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J.B. Watkins Elementary

General school information

Category: Elementary (PK-05) School
Phone: 804-378-2530
Address: 501 Coalfield Rd. Midlothian, VA 23114-4406
Principal: Deborah Weatherford
Superintendent: Donald Fairheart
Region: 1
Division: Chesterfield 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 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 One Level One
White Level One Level One

18.28% of the students in this school were chronically absent.

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

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

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

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

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

History

History Performance: All Students

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

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 66 96 30 4 68 93 25 7 63 96 33 4
Female 60 96 36 4 65 94 29 6 59 97 37 3
Male 74 96 22 4 71 92 20 8 68 96 28 4
Asian < < < < < 100 < 0 60 100 40 0
Black 55 100 45 0 59 71 12 29 32 89 58 11
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 71 96 25 4 69 95 25 5 68 97 28 3
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 29 71 43 29 35 70 35 30 30 85 55 15
Economically Disadvantaged 41 82 41 18 46 77 31 23 33 85 52 15
English Learners 69 92 23 8 < < < < 36 100 64 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 66 96 30 4 68 93 24 7 63 96 33 4
Female 60 96 36 4 66 94 28 6 59 97 37 3
Male 74 96 22 4 71 92 20 8 67 96 28 4
Asian < < < < < 100 < 0 60 100 40 0
Black 55 100 45 0 59 71 12 29 32 89 58 11
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 71 96 25 4 69 95 25 5 68 97 29 3
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 29 71 43 29 37 68 32 32 26 84 58 16
Economically Disadvantaged 41 82 41 18 46 77 31 23 33 85 52 15
English Learners 69 92 23 8 < < < < 36 100 64 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
Division8514779
School120
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten1145
Kindergarten176189198
Grade 1190198218
Grade 2197206206
Grade 3164202210
Grade 4164170210
Grade 5177173173
Total Students1,0791,1421,220
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 Students107911421220
Female542571589
Male537571631
American Indian445
Asian777884
Black10710195
Hispanic283145
Native Hawaiian42
White823879928
Two or more races364763
Students with Disabilities1089597
Not Students with Disabilities97110471123
Economically Disadvantaged119117125
Not Economically Disadvantaged96010251095
English Learners817260
Not English Learners99810701160
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
69.4 68.5 70

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
2014-20153,938.005,045.00504.00
2015-20163,951.005,085.00557.00
2016-20174,068.005,219.00605.00

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 Students10351076109512511159245412192272
Female54043255572157212315841432
Male4956445405305871223635840
American Indian0000000000000000
Asian75100732007901082110
Black9421110811010910197211
Hispanic19000290003330045400
Native Hawaiian000000000000
White80576584184188118439261350
Two or more races35000361005020064201
Students with Disabilities11211010540091221104110
Economically Disadvantaged143201139500127712137832
English Learners84200815007800061320
Homeless0000000000000000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
Property 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
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3710.350.41
Asian7.1364.176.836.885
Black9.91720.838.84416.677.78766.67
Hispanic2.5954.172.7153.689
Native Hawaiian0.3710.175
White76.27470.8376.9783.3376.06633.33
Two or more races3.3364.1165.164
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 Indian0.3710.350.41
Asian7.1366.836.885
Black9.9178.8447.787
Hispanic2.5952.7153.689
Native Hawaiian0.3710.175
White76.27476.9776.066
Two or more races3.3364.1165.164
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 Indian0.3710.350.41
Asian7.1366.836.885
Black9.9178.8447.787
Hispanic2.5952.7153.689
Native Hawaiian0.3710.175
White76.27476.9776.066
Two or more races3.3364.1165.164
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 12.1210.468.48
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

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 18.431.5822.22
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 70.471.9375.76
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

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
Provisional0%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201646%54%0%0%
2016-201747%51%1%1%
2017-201844%56%0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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