includes students who passed state tests in mathematics and non-passing students who showed significant improvement. Academic achievement in mathematics in high school is evaluated based on the percentage of students passing state end-of-course tests in mathematics.

Select “Show Data” for details on the combined rate for Mathematics Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state mathematics tests
Percent Passing With Recovery – Percent of students in school or group passing state mathematics tests after remedial instruction
Percent Showing Growth – Percent of non-passing students in school or group who improved compared with prior performance on state mathematics tests
Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement or growth
No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement or growth

The school quality indicator for science is based on the overall percentage of students passing state science tests.

18.28% of the students in this school were chronically absent.

Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Students receiving homebound and home-based instruction are excluded from the calculation. Performance on this indicator is rated as follows:

Level One — Schools with a current year or three-year average overall absenteeism rate of no more than 15 percent (that is, no more than 15 percent of the students missing 10 percent of the school year), or schools that were at Level Two the prior year and decrease the rate by ten percent or more from the prior year
Level Two — Schools not meeting Level-One performance with a current year or three-year average rate of no more than 25 percent, or schools that were at Level Three the prior year and decrease the rate by 10 percent or more from the prior year. A school shall not receive a Level- Two rating for more than four consecutive years

A high school’s four-year dropout rate is based on performance during the most recent year or on a three-year average.

Level One — Schools with a dropout rate of 0-6 percent or a 10 percent decrease if previously Level Two
Level Two — Schools with a dropout rate of 7-9 percent or 10 percent decrease if previously Level Three
Level Three — Schools with a dropout rate of 10 percent or higher or at Level Two for more than four consecutive years

Performance on the school quality indicator for graduation and completion is based on the Graduation and Completion Index. The index awards full credit for students who earn a Board of Education-approved diploma and partial credit for other outcomes, as displayed in the table below.

Outcome	Point Value
Diploma	100
High school equivalency	75
Still in school	70
Local certificate of program completion	25
Dropout	0

Level One — A Graduation and Completion Index of at least 88 or a 2.5 percent increase if previously Level Two
Level Two — A Graduation and Completion Index of 81-87 or a 2.5 percent increase if previously Level Three
Level Three — A Graduation and Completion Index of 80 or lower or Level Two for more than four consecutive years

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	5	60	55	40	11	65	54	35	10	62	52	38
Female	5	62	57	38	16	71	55	29	12	68	56	32
Male	5	58	53	42	6	60	54	40	7	55	49	45
Black	5	57	52	43	10	62	53	38	9	60	51	40
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	-	90	90	10	<	<	<	<	15	85	69	15
Two or more races	9	73	64	27	20	93	73	7	8	62	54	38
Students with Disabilities	4	31	27	69	15	31	15	69	-	64	64	36
Economically Disadvantaged	4	56	52	44	9	61	52	39	7	59	52	41
Grade 3 English Reading Performance	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	7	57	50	43	6	66	60	34	11	69	58	31
Female	3	60	57	40	4	75	71	25	16	71	55	29
Male	10	53	43	47	8	58	50	42	6	67	61	33
Black	7	54	47	46	3	64	62	36	10	65	54	35
White	<	100	<	0	<	100	<	0	<	<	<	<
Two or more races	<	100	<	0	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	100	<	0
Economically Disadvantaged	8	45	37	55	-	58	58	42	5	67	63	33
Grade 4 English Reading Performance	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	5	62	57	38	7	63	56	37	12	52	40	48
Female	6	67	61	33	10	69	59	31	14	60	46	40
Male	5	59	54	41	5	59	54	41	10	43	33	57
Black	3	57	54	43	8	59	51	41	13	54	41	46
Hispanic	<	<	<	<					<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Two or more races	<	100	<	0	<	100	<	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Economically Disadvantaged	4	67	63	33	9	58	49	42	9	47	38	53
Grade 5 English Reading Performance	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	4	60	56	40	17	66	49	34	6	64	59	36
Female	6	58	53	42	29	71	41	29	6	75	69	25
Male	2	61	59	39	7	63	56	37	5	55	50	45
Black	4	59	55	41	15	65	49	35	5	63	59	37
White	<	100	<	0	<	<	<	<	<	100	<	0
Two or more races	<	<	<	<	<	100	<	0	<	<	<	<
Students with Disabilities	-	38	38	62	<	<	<	<	<	<	<	<
Economically Disadvantaged	-	53	53	48	16	66	50	34	9	64	56	36
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

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	14	65	51	35	10	66	56	34	10	50	40	50
Female	9	59	50	41	10	66	55	34	9	52	43	48
Male	17	69	52	31	10	67	57	33	11	48	37	52
Black	12	62	50	38	8	65	57	35	8	48	40	52
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	20	90	70	10	<	<	<	<	23	69	46	31
Two or more races	27	82	55	18	13	73	60	27	23	54	31	46
Students with Disabilities	8	29	21	71	8	31	23	69	-	29	29	71
Economically Disadvantaged	13	60	47	40	8	63	55	37	7	44	37	56
Grade 3 Mathematics Performance	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	5	51	46	49	12	64	52	36	9	48	39	52
Female	3	47	43	53	13	58	46	42	13	45	32	55
Male	6	55	48	45	12	69	58	31	6	52	45	48
Black	5	48	43	52	13	62	49	38	6	44	38	56
White	<	100	<	0	<	100	<	0	<	<	<	<
Two or more races	<	100	<	0	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Economically Disadvantaged	5	37	32	63	3	55	52	45	5	47	42	53
Grade 4 Mathematics Performance	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	22	72	50	28	10	65	55	35	17	54	37	46
Female	14	64	50	36	14	62	48	38	11	57	46	43
Male	29	79	50	21	8	68	60	33	23	50	27	50
Black	19	69	50	31	8	62	54	38	16	54	38	46
Hispanic	<	<	<	<					<	<	<	<
White	<	<	<	<	<	<	<	<	<	100	<	0
Two or more races	<	100	<	0	<	100	<	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Economically Disadvantaged	24	72	48	28	14	63	49	37	13	45	32	55
Grade 5 Mathematics Performance	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	12	69	57	31	9	68	59	32	4	47	43	53
Female	9	66	57	34	6	74	68	26	3	53	50	47
Male	15	71	56	29	11	64	53	36	5	42	37	58
Black	12	68	57	32	6	70	64	30	2	46	44	54
White	<	100	<	0	<	<	<	<	<	<	<	<
Two or more races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	9	36	27	64	<	<	<	<	<	<	<	<
Economically Disadvantaged	8	69	62	31	7	70	63	30	4	42	38	58
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

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	9	73	64	27	21	78	58	22	3	62	59	38
Female	6	58	53	42	12	76	64	24	-	72	72	28
Male	12	84	71	16	27	80	53	20	5	54	49	46
Black	8	75	66	25	17	77	61	23	2	60	58	40
White	<	<	<	<	<	100	<	0	<	100	<	0
Two or more races	<	<	<	<	<	100	<	0	<	<	<	<
Students with Disabilities	9	64	55	36	<	<	<	<	<	<	<	<
Economically Disadvantaged	8	70	62	30	22	76	53	24	4	60	56	40
Grade 5 Science Performance	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	9	73	64	27	21	78	58	22	3	62	59	38
Female	6	58	53	42	12	76	64	24	-	72	72	28
Male	12	84	71	16	27	80	53	20	5	54	49	46
Black	8	75	66	25	17	77	61	23	2	60	58	40
White	<	<	<	<	<	100	<	0	<	100	<	0
Two or more races	<	<	<	<	<	100	<	0	<	<	<	<
Students with Disabilities	9	64	55	36	<	<	<	<	<	<	<	<
Economically Disadvantaged	8	70	62	30	22	76	53	24	4	60	56	40
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

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	18	75	58	25	49	89	40	11	30	78	48	22
Female	19	68	49	32	50	94	44	6	31	81	50	19
Male	17	81	65	19	49	86	37	14	30	76	46	24
Black	17	77	61	23	48	89	41	11	29	79	50	21
White	<	100	<	0	<	100	<	0	<	<	<	<
Two or more races	<	<	<	<	<	100	<	0	<	<	<	<
Students with Disabilities	-	55	55	45	<	<	<	<	<	<	<	<
Economically Disadvantaged	14	68	54	32	48	89	41	11	22	78	56	22
VA Studies Performance	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	18	75	58	25	49	89	40	11	30	78	48	22
Female	19	68	49	32	50	94	44	6	31	81	50	19
Male	17	81	65	19	49	86	37	14	30	76	46	24
Black	17	77	61	23	48	89	41	11	29	79	50	21
White	<	100	<	0	<	100	<	0	<	<	<	<
Two or more races	<	<	<	<	<	100	<	0	<	<	<	<
Students with Disabilities	-	55	55	45	<	<	<	<	<	<	<	<
Economically Disadvantaged	14	68	54	32	48	89	41	11	22	78	56	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

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

	2015-2016	2016-2017	2017-2018
State	3,462	4,227	2,762
Division	33	13	0
School	0	0	0
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade	2015-2016	2016-2017	2017-2018
Pre-kindergarten	12	11	16
Kindergarten	89	98	76
Grade 1	71	92	90
Grade 2	71	80	95
Grade 3	67	62	60
Grade 4	93	74	56
Grade 5	95	82	76
Total Students	498	499	469
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
Subgroup	2015-2016	2016-2017	2017-2018
All Students	498	499	469
Female	226	228	217
Male	272	271	252
Asian	3	2
Black	421	419	385
Hispanic	21	20	25
White	28	26	25
Two or more races	25	30	34
Students with Disabilities	76	66	62
Not Students with Disabilities	422	433	407
Economically Disadvantaged	242	270	252
Not Economically Disadvantaged	256	229	217
English Learners	1	2
Not English Learners	497	497	469
Homeless	8		15
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
	2014-2015	2015-2016	2016-2017
Percentage of fiscal year division operating expenditures for instructional costs	63.3	64.1	64.4

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
	2014-2015	2015-2016	2016-2017
Percentage of fiscal year state operating expenditures for instructional costs	67.1	66.9	67.2

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
2014-2015	3,818.00	5,880.00	1,031.00
2015-2016	3,682.00	5,919.00	1,063.00
2016-2017	3,858.00	6,136.00	1,103.00

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
2014-2015	5,950.00	4,802.00	771.00
2015-2016	6,101.00	4,831.00	812.00
2016-2017	6,268.00	5,033.00	871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
	2014-2015				2015-2016				2016-2017				2017-2018
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	430	51	20	20	468	60	19	23	496	42	15	30	469	41	15	15
Female	213	21	8	7	211	31	11	7	233	16	2	14	221	19	8	5
Male	217	30	12	13	257	29	8	16	263	26	13	16	248	22	7	10
Asian	0	0	0	0	0	0	0	0	0	0	0	0
Black	368	42	15	18	401	48	18	20	414	33	12	27	387	33	12	13
Hispanic	16	1	1	1	15	4	0	1	20	1	0	0	28	0	0	1
Native Hawaiian	0	0	0	0
White	21	5	3	1	27	3	1	0	31	5	0	1	25	1	1	0
Two or more races	18	3	1	0	23	5	0	2	29	3	3	0	29	7	2	1
Students with Disabilities	54	10	2	4	62	13	4	3	72	9	3	6	51	5	1	4
Economically Disadvantaged	296	41	17	12	282	33	12	13	310	29	11	15	288	33	12	11
English Learners	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0
Homeless	24	10	4	3	19	6	1	2	35	10	3	6	20	5	3	3
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
Offenses Against Staff	<
Weapons Offenses	<
Property Offenses	<
Other Offenses Against Persons	35
Disorderly or Disruptive Behavior Offenses	49
Alcohol, Tobacco, and Other Drug Offenses	<
Offenses Against Student	18
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
	2014-2015		2015-2016		2016-2017
Subgroup	% Population	% Short Term Suspensions	% Population	% Short Term Suspensions	% Population	% Short Term Suspensions
American Indian					0.401
Asian	1.101		0.602		0.401
Black	85.903	93.33	84.538	91.55	83.968	94.74
Hispanic	3.524	0.74	4.217	2.82	4.008	1.05
Native Hawaiian	0.22	2.22
White	5.286	2.22	5.622	2.11	5.21	2.11
Two or more races	3.965	1.48	5.02	3.52	6.012	2.11
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
	2014-2015		2015-2016		2016-2017
Subgroup	% Population	% Long Term Suspensions	% Population	% Long Term Suspensions	% Population	% Long Term Suspensions
American Indian					0.401
Asian	1.101		0.602		0.401
Black	85.903	100	84.538	100	83.968
Hispanic	3.524		4.217		4.008
Native Hawaiian	0.22
White	5.286		5.622		5.21
Two or more races	3.965		5.02		6.012
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
	2014-2015		2015-2016		2016-2017
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian					0.401
Asian	1.101		0.602		0.401
Black	85.903		84.538		83.968
Hispanic	3.524		4.217		4.008
Native Hawaiian	0.22
White	5.286		5.622		5.21
Two or more races	3.965		5.02		6.012
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
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	90.27	89.63	89.69
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
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	66.67	72.22	74.02
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 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
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	89.22	85.42	90.11
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
	2016-2017	2017-2018
Provisional Special Education	0%	2%
Provisional	3%	10%
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.

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: 2017-2018

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
2015-2016	29%	67%	0%	4%
2016-2017	35%	63%	0%	2%
2017-2018	45%	48%	2%	5%
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available


	Percentage of Students
Data Source	Percent Passing	Percent Passing With Recovery	Percent Showing Growth	Percent Showing EL Progress or Proficiency	Accreditation Combined Rate	No Proficiency or Growth
Current Year
Previous Year
Cumulative 3 Year

Virginia School Quality Profiles

General school information

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status

Enrollment

469

Absenteeism

Reading Proficiency

62 %

Math Proficiency

50%

Science Proficiency

62 %

History Proficiency

78 %

ACCREDITATION

Accreditation Status This Year: Accredited

School Quality Indicators

Academic Achievement

Achievement Gaps

Student engagement & Outcomes

Achievement Gaps: English and Mathematics

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Math

Math Performance: All Students

Science

Science Performance: All Students

History

History Performance: All Students

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

Enrollment

Fall Membership by Grade

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

Standards of Accreditation (SOA) Offenses Data

Short Term Suspensions

Short Term Suspensions:

Long Term Suspensions

Long Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Teacher Quality

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018