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General school information

Category: Combined (03-08) School
Phone: 757-628-2477
Address: 1701 Alsace Ave Norfolk, VA 23509
Principal: Thomas Smigiel
Superintendent: Dr. Melinda J Boone
Region: 2
Division: Norfolk City Public Schools
Division Website (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

State Accreditation Status

Fully Accredited

Title I Improvement Status

Not Applicable

Reward School Status


Accountability

State Accreditation Status

Fully Accredited

Elementary and middle schools are Fully Accredited if students achieve adjusted pass rates on state assessments of 75 percent or higher in English and 70 percent or higher in mathematics, science and history. High schools are Fully Accredited if students achieve adjusted pass rates of 75 percent or higher in English and 70 percent or higher in mathematics, science and history; and attain a point value of 85 or greater based on the Graduation and Completion Index.

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
  2014-20152015-20162016-2017 
SubjectAccreditation Benchmark1 Year3 Year1 Year3 Year1 Year3 YearMet Accreditation Benchmark
English---86868887YES
Mathematics---83837981YES
History---96969595YES
Science---92929192YES
Graduation and Completion Index--------
LEGENDYes-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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208565152189681120897011
Female23876413239268822906810
Male188466161886681417887112
American Indian<100<0<100<0<<<<
Asian501005003210068030100700
Black12796721138572158837517
Hispanic9827318148269182191709
Native Hawaiian<100<0<100<0<100<0
White289163928926482994656
Two or more races1788711217947762091709
Students with Disabilities430267084538557585142
Economically Disadvantaged11756425108373179827318
English Learners<100<01090801031100690
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17826418239168924856015
Female188467162488631230865614
Male17796221219472619846516
Asian<100<0<100<0<100<0
Black12695731108474166726628
Hispanic<<<<<<<<<100<0
White2494716361006403391589
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged7645736482791812806820
English Learners<100<0<100<0
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students23856215278962111893757
Female27906310229269822886612
Male20806120328654141596814
Asian<100<0<100<0<100<0
Black137461261286741411837217
Hispanic<<<<<<<<<100<0
White3291599399456623100770
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged1678632287971217837617
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students28936472588631222846316
Female3891539339360722866414
Male20947461985651521826118
Asian<100<0<100<0<100<0
Black22896711258156197736627
Hispanic<100<010100900<<<<
Native Hawaiian<100<0<100<0
White3595595298960113495605
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged1585711525936876676133
English Learners<100<0<100<0<100<0
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20836417238966112196744
Female2386631423926982496724
Male17816419238663141996774
Asian<100<0<100<0<100<0
Black97868221784671611100890
Hispanic14867114<100<08100920
White31875613299061102791649
Two or more races15927782510075027100730
Students with Disabilities-353565<<<<<<<<
Economically Disadvantaged9716229168468161598832
English Learners<100<0<<<<<100<0
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19897011189073102192728
Female209271824967242693677
Male17876913118574151692768
American Indian<100<0<100<0<<<<
Black108575151089791114887412
Hispanic<100<0-838317<100<0
White2689641129926482595705
Two or more races<100<0189173940100600
Students with Disabilities-363664-202080<<<<
Economically Disadvantaged15826718685791513897611
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10827218983741715857015
Female47874221583681713887612
Male15857015483791716826518
Black-75752587972212787622
Hispanic<<<<<<<<-757525
White189375768579153193617
Two or more races<<<<<100<020907010
Students with Disabilities<<<<-3838627292171
Economically Disadvantaged-67673357671243737028
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 Students227857222779522125815619
Female138370174083431729896111
Male297546251575602521735227
Black127159291867493311786722
Hispanic<<<<<100<017675033
White328250182983541737844716
Two or more races<100<0<100<040905010
Students with Disabilities<100<0-3131698231577
Economically Disadvantaged116858321971522910736227
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227857222779522125815619
Female138370174083431729896111
Male297546251575602521735227
Black127159291867493311786722
Hispanic<<<<<100<017675033
White328250182983541737844716
Two or more races<100<0<100<040905010
Students with Disabilities<100<0-3131698231577
Economically Disadvantaged116858321971522910736227
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 Students158368171278662214816719
Female148572151278662212816819
Male168064201278662215816619
American Indian<100<0<100<0<<<<
Asian501005001510085025100750
Black775692576862324726828
Hispanic98475161078682213796621
Native Hawaiian<100<0<<<<<100<0
White228866121886681421876613
Two or more races12837117681741917856915
Students with Disabilities440376084032604423858
Economically Disadvantaged873652846763334716829
English Learners<100<0810092015100850
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11746326289567514796521
Female117565252990611014725828
Male127260282810072014867214
Asian<100<0<100<0<100<0
Black2525048238765133696631
Hispanic<<<<<100<0<100<0
White208869123610064018876913
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged748405278982118605240
English Learners<100<0<100<0
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187557252184631622856315
Female208061201785681520765624
Male18715329258358172493697
Asian<100<0<100<0<100<0
Black136148391269573111726128
Hispanic<<<<<<<<<<<<
White259166933946163395635
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged1366533437370273666234
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students38905210349560527855815
Female4091519429553524856115
Male37905310289466630855615
Asian<100<0<100<0<100<0
Black308959112588631315766124
Hispanic<100<030100700<<<<
Native Hawaiian<100<0<100<0
White4389461143985423897593
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged27855815329664411675633
English Learners<100<0<100<0<100<0
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1289781128482162828018
Female109182928986112817919
Male1388741328078203848116
Asian<100<0<100<0<100<0
Black-868614-868614-757525
Hispanic14867114<100<0<<<<
White249369777971213848116
Two or more races892858<<<<10908010
Students with Disabilities5454055<<<<<<<<
Economically Disadvantaged2817919-848416-848416
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-696931-323268-383863
Female-646436-313169-444456
Male-717129-333367-303070
Black-656535-333367-333367
Hispanic<100<0<<<<<100<0
White-606040-313169-363664
Two or more races<100<0<<<<
Students with Disabilities-424258-8892<<<<
Economically Disadvantaged-646436-161684-454555
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-36366416363373737127
Female<<<<-6464362807820
Male<<<<16362383676433
Black<<<<-494951-696931
White<<<<17574255787222
Economically Disadvantaged<<<<-484852-696931
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5878313108676141596804
Female2858315128371171595805
Male890821088880121697813
Black-7575253807720793867
Hispanic<100<0<<<<<100<0
White689831198980112096764
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged-6969313827918892858
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students251007502959353598632
Female<100<0-9393739100610
Male<100<071009303296644
Black<100<0<100<0-94946
White3610064049288852100480
Economically Disadvantaged<100<0-919198100920
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 Students1992738149177913887612
Female1293817139178910887812
Male2691659169176915887312
American Indian<100<0<100<0<<<<
Asian<100<0<100<023100770
Black1386731478377176807520
Hispanic<<<<1590751014796621
Native Hawaiian<100<0<100<0<100<0
White229674420967541995765
Two or more races33100670-1001000796894
Students with Disabilities<<<<126553354444056
Economically Disadvantaged13877313108272185777223
English Learners<100<0<100<0<<<<
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students31936272389661118866814
Female22937172386631417866914
Male3992538239168920856615
Asian<100<0<100<0<100<0
Black20866614137259285736827
Hispanic<100<010908010<<<<
Native Hawaiian<100<0<100<0
White359762335986322897693
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged21886713118271186756925
English Learners<100<0<100<0<100<0
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1191809<100<0
Female895875<100<0
Male15857015<100<0
Black5898411<100<0
Hispanic<<<<
White1492788<100<0
Two or more races<100<0
Students with Disabilities<<<<
Economically Disadvantaged6898311<100<0
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students89486613988521899811
Female-919198978931599841
Male15968142210078022100780
Black-8181191210088010100900
Hispanic<100<0<100<0<100<0
White151008506979132598732
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged-82821814958157100930
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 Students3296634349561520907010
Female259570533986421791749
Male3996574349258822906710
American Indian<100<0<100<0<<<<
Asian<100<0<100<031100690
Black2994656239269810867514
Hispanic<<<<249672417877013
Native Hawaiian<100<0<100<0<100<0
White319766343965343195645
Two or more races42100580321006801797793
Students with Disabilities10706030336733337554845
Economically Disadvantaged259266825926789847516
English Learners<100<0<100<0<100<0
Geography Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1110089020977731091819
Female-100100016978137888112
Male2110079025967141394816
Black-100100011100890291899
Hispanic<100<0<100<0<<<<
White1710083018957651695785
Two or more races<100<0<100<0<<<<
Economically Disadvantaged-1001000201008007857815
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1895775239270814887412
Female119584524967241291799
Male26946962289681116856915
American Indian<100<0<100<0<<<<
Black1288761278982118827318
Hispanic<<<<89285817100830
White2010080042945362292708
Two or more races<100<02010080018100820
Students with Disabilities<100<0215736435454055
Economically Disadvantaged1388751398778136807520
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students539542565983324295535
Female4993447651003504095555
Male569640464963244595505
Asian<100<0<100<0<100<0
Black4496514729725328906310
Hispanic<100<040100600<<<<
Native Hawaiian<100<0<100<0
White549238865983325698422
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged3892548711002902294726
English Learners<100<0<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2016-20172017-20182018-2019
State000
Division000
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Grade 31199187
Grade 49411893
Grade 59595117
Grade 6223186149
Grade 7107204173
Grade 855104188
Total Students693798807
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 Students693798807
Female330388397
Male363410410
American Indian55
Asian131821
Black290326321
Hispanic455153
Native Hawaiian567
White293340351
Two or more races425254
Students with Disabilities545449
Not Students with Disabilities639744758
Economically Disadvantaged404374352
Not Economically Disadvantaged289424455
English Learners81113
Not English Learners685787794
Military Connected106137147
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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
6866.567

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year state
operating expenditures for instructional costs
66.867.166.9

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20143,544.005,665.001,461.00
2014-20154,014.005,760.001,523.00
2015-20163,912.005,767.001,737.00

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
2015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students68317327931423
Female324921385602
Male359811408821
American Indian00000000
Asian1300019000
Black282911322421
Hispanic4500052100
Native Hawaiian00000000
White291721339602
Two or more races4210050300
Students with Disabilities5831155011
Economically Disadvantaged2721032321622
English Learners000012000
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 Students97.0696.7897.13
Female96.9396.7697.25
Male97.1796.897.01
American Indian97.6996.4897.87
Asian99.2698.5697.99
Black97.1497.0197.07
Hispanic97.0896.1597.53
Native Hawaiian96.4597.6696.58
White96.8696.5297.1
Two or more races97.1796.9596.94
Students with Disabilities96.2996.2296.92
Economically Disadvantaged96.7896.5796.9
English Learners98.1297.9298.47
Foster Care94.42
Military Connected97.1897.0297.4
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 Offenses<
Disorderly or Disruptive Behavior Offenses15
Other Offenses Against Persons41
All Other Offenses<
Property Offenses<
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
 2015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.7220.627
Asian1.8762.256
Black41.84753.6640.85276.32
Hispanic6.4949.766.3912.63
Native Hawaiian0.7220.752
White42.2826.8342.6077.89
Two or more races6.0619.766.51613.16
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
 2015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.7220.627
Asian1.8762.256
Black41.84740.852
Hispanic6.4946.391
Native Hawaiian0.7220.752
White42.2810042.607
Two or more races6.0616.516
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
 2015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions
American Indian0.7220.627
Asian1.8762.256
Black41.84740.852
Hispanic6.4946.391
Native Hawaiian0.7220.752
White42.2842.607
Two or more races6.0616.516
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
 2015-20162016-2017
 PercentagePercentage
All Students49.7835.68
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
 2015-20162016-2017
 PercentagePercentage
All Students37.7267.61-
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
 2015-20162016-2017
 PercentagePercentage
All Students74.8588.03-
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
 2015-20162016-2017
Provisional2%3%
Provisional Special Education0%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
School
This school100%--
Division
All Schools100%1%1%
High Poverty100%1%1%
Low Poverty-1%-
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
2015-201647%51%0%2%
2016-201744%54%0%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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