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Carroll County Middle

General school information

Category: Middle (06-08) School
Phone: 276-728-4211
Address: 1036 N. Main Street Hillsville, VA 24343
Principal: Mrs. Dana H. Burnette
Superintendent: Dr. Shirley A. Perry
Region: 7
Division: Carroll County Public Schools
Division Website (opens new window)

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

Performance Snapshot

Accountability

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 Two
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 Three Level Two
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 79 66 21 13 80 67 20 12 80 68 20
Female 15 84 69 16 16 86 71 14 13 83 70 17
Male 11 75 64 25 11 74 63 26 12 78 66 22
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < 100 < 0
Hispanic 8 58 50 42 2 64 63 36 3 74 70 26
White 13 80 67 20 14 81 67 19 13 81 68 19
Two or more races 40 100 60 0 18 82 64 18 < 100 < 0
Students with Disabilities 10 50 40 50 6 46 40 54 4 50 47 50
Economically Disadvantaged 8 72 64 28 9 75 67 25 8 75 67 25
English Learners - 33 33 67 - 67 67 33 - 42 42 58
Migrant < < < < < < < <
Grade 6 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 14 73 59 27 18 83 65 17 14 88 74 12
Female 14 78 64 22 20 89 68 11 15 92 76 8
Male 15 68 53 32 16 77 61 23 13 86 72 14
Hispanic - 53 53 47 - 78 78 22 - 81 81 19
White 15 75 59 25 19 84 65 16 16 88 73 12
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 9 51 42 49 9 51 42 49 2 68 66 32
Economically Disadvantaged 9 67 58 33 12 77 65 23 11 85 74 15
English Learners < < < < - 71 71 29 < < < <
Grade 7 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 87 68 13 12 81 69 19 16 82 66 18
Female 22 90 68 10 15 86 71 14 17 84 66 16
Male 15 84 69 16 9 75 66 25 14 80 66 20
Asian < 100 < 0 < 100 < 0 < 100 < 0
Hispanic 17 75 58 25 - 62 62 38 9 78 70 22
White 17 87 69 13 13 82 69 18 15 82 67 18
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 10 55 45 45 4 50 46 50 8 48 40 53
Economically Disadvantaged 12 83 72 17 7 77 70 23 9 77 68 23
English Learners < < < < - 67 67 33 < < < <
Migrant < < < < < < < <
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 77 70 23 10 77 67 23 7 71 65 29
Female 10 83 73 17 11 83 72 17 7 75 69 25
Male 4 71 67 29 8 70 62 30 7 67 61 33
Asian < 100 < 0 < < < < < 100 < 0
Hispanic 12 53 41 47 6 53 47 47 - 64 64 36
White 6 78 72 22 9 78 69 22 7 72 64 28
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 13 45 32 55 4 38 33 63 2 38 35 63
Economically Disadvantaged 5 68 63 32 7 72 65 28 3 64 60 36
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

Writing

Writing 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 writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 71 45 29 27 76 48 24 15 63 48 37
Female 32 82 49 18 37 90 53 10 20 79 59 21
Male 19 60 41 40 18 62 44 38 11 46 36 54
Asian < 100 < 0 < 100 < 0 < 100 < 0
Hispanic 32 53 21 47 22 89 67 11 8 63 54 38
White 25 72 47 28 27 74 47 26 16 63 46 38
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 13 26 13 74 10 33 23 67 2 17 15 83
Economically Disadvantaged 17 62 44 38 21 72 51 28 8 55 47 45
English Learners < < < < < < < < < < < <
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 71 45 29 27 76 48 24 15 63 48 37
Female 32 82 49 18 37 90 53 10 20 79 59 21
Male 19 60 41 40 18 62 44 38 11 46 36 54
Asian < 100 < 0 < 100 < 0 < 100 < 0
Hispanic 32 53 21 47 22 89 67 11 8 63 54 38
White 25 72 47 28 27 74 47 26 16 63 46 38
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 13 26 13 74 10 33 23 67 2 17 15 83
Economically Disadvantaged 17 62 44 38 21 72 51 28 8 55 47 45
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 15 85 70 15 14 84 70 16 12 79 67 21
Female 16 87 72 13 15 88 73 12 13 83 70 17
Male 14 82 68 18 12 79 67 21 12 75 64 25
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < 100 < 0
Hispanic 8 92 84 8 5 90 84 10 11 77 66 23
White 15 84 69 16 14 83 69 17 13 79 67 21
Two or more races < 100 < 0 30 100 70 0 < < < <
Students with Disabilities 12 58 46 42 9 52 43 48 5 45 40 55
Economically Disadvantaged 8 80 72 20 9 79 70 21 6 71 65 29
English Learners - 100 100 0 7 93 85 7 - 58 58 42
Migrant < 100 < 0 < 100 < 0 < < < <
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 90 72 10 19 90 71 10 16 90 74 10
Female 18 91 73 9 22 93 71 7 14 89 74 11
Male 19 90 71 10 15 86 71 14 17 91 74 9
Hispanic 10 100 90 0 5 100 95 0 25 88 63 13
White 19 89 70 11 19 89 70 11 16 90 75 10
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 13 73 60 27 11 64 52 36 8 65 58 35
Economically Disadvantaged 11 88 77 12 12 87 75 13 10 86 77 14
English Learners < 100 < 0 6 100 94 0 < < < <
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 81 62 19 15 70 55 30 16 71 55 29
Female 19 82 62 18 15 78 63 22 19 77 57 23
Male 18 80 62 20 15 62 48 38 13 65 52 35
Asian < 100 < 0 < 100 < 0 < 100 < 0
Hispanic 9 91 82 9 10 76 67 24 14 59 45 41
White 18 80 61 20 16 69 53 31 16 73 57 27
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 12 45 33 55 7 30 23 70 8 45 38 55
Economically Disadvantaged 8 74 65 26 11 62 51 38 8 60 52 40
English Learners < 100 < 0 13 80 67 20 < < < <
Migrant < 100 < 0 < < < <
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 71 67 29 6 81 76 19 1 66 65 34
Female 7 79 72 21 6 85 79 15 1 75 74 25
Male 2 64 61 36 6 78 73 22 - 58 58 42
Hispanic - 73 73 27 - 92 92 8 - 82 82 18
White 5 71 66 29 6 80 75 20 1 64 63 36
Students with Disabilities 13 47 34 53 9 57 48 43 2 24 22 76
Economically Disadvantaged 5 70 66 30 4 81 77 19 - 61 61 39
English Learners < 100 < 0 < 100 < 0 < < < <
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 98 86 2 10 99 89 1 14 100 86 0
Female 14 100 86 0 10 99 88 1 12 100 88 0
Male 11 96 86 4 11 100 89 0 17 100 83 0
Asian < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 13 98 86 2 10 99 89 1 15 100 85 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 5 95 91 5 4 98 94 2 3 100 97 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 8 82 73 18 9 82 73 18 6 73 67 27
Female 9 86 77 14 4 83 79 17 4 74 71 26
Male 8 77 69 23 13 80 67 20 9 73 63 27
Asian < 100 < 0 < 100 < 0 < < < <
Hispanic 10 75 65 25 - 65 65 35 - 61 61 39
White 8 82 74 18 9 82 73 18 7 75 68 25
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 11 50 39 50 8 49 41 51 4 39 35 61
Economically Disadvantaged 4 73 69 27 8 78 69 22 3 64 61 36
English Learners < 100 < 0 < < < < < < < <
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 82 73 18 9 82 73 18 6 74 67 26
Female 9 86 77 14 4 83 79 17 4 74 71 26
Male 8 77 69 23 13 81 68 19 9 73 64 27
Asian < 100 < 0 < 100 < 0 < < < <
Hispanic 10 75 65 25 - 69 69 31 - 61 61 39
White 8 82 74 18 9 82 73 18 7 75 68 25
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 11 50 39 50 8 50 42 50 4 40 36 60
Economically Disadvantaged 4 73 69 27 8 78 70 22 3 65 61 35
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 22 88 66 12 16 86 70 14 14 78 64 22
Female 21 89 68 11 15 88 74 12 13 81 69 19
Male 23 87 64 13 18 84 66 16 15 75 60 25
Asian < 100 < 0 < 100 < 0 < 100 < 0
Hispanic 25 86 61 14 11 89 78 11 9 70 62 30
White 22 88 66 12 16 86 69 14 14 79 65 21
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 7 61 54 39 3 59 56 41 6 46 40 54
Economically Disadvantaged 13 84 71 16 12 82 70 18 9 72 63 28
English Learners < < < < 21 100 79 0 < < < <
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 89 74 11 15 91 76 9 7 75 68 25
Female 13 91 78 9 14 94 81 6 4 77 72 23
Male 17 87 70 13 16 88 72 12 9 74 64 26
Asian < 100 < 0 < 100 < 0
Hispanic 31 88 56 13 12 100 88 0 - 61 61 39
White 14 89 75 11 15 90 76 10 8 76 68 24
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 5 62 57 38 2 70 67 30 - 46 46 54
Economically Disadvantaged 11 88 77 12 13 89 76 11 5 70 65 30
English Learners < < < < < 100 < 0 < < < <
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 86 56 14 17 81 64 19 19 81 62 19
Female 30 86 55 14 15 82 67 18 19 85 66 15
Male 30 87 57 13 19 80 61 20 19 76 57 24
Hispanic 17 83 67 17 11 84 74 16 13 78 65 22
White 31 86 56 14 17 80 63 20 20 81 62 19
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 9 57 48 43 - 48 48 52 5 42 37 58
Economically Disadvantaged 15 78 63 22 10 76 66 24 14 74 61 26
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
Division022
School012
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Grade 6260272250
Grade 7281257297
Grade 8291297274
Total Students832826821
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 Students832826821
Female422414402
Male410412419
American Indian111
Asian434
Black1712
Hispanic526065
White765742729
Two or more races91310
Students with Disabilities141147137
Not Students with Disabilities691679684
Economically Disadvantaged448451485
Not Economically Disadvantaged384375336
English Learners144239
Not English Learners818784782
Migrant322
Homeless135
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
66.4 65.1 65

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
2014-20153,512.006,169.001,131.00
2015-20163,373.006,231.001,032.00
2016-20173,493.006,689.001,151.00

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 Students796422327779511813776571325772482120
Female377181214392281373853271237725613
Male41924111338723563912561339523157
American Indian0000000000000000
Asian0000000000000000
Black00000000810110110
Hispanic50401503015830062310
White732372226712481812693521224686441920
Two or more races000011000140000000
Students with Disabilities135931124141212017591211124
Economically Disadvantaged42840182241445141145240919460351617
English Learners20100132003930037300
Homeless6202000000007201
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 25
Disorderly or Disruptive Behavior Offenses 39
Other Offenses Against Persons 49
Weapons Offenses <
Offenses Against Student 10
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 Indian0.2360.120.121
Asian0.2360.4810.363
Black0.1180.120.8471.27
Hispanic5.7927.696.255.487.2641.27
Native Hawaiian
White92.7992.3191.94793.1589.83196.2
Two or more races0.8271.0821.371.5741.27
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 Indian0.2360.120.121
Asian0.2360.4810.363
Black0.1180.120.847
Hispanic5.7926.257.264
Native Hawaiian
White92.7991.94789.831
Two or more races0.8271.0821.574
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 Indian0.2360.120.121
Asian0.2360.4810.363
Black0.1180.120.847
Hispanic5.7926.257.264
Native Hawaiian
White92.7991.94789.831
Two or more races0.8271.0821.574
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 55.5354.1155.43
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

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 40.2636.1638.56
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 83.0879.2475.6
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
Provisional Special Education0%0%
Provisional0%1%
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
2015-201649%46%2%3%
2016-201749%48%1%2%
2017-201851%45%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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