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Fallon Park Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-853-2535
Address: 502 19th St SE Roanoke, VA 24013
Principal: Ms. Nikki Mitchem-Pry
Superintendent: Dr. Rita D. Bishop
Region: 6
Division: Roanoke City Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited
Annual Waiver: 2016 through 2018

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

Accredited: All indicators at Level One or Level Two or Waiver
Accredited With Conditions: One or more indicators at Level Three
Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Two 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 12 83 71 17 16 76 61 24 12 71 59 29
Female 11 83 72 17 17 80 63 20 13 75 61 25
Male 13 83 70 17 14 72 58 28 11 67 56 33
American Indian < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < < < <
Black 3 76 74 24 12 72 60 28 11 66 55 34
Hispanic 19 88 69 12 24 75 51 25 10 69 59 31
White 14 83 70 17 13 78 65 22 13 71 59 29
Two or more races 7 93 86 7 23 82 59 18 22 87 65 13
Students with Disabilities 9 62 53 38 - 33 33 67 7 41 35 59
Economically Disadvantaged 10 79 69 21 14 74 60 26 12 69 58 31
English Learners 19 81 63 19 19 74 56 26 10 62 52 38
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 80 71 20 8 71 63 29 8 64 57 36
Female 5 77 72 23 9 74 66 26 9 65 57 35
Male 15 85 70 15 8 67 59 33 7 64 57 36
Asian < 100 < 0 < < < <
Black - 71 71 29 4 80 76 20 - 58 58 42
Hispanic 15 90 75 10 17 63 46 38 7 67 59 33
White 12 81 70 19 3 74 72 26 18 64 46 36
Two or more races < < < < < < < < < < < <
Students with Disabilities 19 56 38 44 - 33 33 67 - 50 50 50
Economically Disadvantaged 9 76 67 24 4 67 62 33 7 63 55 37
English Learners 21 88 67 13 16 64 48 36 8 50 42 50
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 14 89 75 11 17 80 63 20 11 75 64 25
Female 15 92 77 8 16 82 66 18 11 79 68 21
Male 13 87 73 13 17 77 60 23 11 70 59 30
Black 10 90 81 10 15 71 56 29 15 74 59 26
Hispanic 7 87 80 13 27 77 50 23 7 63 56 37
White 19 89 70 11 11 83 71 17 9 80 71 20
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 7 64 57 36 - 23 23 77 13 50 38 50
Economically Disadvantaged 8 85 76 15 18 79 61 21 12 76 63 24
English Learners 13 81 69 19 15 78 63 22 4 63 59 37
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 12 80 68 20 23 78 55 22 17 73 56 27
Female 16 84 69 16 27 83 56 17 20 78 59 22
Male 8 75 67 25 19 74 55 26 14 67 53 33
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 71 71 29 16 63 47 37 17 67 50 33
Hispanic 35 88 53 12 29 88 59 12 14 76 62 24
White 9 79 70 21 24 78 54 22 13 68 55 32
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities - 67 67 33 - 43 43 57 5 30 25 70
Economically Disadvantaged 13 77 63 23 21 75 54 25 16 70 54 30
English Learners 21 71 50 29 28 83 56 17 16 71 55 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

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 88 60 12 23 84 61 16 17 79 62 21
Female 28 88 60 12 25 87 62 13 15 81 66 19
Male 27 88 61 12 21 81 60 19 19 77 57 23
American Indian < 100 < 0 < < < <
Asian < < < < < < < < < < < <
Black 18 86 68 14 20 86 66 14 12 78 66 22
Hispanic 37 94 58 6 27 86 59 14 23 82 59 18
White 31 86 56 14 24 81 57 19 15 77 62 23
Two or more races 21 93 71 7 18 91 73 9 22 83 61 17
Students with Disabilities 2 60 58 40 5 56 51 44 4 52 48 48
Economically Disadvantaged 25 86 61 14 22 81 59 19 17 79 62 21
English Learners 26 92 66 8 25 83 58 17 21 75 54 25
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 85 64 15 9 78 69 22 7 69 62 31
Female 11 85 74 15 13 77 65 23 4 70 65 30
Male 35 85 50 15 6 80 73 20 9 68 59 32
Asian < 100 < 0 < < < <
Black 9 83 74 17 8 84 76 16 - 62 62 38
Hispanic 35 85 50 15 12 76 64 24 15 74 59 26
White 24 83 60 17 10 77 67 23 7 71 64 29
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 7 47 40 53 - 50 50 50 10 20 10 80
Economically Disadvantaged 19 83 64 18 6 76 70 24 6 67 61 33
English Learners 26 87 61 13 12 73 62 27 12 62 50 38
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 37 90 53 10 44 94 50 6 15 82 67 18
Female 46 90 44 10 41 97 55 3 13 85 72 15
Male 31 90 60 10 47 91 44 9 17 78 61 22
Black 33 95 62 5 37 91 54 9 22 89 67 11
Hispanic 53 100 47 0 50 100 50 0 15 81 67 19
White 38 85 47 15 44 91 47 9 9 83 74 17
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities - 64 64 36 15 77 62 23 - 56 56 44
Economically Disadvantaged 36 88 53 12 44 91 47 9 15 83 68 17
English Learners 44 94 50 6 44 100 56 0 15 78 63 22
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 90 65 10 14 78 64 22 27 84 57 16
Female 36 91 55 9 17 85 68 15 25 86 61 14
Male 11 89 77 11 12 71 60 29 29 82 53 18
Asian < 100 < 0 < < < < < 100 < 0
Black 19 81 63 19 5 79 74 21 13 83 70 17
Hispanic 24 100 76 0 18 82 65 18 38 90 52 10
White 29 90 62 10 20 76 56 24 29 74 45 26
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities - 71 71 29 - 43 43 57 5 65 60 35
Economically Disadvantaged 22 88 66 12 14 75 61 25 29 85 56 15
English Learners 7 100 93 0 17 72 56 28 35 84 48 16
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 19 76 57 24 14 74 60 26 12 78 67 22
Female 26 76 50 24 12 74 62 26 6 82 76 18
Male 11 76 65 24 17 74 57 26 18 75 57 25
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 67 61 33 5 55 50 45 3 77 73 23
Hispanic 33 78 44 22 6 65 59 35 10 83 72 17
White 19 79 60 21 24 83 59 17 19 68 48 32
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 6 75 69 25 14 43 29 57 - 40 40 60
Economically Disadvantaged 20 75 55 25 12 72 60 28 10 77 67 23
English Learners 13 67 53 33 5 58 53 42 6 77 71 23
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 19 76 57 24 14 74 60 26 12 78 67 22
Female 26 76 50 24 12 74 62 26 6 82 76 18
Male 11 76 65 24 17 74 57 26 18 75 57 25
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 67 61 33 5 55 50 45 3 77 73 23
Hispanic 33 78 44 22 6 65 59 35 10 83 72 17
White 19 79 60 21 24 83 59 17 19 68 48 32
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 6 75 69 25 14 43 29 57 - 40 40 60
Economically Disadvantaged 20 75 55 25 12 72 60 28 10 77 67 23
English Learners 13 67 53 33 5 58 53 42 6 77 71 23
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 26 88 62 12 40 89 49 11 24 79 55 21
Female 28 90 62 10 30 88 58 12 25 81 57 19
Male 25 87 62 13 53 91 38 9 23 77 53 23
Black 19 90 71 10 29 89 60 11 22 89 67 11
Hispanic 33 87 53 13 55 91 36 9 25 61 36 39
White 30 87 57 13 40 86 46 14 29 89 60 11
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 21 79 57 21 8 62 54 38 6 44 38 56
Economically Disadvantaged 17 83 66 17 36 93 57 7 23 78 55 22
English Learners 25 81 56 19 52 85 33 15 25 61 36 39
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 27 88 61 12 40 89 49 11 24 79 55 21
Female 28 90 62 10 30 88 58 12 25 81 57 19
Male 25 86 61 14 53 91 38 9 23 77 53 23
Black 19 90 71 10 29 89 60 11 22 89 67 11
Hispanic 33 87 53 13 55 91 36 9 25 61 36 39
White 30 87 57 13 40 86 46 14 29 89 60 11
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 23 77 54 23 8 62 54 38 6 44 38 56
Economically Disadvantaged 17 83 66 17 36 93 57 7 23 78 55 22
English Learners 25 81 56 19 52 85 33 15 25 61 36 39
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
Division566840
School400
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten514249
Kindergarten9910698
Grade 110798102
Grade 29910296
Grade 31149893
Grade 499110108
Grade 58389114
Total Students652645660
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 Students652645660
Female329331326
Male323314334
American Indian434
Asian91010
Black190194196
Hispanic123137152
White304266240
Two or more races223558
Students with Disabilities959394
Not Students with Disabilities557552566
Economically Disadvantaged452390464
Not Economically Disadvantaged200255196
English Learners116130135
Not English Learners536515525
Homeless313136
Military Connected311
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
63.8 64.1 64.2

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
2014-20155,609.005,876.00990.00
2015-20165,008.005,944.001,453.00
2016-20174,875.006,462.001,727.00

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 Students605833841604602827599572434609442224
Female30742191528535912304281313304241113
Male298411926319251915295291121305201111
American Indian0000000000000000
Asian15100910080129001
Black1562091519817891801581818410136
Hispanic119323129800141621155611
White28754232024529181523030131021519714
Two or more races28532205223850343712
Students with Disabilities911887949527975490745
Economically Disadvantaged536803839432492322427452326503412021
English Learners124721131720143352151321
Homeless4113101745791133841346956
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 11
Disorderly or Disruptive Behavior Offenses 11
Alcohol, Tobacco, and Other Drug Offenses <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2860.6133.130.465
Asian2.1461.381.55
Black24.7540.4829.14137.530.07857.14
Hispanic17.319.5218.8656.2521.244.76
Native Hawaiian
White51.07342.8646.62653.1341.2433.33
Two or more races4.4357.143.3745.4264.76
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 Indian0.2860.6130.465
Asian2.1461.381.55
Black24.7529.14130.078
Hispanic17.3118.86521.24
Native Hawaiian
White51.07346.62641.24
Two or more races4.4353.3745.426
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 Indian0.2860.6130.465
Asian2.1461.381.55
Black24.7529.14130.078
Hispanic17.3118.86521.24
Native Hawaiian
White51.07346.62641.24
Two or more races4.4353.3745.426
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 89.999.8599.84
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 67.7467.4875.7
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

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 85.7186.3288.63
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 Education2%2%
Provisional2%2%
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%2%0%
2016-201752%48%0%0%
2017-201851%49%0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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