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Culpeper Middle

General school information

Category: Middle (06-08) School
Phone: 540-825-4140
Address: 14300 Achievement Dr Culpeper, VA 22701
Principal: Mr. Jesse Blackburn
Superintendent: Dr. Anthony S. Brads
Region: 4
Division: Culpeper 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

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 Two Level One
Economically Disadvantaged Level Two Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three 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 19 80 62 20 17 80 63 20 13 79 66 21
Female 21 84 63 16 20 84 64 16 15 81 66 19
Male 17 77 60 23 15 76 61 24 12 78 66 22
American Indian < 100 < 0 < < < < < 100 < 0
Asian 24 81 57 19 33 83 50 17 20 95 75 5
Black 9 60 51 40 9 67 58 33 8 67 59 33
Hispanic 7 72 65 28 10 69 58 31 12 70 58 30
White 23 86 63 14 21 85 64 15 15 84 69 16
Two or more races 22 85 64 15 12 84 72 16 15 87 72 13
Students with Disabilities 23 50 27 50 17 49 32 51 21 49 28 51
Economically Disadvantaged 9 67 58 33 9 71 62 29 7 68 61 32
English Learners - 36 36 64 6 55 49 45 2 54 52 46
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 21 80 59 20 20 82 62 18 13 77 64 23
Female 22 81 59 19 23 85 62 15 14 80 66 20
Male 20 78 58 22 17 78 61 22 12 74 62 26
Asian < < < < < 100 < 0 < 100 < 0
Black 13 56 42 44 11 71 61 29 8 64 57 36
Hispanic 8 71 63 29 6 74 68 26 12 75 64 25
White 25 86 61 14 28 85 57 15 14 79 66 21
Two or more races 24 86 62 14 9 91 82 9 21 85 65 15
Students with Disabilities 31 53 22 47 27 64 36 36 18 41 24 59
Economically Disadvantaged 10 67 57 33 12 75 63 25 6 66 60 34
English Learners - 52 52 48 6 65 58 35 2 65 63 35
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 24 84 61 16 15 82 67 18 13 84 71 16
Female 26 90 64 10 16 85 69 15 16 86 70 14
Male 22 79 57 21 14 79 66 21 9 83 73 17
American Indian < 100 < 0 < 100 < 0
Asian < < < < < < < < < 100 < 0
Black 9 65 56 35 9 70 60 30 2 76 73 24
Hispanic 13 76 63 24 13 70 57 30 10 69 58 31
White 29 90 60 10 17 89 72 11 16 90 74 10
Two or more races 30 95 65 5 4 74 70 26 10 95 86 5
Students with Disabilities 35 69 35 31 11 51 40 49 17 58 42 42
Economically Disadvantaged 14 72 58 28 7 72 65 28 10 76 66 24
English Learners < < < < 3 60 57 40 3 56 53 44
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 11 77 66 23 17 76 58 24 14 77 64 23
Female 14 80 66 20 20 82 62 18 15 78 62 22
Male 8 74 65 26 15 70 54 30 13 77 65 23
Asian < < < < < < < < < < < <
Black 6 62 57 38 6 57 51 43 12 63 51 37
Hispanic - 70 70 30 12 62 50 38 13 64 51 36
White 16 83 67 17 20 83 62 17 15 83 69 17
Two or more races 7 71 64 29 23 86 64 14 13 83 70 17
Students with Disabilities 4 29 25 71 15 33 19 67 27 51 24 49
Economically Disadvantaged 3 62 59 38 8 65 57 35 6 63 57 37
English Learners - 27 27 73 8 38 31 62 - 33 33 67
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 15 66 51 34 22 72 50 28 15 63 48 37
Female 20 73 53 27 25 81 55 19 17 74 57 26
Male 11 60 49 40 18 63 45 37 13 54 40 46
Asian < < < < < < < < < 100 < 0
Black 8 43 36 57 17 61 44 39 9 48 39 52
Hispanic 9 65 56 35 15 61 46 39 5 56 51 44
White 18 72 54 28 24 76 52 24 17 68 51 32
Two or more races 21 71 50 29 26 83 57 17 26 52 26 48
Students with Disabilities 4 18 14 82 36 40 4 60 22 37 15 63
Economically Disadvantaged 8 54 46 46 14 59 45 41 7 48 41 52
English Learners 7 14 7 86 14 50 36 50 - 29 29 71
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 15 66 51 34 22 72 50 28 15 63 48 37
Female 20 73 53 27 25 81 55 19 17 74 57 26
Male 11 60 49 40 18 63 45 37 13 54 40 46
Asian < < < < < < < < < 100 < 0
Black 8 43 36 57 17 61 44 39 9 48 39 52
Hispanic 9 65 56 35 15 61 46 39 5 56 51 44
White 18 72 54 28 24 76 52 24 17 68 51 32
Two or more races 21 71 50 29 26 83 57 17 26 52 26 48
Students with Disabilities 4 18 14 82 36 40 4 60 22 37 15 63
Economically Disadvantaged 8 54 46 46 14 59 45 41 7 48 41 52
English Learners 7 14 7 86 14 50 36 50 - 29 29 71
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 17 87 70 13 15 89 74 11 12 84 71 16
Female 18 91 72 9 17 91 75 9 12 87 75 13
Male 16 84 69 16 14 88 73 12 13 81 68 19
American Indian < 100 < 0 < < < < < 100 < 0
Asian 24 100 76 0 24 100 76 0 24 100 76 0
Black 7 79 72 21 9 80 72 20 7 70 63 30
Hispanic 13 83 69 18 11 87 76 13 9 82 73 18
White 20 90 70 10 18 92 73 8 15 87 72 13
Two or more races 17 91 74 9 12 94 82 6 10 86 76 14
Students with Disabilities 14 57 43 43 25 67 42 33 22 56 34 44
Economically Disadvantaged 11 81 71 19 11 84 73 16 8 75 67 25
English Learners 4 69 65 31 8 84 76 16 4 77 73 23
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 6 80 74 20 6 89 83 11 2 82 80 18
Female 7 84 77 16 6 86 80 14 2 86 84 14
Male 5 77 72 23 6 92 86 8 2 78 77 22
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 74 68 26 3 90 87 10 5 77 73 23
Hispanic 2 81 79 19 2 84 81 16 2 86 84 14
White 7 81 73 19 9 89 81 11 2 82 81 18
Two or more races - 83 83 17 - 100 100 0 - 83 83 17
Students with Disabilities 8 59 51 41 43 81 38 19 12 56 44 44
Economically Disadvantaged 4 78 74 22 6 88 81 12 3 77 74 23
English Learners - 85 85 15 4 88 83 13 - 81 81 19
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 23 87 63 13 16 87 71 13 15 79 63 21
Female 22 90 68 10 16 91 74 9 14 81 67 19
Male 25 84 59 16 15 82 66 18 17 76 60 24
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 74 68 26 11 70 59 30 6 60 53 40
Hispanic 22 76 53 24 12 90 78 10 13 71 57 29
White 25 90 65 10 18 89 71 11 19 84 65 16
Two or more races 33 94 61 6 20 84 64 16 4 89 85 11
Students with Disabilities 35 62 27 38 22 62 41 38 26 61 35 39
Economically Disadvantaged 19 79 60 21 11 81 70 19 9 68 59 32
English Learners 8 42 33 58 3 85 82 15 8 67 59 33
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 12 88 76 12 7 86 79 14 10 83 73 17
Female 15 93 78 7 7 90 83 10 10 87 77 13
Male 9 84 74 16 7 83 76 17 9 78 68 22
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 84 84 16 3 82 79 18 8 67 60 33
Hispanic 9 85 76 15 13 81 68 19 8 88 80 12
White 16 90 74 10 7 88 81 12 10 85 75 15
Two or more races 17 92 75 8 - 100 100 0 16 79 63 21
Students with Disabilities 4 50 46 50 15 63 48 37 29 54 24 46
Economically Disadvantaged 5 82 77 18 8 81 74 19 9 74 65 26
English Learners - 67 67 33 12 77 65 23 - 83 83 17
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 26 99 73 1 28 99 72 1 22 98 76 2
Female 29 100 71 0 29 100 71 0 23 100 77 0
Male 23 99 75 1 26 98 72 2 21 95 74 5
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic 21 100 79 0 25 100 75 0 < 100 < 0
White 25 99 74 1 27 99 72 1 24 97 74 3
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 17 100 83 0 33 96 63 4 18 95 77 5
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 62 100 38 0 48 100 52 0 33 100 67 0
Female 63 100 38 0 66 100 34 0 39 100 61 0
Male 60 100 40 0 33 100 67 0 28 100 73 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 65 100 35 0 53 100 47 0 32 100 68 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0 < 100 < 0 31 100 69 0
English Learners < 100 < 0 < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 12 83 71 17 9 78 68 22 12 78 66 22
Female 13 81 68 19 8 78 69 23 9 78 69 22
Male 11 84 74 16 11 78 67 22 15 78 64 22
Asian < < < < < < < < < < < <
Black - 66 66 34 6 62 56 38 5 66 60 34
Hispanic 5 77 72 23 3 66 62 34 4 65 62 35
White 17 90 72 10 12 84 72 16 15 86 71 14
Two or more races 7 71 64 29 9 82 73 18 17 70 52 30
Students with Disabilities - 41 41 59 8 38 31 62 5 54 49 46
Economically Disadvantaged 4 67 63 33 4 66 63 34 4 64 60 36
English Learners - 39 39 61 4 40 36 60 4 42 38 58
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 12 83 71 17 9 78 68 22 12 78 66 22
Female 13 81 68 19 8 78 69 23 9 78 69 22
Male 11 84 74 16 11 78 67 22 15 78 64 22
Asian < < < < < < < < < < < <
Black - 66 66 34 6 62 56 38 5 66 60 34
Hispanic 5 77 72 23 3 66 62 34 4 65 62 35
White 17 90 72 10 12 84 72 16 15 86 71 14
Two or more races 7 71 64 29 9 82 73 18 17 70 52 30
Students with Disabilities - 41 41 59 8 38 31 62 5 54 49 46
Economically Disadvantaged 4 67 63 33 4 66 63 34 4 64 60 36
English Learners - 39 39 61 4 40 36 60 4 42 38 58
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 29 87 58 13 26 90 64 10 25 85 59 15
Female 28 87 59 13 25 91 67 9 21 87 65 13
Male 30 87 57 13 27 88 61 12 29 83 54 17
Asian < < < < < 100 < 0 < 100 < 0
Black 11 76 65 24 5 87 82 13 15 67 53 33
Hispanic 20 78 57 22 19 81 63 19 21 79 58 21
White 36 92 57 8 30 93 63 7 28 90 62 10
Two or more races 21 79 57 21 27 86 59 14 35 87 52 13
Students with Disabilities - 48 48 52 15 52 37 48 27 58 31 42
Economically Disadvantaged 13 75 62 25 11 83 72 17 13 74 61 26
English Learners 7 29 21 71 9 64 55 36 14 71 57 29
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 29 87 58 13 25 90 65 10 24 85 61 15
Female 28 87 58 13 24 92 68 8 20 87 67 13
Male 30 87 57 13 26 87 61 13 27 83 56 17
Asian < < < < < 100 < 0 < 100 < 0
Black 11 76 65 24 5 87 82 13 12 65 54 35
Hispanic 20 78 57 22 17 81 63 19 21 79 58 21
White 36 92 57 8 29 93 64 7 26 90 64 10
Two or more races 21 79 57 21 30 85 55 15 32 86 55 14
Students with Disabilities - 46 46 54 - 31 31 69 9 47 38 53
Economically Disadvantaged 14 75 62 25 9 82 73 18 11 73 62 27
English Learners 7 29 21 71 5 60 55 40 14 71 57 29
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division182023
School546
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 6326394369
Grade 7352329389
Grade 8328366343
Total Students1,0061,0891,101
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 Students100610891101
Female517550560
Male489539541
American Indian424
Asian242116
Black134161145
Hispanic169196237
White607630624
Two or more races687975
Students with Disabilities87108112
Not Students with Disabilities919981989
Economically Disadvantaged393490479
Not Economically Disadvantaged613599622
English Learners88105136
Not English Learners918984965
Homeless154
Foster Care1274
Military Connected152223
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
67.2 68.1 67.8

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,661.005,353.00654.00
2015-20163,681.005,370.00690.00
2016-20173,866.005,506.00701.00

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 Students997822028970691922928822822998922328
Female502367134813569483361213509451015
Male49546131548934131344546169489471313
American Indian0000000000000000
Asian15301201012500019200
Black136164414843212712241471654
Hispanic168922164123115814511811874
White630501220583471216550492015578461120
Two or more races474115251264712711000
Students with Disabilities74133782886771656911266
Economically Disadvantaged395531119380351617353531916439622021
English Learners594025641090510105912
Homeless0000000000009332
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
Offenses Against Student 94
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses 30
Other Offenses Against Persons 53
Disorderly or Disruptive Behavior Offenses 81
Alcohol, Tobacco, and Other Drug Offenses 16
Technology Offenses 11
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2930.3980.540.184
Asian1.8552.3861.611.93
Black14.84421.8813.3229.0314.79829.28
Hispanic15.9181516.79910.7518.01512.71
Native Hawaiian
White61.71953.1360.33850.5457.90447.51
Two or more races5.371106.7597.537.26110.5
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2930.3980.184
Asian1.8552.3861.93
Black14.84413.325014.798
Hispanic15.91816.79918.015
Native Hawaiian
White61.71960.3385057.904100
Two or more races5.3711006.7597.261
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2930.3980.184
Asian1.8552.3861.93
Black14.84413.3214.798
Hispanic15.91816.79918.015
Native Hawaiian
White61.71960.33857.904
Two or more races5.3716.7597.261
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 41.1240.0839.3
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 24.3227.3219.24
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 86.3682.4481.01
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
Provisional7%13%
Provisional Special Education6%5%
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
2015-201647%51%0%2%
2016-201751%45%1%3%
2017-201854%44%0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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