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Battlefield Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-786-4532
Address: 11108 Leavells Rd Fredericksburg, VA 22407
Principal: Mrs. Susan C. Fines
Superintendent: Dr. Stephen Scott Baker
Region: 3
Division: Spotsylvania County 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
Annual Waiver: 2016 through 2018

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel 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 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 Two Level Three
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 15 82 66 18 15 83 68 17 17 77 60 23
Female 17 86 69 14 17 85 67 15 23 82 59 18
Male 14 78 65 22 12 81 69 19 13 73 61 27
Asian < 100 < 0 < < < < < 100 < 0
Black 5 72 68 28 9 76 67 24 5 65 60 35
Hispanic 11 76 66 24 9 82 74 18 10 68 58 32
White 22 91 68 9 22 91 69 9 27 88 61 12
Two or more races 17 74 57 26 10 67 57 33 12 70 58 30
Students with Disabilities 2 50 48 50 - 54 54 46 6 48 42 52
Economically Disadvantaged 6 72 66 28 12 73 61 27 10 67 57 33
English Learners 5 65 60 35 7 71 64 29 6 56 50 44
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 11 74 63 26 8 79 71 21 13 71 58 29
Female 9 80 71 20 11 78 67 22 24 69 45 31
Male 12 69 58 31 5 80 75 20 2 73 71 27
Black - 68 68 32 9 74 65 26 6 50 44 50
Hispanic 3 72 69 28 - 83 83 17 5 62 57 38
White 20 82 62 18 10 82 73 18 22 84 62 16
Two or more races < < < < 13 73 60 27 9 64 55 36
Students with Disabilities - 33 33 67 - 53 53 47 < < < <
Economically Disadvantaged 4 62 58 38 7 71 63 29 8 58 50 42
English Learners 7 53 47 47 - 75 75 25 - 45 45 55
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 18 83 65 17 16 82 67 18 13 76 63 24
Female 27 87 60 13 12 86 74 14 15 83 68 17
Male 10 79 69 21 19 80 61 20 12 69 58 31
Black 10 71 62 29 12 76 65 24 - 67 67 33
Hispanic 15 80 65 20 11 78 67 22 4 62 58 38
White 23 91 68 9 23 93 70 7 20 86 66 14
Two or more races < < < < < < < < 15 77 62 23
Students with Disabilities - 53 53 47 - 47 47 53 10 43 33 57
Economically Disadvantaged 3 72 69 28 15 69 54 31 6 67 62 33
English Learners - 75 75 25 7 64 57 36 5 50 45 50
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 18 89 71 11 21 87 66 13 25 84 58 16
Female 17 91 74 9 29 92 63 8 31 93 62 7
Male 19 87 69 13 13 83 70 17 21 77 56 23
Black 5 77 73 23 7 78 70 22 11 79 68 21
Hispanic 15 78 63 22 13 87 74 13 19 78 59 22
White 24 98 73 2 35 98 63 2 39 93 54 7
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 8 67 58 33 - 64 64 36 5 50 45 50
Economically Disadvantaged 10 83 73 17 13 79 66 21 15 75 60 25
English Learners 6 69 63 31 13 75 63 25 11 68 58 32
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 28 82 54 18 27 84 57 16 23 76 53 24
Female 29 84 55 16 29 85 56 15 24 80 55 20
Male 26 80 54 20 25 83 58 17 21 73 52 27
Asian < < < < < 100 < 0 < 100 < 0
Black 17 69 52 31 12 71 59 29 4 58 55 42
Hispanic 18 87 69 13 23 86 63 14 19 75 56 25
White 41 88 48 12 39 91 53 9 29 86 57 14
Two or more races 9 65 57 35 19 77 58 23 24 67 42 33
Students with Disabilities 7 38 31 62 4 47 43 53 2 31 29 69
Economically Disadvantaged 15 77 62 23 17 73 57 27 13 65 52 35
English Learners 13 78 65 22 16 80 64 20 23 69 46 31
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 21 78 57 22 16 81 65 19 15 78 62 22
Female 27 80 53 20 17 81 65 19 22 84 62 16
Male 17 76 59 24 15 81 66 19 8 71 63 29
Black 18 64 45 36 - 65 65 35 - 39 39 61
Hispanic 10 90 79 10 20 90 70 10 24 90 67 10
White 31 82 51 18 21 87 65 13 11 84 73 16
Two or more races < < < < 20 80 60 20 27 82 55 18
Students with Disabilities - 27 27 73 5 52 48 48 < < < <
Economically Disadvantaged 12 72 60 28 12 72 60 28 12 70 58 30
English Learners 13 87 73 13 21 86 64 14 42 92 50 8
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 36 83 47 17 29 84 55 16 26 77 51 23
Female 40 82 42 18 29 83 55 17 23 81 58 19
Male 33 84 51 16 29 84 55 16 29 73 44 27
Asian < < < < < 100 < 0
Black 24 76 52 24 12 76 65 24 6 78 72 22
Hispanic 32 86 55 14 25 86 61 14 12 62 50 38
White 50 89 39 11 41 89 48 11 36 84 48 16
Two or more races < < < < < < < < 23 77 54 23
Students with Disabilities 7 47 40 53 - 38 38 63 5 33 29 67
Economically Disadvantaged 17 76 59 24 23 70 48 30 13 65 52 35
English Learners 13 80 67 20 13 73 60 27 15 55 40 45
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 26 85 59 15 38 88 50 12 26 75 48 25
Female 23 89 66 11 45 91 47 9 29 73 44 27
Male 30 81 52 19 32 85 53 15 25 75 51 25
Black 9 68 59 32 23 73 50 27 5 58 53 42
Hispanic 15 85 70 15 22 83 61 17 22 75 53 25
White 41 94 53 6 58 100 42 0 39 89 50 11
Two or more races < < < < < < < < < < < <
Students with Disabilities 17 42 25 58 7 50 43 50 - 21 21 79
Economically Disadvantaged 17 83 67 17 16 78 62 22 15 61 46 39
English Learners 13 69 56 31 13 81 69 19 20 70 50 30
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 25 78 54 22 23 75 52 25 21 77 55 23
Female 21 75 55 25 28 80 52 20 22 78 57 22
Male 28 81 53 19 19 70 51 30 21 75 54 25
Black 10 71 62 29 4 46 42 54 5 63 58 37
Hispanic 19 78 59 22 18 82 64 18 3 70 67 30
White 33 84 51 16 37 93 56 7 41 91 50 9
Two or more races < < < < < < < < < < < <
Students with Disabilities - 50 50 50 - 36 36 64 - 25 25 75
Economically Disadvantaged 15 70 55 30 8 56 47 44 6 63 57 37
English Learners 19 69 50 31 13 67 53 33 - 60 60 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 25 78 54 22 23 75 52 25 21 77 55 23
Female 21 75 55 25 28 80 52 20 22 78 57 22
Male 28 81 53 19 19 70 51 30 21 75 54 25
Black 10 71 62 29 4 46 42 54 5 63 58 37
Hispanic 19 78 59 22 18 82 64 18 3 70 67 30
White 33 84 51 16 37 93 56 7 41 91 50 9
Two or more races < < < < < < < < < < < <
Students with Disabilities - 50 50 50 - 36 36 64 - 25 25 75
Economically Disadvantaged 15 70 55 30 8 56 47 44 6 63 57 37
English Learners 19 69 50 31 13 67 53 33 - 60 60 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 47 86 39 14 43 88 45 12 45 84 38 16
Female 51 84 33 16 43 83 40 17 45 84 39 16
Male 43 88 45 12 43 92 49 8 46 84 38 16
Black 33 90 57 10 24 88 65 12 17 78 61 22
Hispanic 48 76 29 24 39 91 52 9 54 85 31 15
White 55 86 32 14 57 89 32 11 54 88 34 12
Two or more races < 100 < 0 < < < < 38 69 31 31
Students with Disabilities 7 47 40 53 8 58 50 42 13 44 31 56
Economically Disadvantaged 33 78 45 23 26 77 51 23 38 75 38 25
English Learners 31 77 46 23 30 80 50 20 < < < <
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 47 86 39 14 43 88 45 12 45 84 39 16
Female 51 84 33 16 43 83 40 17 45 84 39 16
Male 43 88 45 12 43 92 49 8 45 84 39 16
Black 33 90 57 10 24 88 65 12 17 78 61 22
Hispanic 48 76 29 24 39 91 52 9 54 85 31 15
White 55 86 32 14 57 89 32 11 53 88 35 12
Two or more races < 100 < 0 < < < < 38 69 31 31
Students with Disabilities 7 47 40 53 8 58 50 42 7 40 33 60
Economically Disadvantaged 33 78 45 23 26 77 51 23 38 75 38 25
English Learners 31 77 46 23 30 80 50 20 < < < <
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
Division364330
School202
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten544
Kindergarten99108110
Grade 187105114
Grade 213090109
Grade 311111494
Grade 410397113
Grade 511199102
Total Students646617646
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 Students646617646
Female314302309
Male332315337
American Indian311
Asian8710
Black118121105
Hispanic152140162
Native Hawaiian122
White308286294
Two or more races566072
Students with Disabilities715964
Not Students with Disabilities575558582
Economically Disadvantaged228259297
Not Economically Disadvantaged418358349
English Learners747387
Not English Learners572544559
Homeless875
Military Connected241622
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
66.8 65.9 65.8

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
2014-20154,350.005,204.00596.00
2015-20164,816.005,149.00606.00
2016-20174,931.005,310.00633.00

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 Students6514111861435111360641126638451212
Female2992323297214529916553141865
Male3521895317147830725713242767
American Indian0000000000000000
Asian110009100000014000
Black121820114523117822105832
Hispanic1385341476221438121691043
Native Hawaiian0000000000000000
White3182152285195427122822802356
Two or more races60712574246331067401
Students with Disabilities70633707436673167953
Economically Disadvantaged2692176269168926428653053396
English Learners743018130081311103511
Homeless101228002131100000
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
Weapons Offenses <
All Other Offenses <
Other Offenses Against Persons <
Disorderly or Disruptive Behavior Offenses 25
Alcohol, Tobacco, and Other Drug Offenses <
Offenses Against Student <
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 Indian0.3030.4640.162
Asian1.6691.2381.136
Black18.20917.6518.2665019.64338.89
Hispanic20.0347.0623.52922.727
Native Hawaiian0.1520.1550.325
White49.77235.2947.6785046.42961.11
Two or more races9.8638.6699.74
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 Indian0.3030.4640.162
Asian1.6691.2381.136
Black18.20918.26619.643
Hispanic20.0323.52922.727
Native Hawaiian0.1520.1550.325
White49.77247.67810046.429
Two or more races9.8638.6699.74
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 Indian0.3030.4640.162
Asian1.6691.2381.136
Black18.20918.26619.643
Hispanic20.0323.52922.727
Native Hawaiian0.1520.1550.325
White49.77247.67846.429
Two or more races9.8638.6699.74
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 45.9145.9451.88
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 25.0825.8524.29
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 73.9371.7761.83
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
Provisional0%3%
Provisional Special Education3%3%
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
2015-201660%40%0%0%
2016-201763%38%0%-1%
2017-201860%40%0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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