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Birdneck Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-648-2120
Address: 957 S Birdneck Rd Virginia Beach, VA 23451-5801
Principal: Mr. Robert V. Yoshida
Superintendent: Dr. Aaron C. Spence
Region: 2
Division: Virginia Beach 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

ESSA

Every Student Succeeds Act

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 Two 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 13 75 63 25 15 77 63 23 18 73 55 27
Female 14 77 63 23 15 78 63 22 21 76 55 24
Male 11 74 63 26 15 77 62 23 14 70 55 30
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 59 53 41 11 71 60 29 8 62 54 38
Hispanic 12 81 68 19 15 75 60 25 17 67 50 33
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 13 81 67 19 16 80 64 20 24 81 57 19
Two or more races 21 82 61 18 12 82 70 18 15 70 56 30
Students with Disabilities 22 49 27 51 21 47 26 53 6 44 38 56
Students without Disabilities 11 80 69 20 14 82 68 18 20 77 57 23
Economically Disadvantaged 12 76 64 24 14 73 59 27 13 66 54 34
Not Economically Disadvantaged 14 74 61 26 17 89 72 11 29 87 58 13
English Learners < < < < 10 40 30 60 - 21 21 79
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 9 82 73 18 11 70 59 30 18 70 52 30
Female 5 90 85 10 15 73 58 28 20 71 51 29
Male 12 76 64 24 6 67 61 33 16 69 53 31
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 75 75 25 11 67 56 33 8 58 50 42
Hispanic 8 77 69 23 6 63 56 38 27 64 36 36
White 15 91 76 9 13 77 65 23 16 76 61 24
Two or more races 15 77 62 23 < < < < < < < <
Students with Disabilities < < < < < < < < 8 31 23 69
Students without Disabilities 8 86 78 14 12 78 66 22 19 76 57 24
Economically Disadvantaged 7 83 76 17 10 60 50 40 13 60 47 40
Not Economically Disadvantaged 14 79 64 21 11 100 89 0 26 88 62 12
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 12 69 57 31 11 78 67 22 19 71 52 29
Female 15 68 53 32 12 82 70 18 20 76 56 24
Male 9 70 61 30 11 76 65 24 17 63 47 37
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 9 41 31 59 - 67 67 33 11 56 44 44
Hispanic 14 86 71 14 13 71 58 29 11 56 44 44
White 12 79 68 21 18 86 68 14 40 96 56 4
Two or more races 18 91 73 9 8 92 83 8 - 58 58 42
Students with Disabilities 13 40 27 60 18 64 45 36 - 40 40 60
Students without Disabilities 12 74 63 26 11 80 70 20 22 75 54 25
Economically Disadvantaged 15 72 57 28 9 75 66 25 12 63 51 37
Not Economically Disadvantaged 4 62 58 38 18 86 68 14 39 94 56 6
English Learners < 100 < 0 < < < < < < < <
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 75 58 25 22 83 61 17 17 79 61 21
Female 21 74 53 26 17 80 63 20 26 84 58 16
Male 13 76 63 24 25 85 60 15 11 75 64 25
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 68 63 32 19 77 58 23 5 74 68 26
Hispanic 18 82 65 18 27 93 67 7 11 83 72 17
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 13 70 57 30 19 78 59 22 22 74 52 26
Two or more races 29 79 50 21 23 92 69 8 < < < <
Students with Disabilities 28 61 33 39 36 57 21 43 < < < <
Students without Disabilities 15 79 64 21 19 88 69 12 18 80 62 20
Economically Disadvantaged 15 72 57 28 23 82 59 18 12 78 65 22
Not Economically Disadvantaged 25 85 60 15 19 84 66 16 27 81 54 19
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 19 76 57 24 20 75 55 25 17 74 57 26
Female 20 78 57 22 17 74 57 26 17 70 53 30
Male 18 75 57 25 22 76 54 24 16 77 61 23
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 9 64 55 36 14 66 52 34 3 66 62 34
Hispanic 18 81 63 19 20 75 55 25 26 67 41 33
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 21 79 59 21 22 80 58 20 16 85 68 15
Two or more races 31 79 49 21 18 76 58 24 26 63 37 37
Students with Disabilities 24 51 27 49 21 44 24 56 9 44 34 56
Students without Disabilities 18 81 62 19 19 80 60 20 18 78 60 22
Economically Disadvantaged 19 75 56 25 19 70 52 30 14 67 53 33
Not Economically Disadvantaged 20 81 61 19 22 86 64 14 23 89 67 11
English Learners < < < < - 30 30 70 - 40 40 60
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 18 82 64 18 17 71 55 29 20 74 54 26
Female 23 85 63 15 15 68 53 33 22 69 47 31
Male 15 80 66 20 19 76 57 24 18 78 60 22
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 71 67 29 17 61 44 39 8 67 58 33
Hispanic 11 81 70 19 18 71 53 29 18 64 45 36
White 29 88 59 12 19 81 61 19 24 84 59 16
Two or more races 21 86 64 14 < < < < < < < <
Students with Disabilities < < < < - 10 10 90 15 38 23 62
Students without Disabilities 17 87 70 13 19 81 61 19 21 79 59 21
Economically Disadvantaged 18 81 63 19 14 63 49 37 16 63 47 37
Not Economically Disadvantaged 18 86 68 14 28 100 72 0 27 94 67 6
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 82 57 18 20 72 52 28 15 72 57 28
Female 19 85 66 15 16 72 56 28 15 74 59 26
Male 30 78 48 22 22 72 50 28 14 68 54 32
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 15 67 52 33 5 64 59 36 - 72 72 28
Hispanic 36 100 64 0 22 65 43 35 30 55 25 45
White 21 82 62 18 33 81 48 19 14 95 82 5
Two or more races 40 100 60 0 17 75 58 25 8 50 42 50
Students with Disabilities 20 60 40 40 20 40 20 60 - 30 30 70
Students without Disabilities 26 86 60 14 20 76 57 24 17 78 61 22
Economically Disadvantaged 27 81 54 19 17 70 52 30 12 67 55 33
Not Economically Disadvantaged 19 85 65 15 26 78 52 22 25 88 63 13
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 14 63 49 37 22 81 59 19 15 76 61 24
Female 19 64 45 36 20 83 63 17 13 68 55 32
Male 8 62 54 38 23 79 57 21 16 82 66 18
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 53 47 47 19 71 52 29 - 58 58 42
Hispanic 13 63 50 38 20 93 73 7 32 84 53 16
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 10 66 55 34 15 78 63 22 8 77 69 23
Two or more races 33 60 27 40 31 92 62 8 < < < <
Students with Disabilities 28 56 28 44 36 71 36 29 < < < <
Students without Disabilities 11 65 55 35 19 82 64 18 15 77 62 23
Economically Disadvantaged 11 61 50 39 25 79 54 21 14 71 57 29
Not Economically Disadvantaged 25 70 45 30 16 84 69 16 15 85 69 15
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 18 73 55 27 20 83 63 17 9 76 67 24
Female 23 72 49 28 20 83 63 17 10 68 58 32
Male 11 74 63 26 20 82 63 18 9 82 73 18
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 53 47 47 13 77 65 23 5 53 47 47
Hispanic 19 81 63 19 38 92 54 8 11 84 74 16
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 13 73 60 27 15 74 59 26 11 85 74 15
Two or more races 27 80 53 20 23 100 77 0 < < < <
Students with Disabilities 28 61 33 39 31 62 31 38 < < < <
Students without Disabilities 15 76 61 24 18 86 68 14 9 78 69 22
Economically Disadvantaged 17 69 52 31 18 85 67 15 10 73 63 27
Not Economically Disadvantaged 20 85 65 15 23 77 55 23 7 81 74 19
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 18 73 55 27 20 83 63 17 9 76 67 24
Female 23 72 49 28 20 83 63 17 10 68 58 32
Male 11 74 63 26 20 82 63 18 9 82 73 18
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 53 47 47 13 77 65 23 5 53 47 47
Hispanic 19 81 63 19 38 92 54 8 11 84 74 16
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 13 73 60 27 15 74 59 26 11 85 74 15
Two or more races 27 80 53 20 23 100 77 0 < < < <
Students with Disabilities 28 61 33 39 31 62 31 38 < < < <
Students without Disabilities 15 76 61 24 18 86 68 14 9 78 69 22
Economically Disadvantaged 17 69 52 31 18 85 67 15 10 73 63 27
Not Economically Disadvantaged 20 85 65 15 23 77 55 23 7 81 74 19
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 16 63 46 38 38 86 48 14 36 89 53 11
Female 16 61 45 39 33 78 44 22 32 87 55 13
Male 17 64 47 36 41 91 50 9 39 91 52 9
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 11 33 22 67 24 88 64 12 11 83 72 17
Hispanic 13 56 44 44 27 93 67 7 42 95 53 5
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 8 69 62 31 44 70 26 30 26 85 59 15
Two or more races 20 80 60 20 62 100 38 0 < 100 < 0
Students with Disabilities 28 56 28 44 40 67 27 33 < < < <
Students without Disabilities 13 65 52 35 37 89 52 11 36 91 55 9
Economically Disadvantaged 17 56 38 44 36 86 50 14 40 88 48 13
Not Economically Disadvantaged 12 88 76 12 41 84 44 16 30 93 63 7
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 11 60 49 40 35 86 51 14 35 89 54 11
Female 8 58 50 43 34 80 46 20 32 87 55 13
Male 14 63 49 37 36 90 54 10 37 91 53 9
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 29 24 71 17 87 70 13 11 83 72 17
Hispanic 7 53 47 47 21 93 71 7 39 94 56 6
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 4 68 64 32 46 73 27 27 26 85 59 15
Two or more races 8 77 69 23 62 100 38 0 < 100 < 0
Students with Disabilities - 38 38 62 20 60 40 40 < < < <
Students without Disabilities 13 65 52 35 37 89 52 11 36 91 55 9
Economically Disadvantaged 10 52 41 48 31 85 54 15 38 87 49 13
Not Economically Disadvantaged 12 88 76 12 42 87 45 13 30 93 63 7
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
Division131150113
School001
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten839497
Kindergarten109119120
Grade 19284105
Grade 21037781
Grade 37810566
Grade 4967597
Grade 5967872
Total Students657632638
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

2018 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 2016-20172017-20182018-2019
All Students657632638
Female290289319
Male367343319
American Indian232
Asian1097
Black185181183
Hispanic142138115
Native Hawaiian476
White241223237
Two or more races737188
Students with Disabilities11193119
Students without Disabilities546539519
Economically Disadvantaged467458453
Not Economically Disadvantaged190174185
English Learners212219
Not English Learners636610619
Homeless1094
Foster Care241
Military Connected260269273
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
67.5 66.8 66.4

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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
2014-20155,392.004,844.00914.00
2015-20165,450.004,886.00849.00
2016-20175,563.005,049.00895.00

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students538734739845860
Female254382104322224
Male284352635523636
American Indian<<<<<<
Asian130<<<<
Black137181262611623
Hispanic111161102010811
Native Hawaiian<<<<<<
White210301724016524
Two or more races6175211522
Students with Disabilities771063195910
Economically Disadvantaged368613116729345
English Learners174187200
Homeless1146689
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

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 34
Other Offenses Against Persons 75
Property Offenses <
Weapons 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
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3040.475
Asian1.5221.424
Black28.15878.3828.63958.33
Hispanic21.61310.8121.83516.67
Native Hawaiian0.6091.108
White36.6825.4135.28525
Two or more races11.1115.4111.234
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
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3040.475
Asian1.5221.424
Black28.15866.6728.639
Hispanic21.61321.835
Native Hawaiian0.6091.108
White36.68233.3335.285
Two or more races11.11111.234
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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.3040.475
Asian1.5221.424
Black28.15828.639
Hispanic21.61321.835
Native Hawaiian0.6091.108
White36.68235.285
Two or more races11.11111.234
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 66.2177.5969.02
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced 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 68.867.0568.19
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 81.8279.4678.21
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

Teacher Quality

Teacher Quality

Teacher Quality
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - - 9.8% - 3.9% -
Division
All Schools - 0.1% 5.2% 4.6% 3.7% 2.5%
High Poverty - - 5.6% 10% 4% 3%
Low Poverty - 0.1% - 3.7% - 2.4%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%4%
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
2015-201646%50%2%2%
2016-201754%44%0%2%
2017-201851%47%0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Status: Not Identified for Support and Improvement
Accreditation Status: Accredited

ESSA School Quality Indicators Summary
Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-No-
AsianTSTS-TS-
BlackYesYes-No-
HispanicYesYes-Yes-
WhiteYesYes-No-
Economically DisadvantagedYesYes-Yes-
English LearnersTSTSTSTS-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.
ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students73%74%73%75%
Asian<100%87%75%
Black63%63%60%75%
Hispanic67%73%63%75%
White82%80%81%75%
Economically Disadvantaged67%71%62%75%
English Learners21%31%53%75%
Students with Disabilities44%45%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students75%75%74%70%
Asian<100%89%70%
Black67%64%60%70%
Hispanic69%74%64%70%
White86%81%81%70%
Economically Disadvantaged68%70%63%70%
English Learners43%43%57%70%
Students with Disabilities45%45%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student GroupCurrent Rate
All Students77%
Asian<
Black53%
Hispanic84%
White88%
Economically Disadvantaged75%
English Learners<
Students with Disabilities<

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student GroupGrowth English ReadingGrowth Mathematics
All Students77%79%
Asian<<
Black67%70%
Hispanic72%78%
White83%87%
Economically Disadvantaged72%74%
English Learners43%71%
Students with Disabilities56%58%

< = Results suppressed to protect student privacy
— = Not applicable or no students

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students12%14%9%10%
Asian<-5%10%
Black17%15%9%10%
Hispanic9%13%9%10%
White13%15%9%10%
Economically Disadvantaged13%15%13%10%
English Learners-17%8%10%
Students with Disabilities14%16%14%10%

< = Results suppressed to protect student privacy
— = Not applicable or no students

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress53%46%58%
English Learner Proficiency10%--
< = Results suppressed to protect student privacy
— = Not applicable or no students
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress91753%
English Learner Proficiency22110%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian<<<
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%<
Students with Disabilities100%100%<
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
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