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B.C. Charles Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-886-7750
Address: 701 Menchville Road Newport News, VA 23602
Principal: Ms. Jennifer Harnish
Superintendent: Dr. George Parker III
Region: 2
Division: Newport News City Public Schools
Division Website (opens new window)

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

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


ACCREDITATION

Accreditation Status This Year: Accredited

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

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 Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

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

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 20 74 54 26 25 76 51 24 22 78 56 22
Female 22 78 56 22 27 79 52 21 25 80 55 20
Male 18 70 52 30 23 74 50 26 19 75 56 25
Asian 50 86 36 14 58 92 33 8 43 79 36 21
Black 8 56 48 44 14 58 44 42 11 59 48 41
Hispanic 18 86 68 14 14 83 69 17 8 88 79 13
White 31 92 61 8 38 93 54 7 33 94 61 6
Two or more races 33 86 52 14 28 89 61 11 28 88 60 12
Students with Disabilities 24 39 15 61 15 34 19 66 25 52 27 48
Economically Disadvantaged 12 64 52 36 16 65 49 35 13 68 55 32
English Learners 9 55 45 45 13 69 56 31 23 46 23 54
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 18 74 56 26 24 80 56 20 19 74 55 26
Female 18 77 60 23 27 82 56 18 22 76 53 24
Male 17 70 52 30 21 77 56 23 16 73 57 27
Asian < < < < < 100 < 0 < < < <
Black 5 55 50 45 14 62 48 38 9 54 46 46
Hispanic 20 90 70 10 15 77 62 23 < < < <
White 29 90 61 10 34 94 59 6 29 97 69 3
Two or more races 36 100 64 0 < < < < 18 91 73 9
Students with Disabilities 17 28 11 72 19 50 31 50 24 41 18 59
Economically Disadvantaged 6 64 59 36 24 73 49 27 13 63 50 38
English Learners < < < < < < < < < < < <
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 17 72 55 28 30 78 48 23 20 75 55 25
Female 14 78 63 22 33 79 46 21 28 74 46 26
Male 19 67 48 33 27 76 49 24 10 76 66 24
Asian < 100 < 0 < < < < < 100 < 0
Black 8 56 48 44 19 59 41 41 13 48 35 52
Hispanic 17 75 58 25 10 90 80 10 < < < <
White 23 91 69 9 44 93 49 7 28 92 64 8
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 26 47 21 53 15 30 15 70 28 56 28 44
Economically Disadvantaged 11 58 47 42 19 66 47 34 17 67 50 33
English Learners < < < < < < < < < < < <
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 28 76 48 24 21 73 52 27 26 83 57 17
Female 41 81 41 19 21 77 57 23 24 89 65 11
Male 19 73 54 27 21 68 47 32 28 77 49 23
Asian < 100 < 0 < 100 < 0 < < < <
Black 12 56 44 44 10 54 44 46 12 69 57 31
Hispanic < 100 < 0 15 85 69 15 - 90 90 10
White 44 96 52 4 35 92 57 8 40 93 52 7
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities < < < < 12 24 12 76 24 59 35 41
Economically Disadvantaged 22 70 48 30 7 58 51 42 10 76 66 24
English Learners < < < < < < < < < < < <
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 22 77 55 23 23 74 51 26 27 80 52 20
Female 22 77 55 23 23 76 54 24 26 80 54 20
Male 22 77 54 23 23 72 48 28 28 79 51 21
Asian 64 100 36 0 42 100 58 0 43 79 36 21
Black 12 61 49 39 13 57 45 43 13 64 52 36
Hispanic 10 90 79 10 6 75 69 25 17 92 75 8
White 33 88 55 12 36 88 51 12 42 93 50 7
Two or more races 24 100 76 0 39 89 50 11 32 84 52 16
Students with Disabilities 18 40 22 60 8 34 26 66 29 54 25 46
Economically Disadvantaged 15 67 51 33 14 61 47 39 16 72 56 28
English Learners 33 75 42 25 29 71 41 29 15 62 46 38
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 17 75 58 25 19 76 58 24 21 72 51 28
Female 13 70 57 30 20 78 58 22 18 78 60 22
Male 21 79 58 21 18 75 58 25 23 68 45 32
Asian < 100 < 0 < 100 < 0 < < < <
Black 11 60 49 40 14 62 48 38 4 57 52 43
Hispanic - 80 80 20 8 54 46 46 < < < <
White 28 85 58 15 24 94 70 6 37 91 54 9
Two or more races 18 100 82 0 < < < < 36 82 45 18
Students with Disabilities 11 33 22 67 6 56 50 44 24 35 12 65
Economically Disadvantaged 10 65 55 35 14 66 52 34 14 59 45 41
English Learners < < < < < < < < < < < <
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 25 79 53 21 25 76 51 24 28 83 55 17
Female 25 85 60 15 20 77 57 23 33 80 48 20
Male 25 73 47 27 30 75 46 25 22 85 63 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 15 64 49 36 13 58 44 42 19 65 45 35
Hispanic 17 92 75 8 - 90 90 10 < < < <
White 33 89 56 11 38 88 50 12 36 97 61 3
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 22 44 22 56 10 20 10 80 39 67 28 33
Economically Disadvantaged 20 67 46 33 15 64 49 36 19 76 57 24
English Learners < < < < < 100 < 0 < < < <
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 25 78 53 22 24 70 46 30 32 83 51 17
Female 32 78 46 22 28 74 46 26 26 81 55 19
Male 20 78 58 22 21 66 45 34 37 85 48 15
Asian < 100 < 0 < 100 < 0 < < < <
Black 12 60 48 40 11 55 43 45 17 71 54 29
Hispanic < 100 < 0 8 85 77 15 20 100 80 0
White 41 93 52 7 45 82 37 18 51 90 39 10
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < 6 29 24 71 24 59 35 41
Economically Disadvantaged 17 69 52 31 14 54 41 46 14 82 68 18
English Learners < 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

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 17 75 58 25 15 64 50 36 31 88 57 12
Female 17 72 56 28 15 64 49 36 22 87 65 13
Male 17 77 60 23 14 64 50 36 39 89 49 11
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 55 50 45 6 39 33 61 16 76 59 24
Hispanic < 100 < 0 - 77 77 23 30 100 70 0
White 26 89 63 11 30 86 57 14 43 95 52 5
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < 6 29 24 71 24 59 35 41
Economically Disadvantaged 12 63 51 37 5 43 38 57 22 84 62 16
English Learners < < < < < < < < < 100 < 0
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 17 75 58 25 15 64 50 36 31 88 57 12
Female 17 72 56 28 15 64 49 36 22 87 65 13
Male 17 77 60 23 14 64 50 36 39 89 49 11
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 55 50 45 6 39 33 61 16 76 59 24
Hispanic < 100 < 0 - 77 77 23 30 100 70 0
White 26 89 63 11 30 86 57 14 43 95 52 5
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < 6 29 24 71 24 59 35 41
Economically Disadvantaged 12 63 51 37 5 43 38 57 22 84 62 16
English Learners < < < < < < < < < 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

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 31 83 52 17 43 84 42 16 45 85 40 15
Female 31 88 56 13 37 84 47 16 48 85 37 15
Male 31 79 48 21 48 84 37 16 41 85 44 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 23 70 47 30 26 72 46 28 19 71 52 29
Hispanic 45 100 55 0 20 100 80 0 < < < <
White 37 91 54 9 56 91 35 9 64 97 33 3
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 21 42 21 58 - 45 45 55 44 67 22 33
Economically Disadvantaged 19 71 52 29 29 73 44 27 33 79 45 21
English Learners < 100 < 0 < 100 < 0 < < < <
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 32 82 51 18 44 84 40 16 42 84 42 16
Female 31 88 56 13 38 84 45 16 47 84 37 16
Male 33 78 45 22 48 84 35 16 37 84 47 16
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 24 70 46 30 27 71 44 29 11 67 56 33
Hispanic 50 100 50 0 20 100 80 0 < < < <
White 37 91 54 9 57 90 33 10 63 97 34 3
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 25 31 6 69 - 35 35 65 25 50 25 50
Economically Disadvantaged 20 70 50 30 29 72 43 28 29 76 47 24
English Learners < 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

2015-20162016-20172017-2018
State3,4624,2272,762
Division658942
School100
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Kindergarten684758
Grade 1637153
Grade 2686675
Grade 312685106
Grade 410512491
Grade 593109121
Total Students523502504
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 2015-20162016-20172017-2018
All Students523502504
Female260238228
Male263264276
American Indian111
Asian201826
Black203197180
Hispanic514743
White207201203
Two or more races413850
Students with Disabilities637886
Not Students with Disabilities460424418
Economically Disadvantaged266247240
Not Economically Disadvantaged257255264
English Learners171923
Not English Learners506483481
Homeless444
Military Connected365967
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
63.1 63.8 63.7

Statewide Expenditures

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

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

School State - Percentage of Expenditures
  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
2014-20153,763.006,023.001,280.00
2015-20163,859.006,000.001,332.00
2016-20173,860.006,323.001,417.00

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
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

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 Students54921134506389114734810547742139
Female2791163255152522819302162226
Male27010712512376245297526120113
American Indian0000000000000000
Asian23100200001901026000
Black2121382193237817030751622683
Hispanic55201513004940042411
Native Hawaiian00000000
White2173212019221961310193944
Two or more races38230403013811051301
Students with Disabilities80461561335691554751863
Economically Disadvantaged254141022362568218339420630102
English Learners25000170002320024110
Homeless151001121100000000
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 Student <
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons <
Disorderly or Disruptive Behavior Offenses 136
Technology 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
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.5580.19140.199
Asian4.2753.8243.586
Black37.17583.3338.8158839.24385.25
Hispanic10.4093.339.75189.363
Native Hawaiian0.186
White40.3353.3339.57940.0411.48
Two or more races7.063107.8397.573.28
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.5580.1910.199
Asian4.2753.8243.586
Black37.17538.81539.243100
Hispanic10.4099.7519.363
Native Hawaiian0.186
White40.33539.57940.04
Two or more races7.0637.8397.57
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.5580.1910.199
Asian4.2753.8243.586
Black37.17538.81539.243
Hispanic10.4099.7519.363
Native Hawaiian0.186
White40.33539.57940.04
Two or more races7.0637.8397.57
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 52.4350.6747.21
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 49.2958.4966.34
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 75.7182.2681.43
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
  2016-20172017-2018
Provisional6%3%
Provisional Special Education0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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
2015-201638%59%0%3%
2016-201738%59%0%3%
2017-201834%61%0%5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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