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Harrison Road Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-548-4864
Address: 6230 Harrison Road Fredericksburg, VA 22407
Principal: Christine Primo
Superintendent: Dr. Stephen Scott Baker
Region: 3
Division: Spotsylvania County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel 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 No Students
Black Level Two Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Two 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 19 77 58 23 17 74 57 26 13 67 54 33
Female 20 81 61 19 19 79 60 21 15 73 58 27
Male 18 73 55 27 15 70 54 30 11 62 51 38
Asian < 100 < 0 < < < < 18 82 64 18
Black 14 74 60 26 11 67 56 33 8 63 54 38
Hispanic 14 65 52 35 12 63 51 37 9 57 48 43
White 25 83 58 17 22 82 60 18 18 79 62 21
Two or more races 6 77 71 23 18 74 56 26 9 51 43 49
Students with Disabilities 15 60 45 40 11 57 45 43 5 38 33 62
Economically Disadvantaged 9 65 57 35 8 60 51 40 7 59 52 41
English Learners 8 53 45 47 4 55 51 45 2 45 43 55
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 16 73 57 27 8 70 62 30 9 50 41 50
Female 16 79 63 21 9 72 63 28 13 60 48 40
Male 16 67 51 33 7 69 61 31 7 44 37 56
Asian < 100 < 0 < < < < < < < <
Black 11 56 44 44 14 68 55 32 4 44 40 56
Hispanic 18 56 38 44 - 53 53 47 7 50 43 50
White 19 86 67 14 8 77 68 23 18 67 48 33
Two or more races 9 73 64 27 < < < < 8 17 8 83
Students with Disabilities 11 50 39 50 7 53 47 47 7 20 13 80
Economically Disadvantaged 8 61 52 39 8 56 48 44 4 43 39 57
English Learners 10 38 29 62 - 53 53 47 - 22 22 78
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 17 77 60 23 23 74 51 26 12 75 63 25
Female 24 82 58 18 23 78 55 22 14 78 64 22
Male 9 71 63 29 22 69 47 31 10 73 63 27
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 76 71 24 16 58 42 42 14 77 64 23
Hispanic 9 70 61 30 20 66 46 34 3 62 59 38
White 27 81 54 19 25 84 59 16 15 81 67 19
Two or more races 8 77 69 23 29 64 36 36 10 70 60 30
Students with Disabilities < < < < 10 50 40 50 5 47 42 53
Economically Disadvantaged 2 65 63 35 13 59 47 41 6 68 62 32
English Learners - 60 60 40 10 52 43 48 - 57 57 43
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 24 81 57 19 20 79 59 21 16 73 58 27
Female 21 83 62 17 23 86 63 14 17 78 61 22
Male 26 79 53 21 17 71 54 29 14 69 55 31
Asian < 100 < 0 < 100 < 0 < < < <
Black 28 89 61 11 5 75 70 25 8 68 60 32
Hispanic 14 71 57 29 14 69 56 31 18 62 44 38
White 31 81 51 19 32 86 54 14 19 84 64 16
Two or more races < < < < 8 75 67 25 8 69 62 31
Students with Disabilities 23 62 38 38 < < < < 4 42 38 58
Economically Disadvantaged 17 72 55 28 4 64 60 36 10 65 55 35
English Learners 13 67 53 33 - 60 60 40 5 52 48 48
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 31 83 52 17 17 75 58 25 12 69 57 31
Female 31 85 53 15 19 79 60 21 15 70 55 30
Male 30 82 52 18 15 72 56 28 9 68 58 32
Asian < 100 < 0 < 100 < 0 27 64 36 36
Black 29 75 46 25 8 64 56 36 7 64 57 36
Hispanic 19 78 59 22 14 71 57 29 7 63 57 37
White 36 88 52 12 22 80 58 20 20 78 58 22
Two or more races 32 84 52 16 12 79 68 21 6 64 58 36
Students with Disabilities 15 62 46 38 7 48 41 52 5 47 42 53
Economically Disadvantaged 16 78 61 22 5 67 62 33 6 61 55 39
English Learners 13 72 59 28 7 66 59 34 2 56 55 44
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 25 80 55 20 9 73 65 27 8 61 53 39
Female 27 84 58 16 7 78 70 22 10 63 52 38
Male 24 76 52 24 10 70 60 30 6 60 54 40
Asian < 100 < 0 < 100 < 0 < < < <
Black 22 67 44 33 9 64 55 36 - 48 48 52
Hispanic 19 75 56 25 3 61 58 39 6 60 53 40
White 27 88 61 13 12 78 67 22 18 76 58 24
Two or more races 36 73 36 27 < 100 < 0 - 50 50 50
Students with Disabilities 11 67 56 33 7 60 53 40 - 27 27 73
Economically Disadvantaged 13 74 61 26 3 66 63 34 1 53 51 47
English Learners 5 68 64 32 5 57 52 43 - 37 37 63
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 38 88 51 12 20 69 49 31 12 75 63 25
Female 39 90 51 10 23 71 48 29 14 72 59 28
Male 36 86 50 14 18 68 50 32 10 78 68 22
Asian < 100 < 0 < 100 < 0 < < < <
Black 30 75 45 25 5 47 42 53 13 79 67 21
Hispanic 24 79 56 21 14 69 54 31 3 63 60 37
White 47 95 47 5 27 76 49 24 13 83 70 17
Two or more races 31 100 69 0 21 64 43 36 < < < <
Students with Disabilities < < < < 5 35 30 65 15 60 45 40
Economically Disadvantaged 18 79 61 21 5 58 53 42 9 71 62 29
English Learners 25 81 56 19 10 67 57 33 5 73 68 27
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 29 81 51 19 22 84 62 16 16 70 54 30
Female 27 76 49 24 24 89 64 11 20 74 54 26
Male 31 84 53 16 20 78 58 22 13 66 54 34
Asian < 100 < 0 < 100 < 0 < < < <
Black 33 83 50 17 10 80 70 20 8 64 56 36
Hispanic 14 79 66 21 24 84 59 16 10 68 58 33
White 34 80 46 20 27 85 58 15 26 74 48 26
Two or more races < < < < - 83 83 17 8 69 62 31
Students with Disabilities 23 54 31 46 < < < < - 50 50 50
Economically Disadvantaged 19 81 62 19 7 78 70 22 8 60 53 40
English Learners 13 69 56 31 6 75 69 25 - 57 57 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

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 23 81 57 19 17 68 51 32 10 62 52 38
Female 19 81 62 19 18 75 56 25 11 63 53 37
Male 26 81 54 19 15 60 45 40 8 61 52 39
Asian < 100 < 0 < 100 < 0 < < < <
Black 22 83 61 17 10 70 60 30 4 48 44 52
Hispanic 14 72 59 28 14 68 54 32 3 54 51 46
White 26 83 57 17 22 67 45 33 16 70 54 30
Two or more races < < < < 8 67 58 33 - 69 69 31
Students with Disabilities 31 62 31 38 < < < < 4 54 50 46
Economically Disadvantaged 17 72 55 28 4 60 57 40 6 50 44 50
English Learners 13 60 47 40 - 50 50 50 - 33 33 67
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 23 81 57 19 17 68 51 32 10 62 52 38
Female 19 81 62 19 18 75 56 25 11 63 53 37
Male 26 81 54 19 15 60 45 40 8 61 52 39
Asian < 100 < 0 < 100 < 0 < < < <
Black 22 83 61 17 10 70 60 30 4 48 44 52
Hispanic 14 72 59 28 14 68 54 32 3 54 51 46
White 26 83 57 17 22 67 45 33 16 70 54 30
Two or more races < < < < 8 67 58 33 - 69 69 31
Students with Disabilities 31 62 31 38 < < < < 4 54 50 46
Economically Disadvantaged 17 72 55 28 4 60 57 40 6 50 44 50
English Learners 13 60 47 40 - 50 50 50 - 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

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 33 86 53 14 20 75 55 25 29 84 55 16
Female 38 88 51 12 21 76 55 24 20 85 65 15
Male 28 83 56 17 18 74 56 26 38 82 44 18
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 15 80 65 20 16 53 37 47 18 86 68 14
Hispanic 23 80 57 20 24 84 60 16 29 71 43 29
White 44 88 44 12 21 78 57 22 28 85 57 15
Two or more races 31 100 69 0 14 71 57 29 30 80 50 20
Students with Disabilities < < < < 6 47 41 53 18 71 53 29
Economically Disadvantaged 19 79 60 21 15 67 52 33 25 79 54 21
English Learners 18 73 55 27 27 91 64 9 < 100 < 0
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 33 86 53 14 19 75 56 25 28 83 55 17
Female 37 88 51 12 21 76 55 24 20 85 65 15
Male 28 83 56 17 17 73 57 27 37 82 45 18
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 11 79 68 21 16 53 37 47 14 86 71 14
Hispanic 23 80 57 20 24 84 60 16 29 71 43 29
White 44 88 44 12 19 77 58 23 28 85 57 15
Two or more races 31 100 69 0 14 71 57 29 30 80 50 20
Students with Disabilities < < < < - 44 44 56 13 69 56 31
Economically Disadvantaged 19 79 60 21 15 67 52 33 23 79 55 21
English Learners 18 73 55 27 27 91 64 9 < 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
Division364330
School001
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten414041
Kindergarten125116116
Grade 1124126131
Grade 2130115125
Grade 3133130114
Grade 4133132124
Grade 5115132142
Total Students801791793
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 Students801791793
Female381371372
Male420420421
American Indian1
Asian261821
Black141133128
Hispanic221230239
White354338334
Two or more races587271
Students with Disabilities8895106
Not Students with Disabilities713696687
Economically Disadvantaged338405426
Not Economically Disadvantaged463386367
English Learners100101116
Not English Learners701690677
Homeless11109
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
66.8 65.9 65.8

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,350.005,204.00596.00
2015-20164,816.005,149.00606.00
2016-20174,931.005,310.00633.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students796296276430101075543129771361110
Female3851542357165435617623681834
Male4111420407145639926674031886
American Indian0000
Asian30000231001711020100
Black151410135613121940118452
Hispanic1896212109322327112461022
White3731730338115531520473172114
Two or more races52201583107062170032
Students with Disabilities837118353393931102924
Economically Disadvantaged3671922366217638529684232297
English Learners96310110410114420128611
Homeless12000121231111410302
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
Offenses Against Student <
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 11
Disorderly or Disruptive Behavior Offenses 59
Technology Offenses <
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 Indian0.3650.125
Asian3.7673.2462.276
Black16.76841.1817.60329.1716.81439.29
Hispanic24.6665.8827.59112.529.0777.14
Native Hawaiian
White46.41641.1844.1955042.73139.29
Two or more races8.01911.767.2418.339.10214.29
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

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 Indian0.3650.125
Asian3.7673.2462.276
Black16.76817.60316.814
Hispanic24.66627.59129.077
Native Hawaiian
White46.41644.19542.731
Two or more races8.0197.2419.102
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 Indian0.3650.125
Asian3.7673.2462.276
Black16.76817.60316.814
Hispanic24.66627.59129.077
Native Hawaiian
White46.41644.19542.731
Two or more races8.0197.2419.102
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 50.352.8255.09
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 32.231.8348.96
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 77.9777.4375.75
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
Provisional9%12%
Provisional Special Education0%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
2015-201638%62%0%0%
2016-201747%53%0%0%
2017-201849%49%0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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