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Joseph H. Saunders Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-591-4781
Address: 853 Harpersville Rd Newport News, VA 23601
Principal: Shannon Pipkin
Superintendent: Dr. George Parker III
Region: 2
Division: Newport News 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 with Conditions

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited with Conditions

School Quality Indicators

Academic Achievement

English Level Two
Mathematics Level Two
Science Level Three

Achievement Gaps

EnglishLevel Two
MathematicsLevel Three

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level Two Level Three
Economically Disadvantaged Level Two Level Three
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three Level Three
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 11 68 57 32 12 66 54 34 8 59 52 41
Female 15 72 58 28 13 73 59 27 9 60 51 40
Male 8 64 56 36 11 61 50 39 7 59 52 41
Asian < < < < < < < < < 100 < 0
Black 9 64 55 36 8 63 55 37 7 56 49 44
Hispanic 2 56 53 44 5 58 53 42 10 59 49 41
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 18 78 60 22 24 79 55 21 5 69 65 31
Two or more races 15 80 65 20 17 75 58 25 14 57 43 43
Students with Disabilities 11 49 37 51 9 34 26 66 8 23 15 77
Economically Disadvantaged 9 60 52 40 9 57 48 43 6 55 49 45
English Learners - 35 35 65 6 40 34 60 2 51 49 49
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 4 69 65 31 9 59 50 41 4 52 48 48
Female 2 76 74 24 11 70 60 30 8 47 39 53
Male 5 65 60 35 8 49 41 51 - 58 58 42
Black 6 63 57 37 6 55 49 45 5 47 42 53
Hispanic - 74 74 26 - 52 52 48 - 57 57 43
White - 71 71 29 24 71 48 29 3 55 52 45
Two or more races < < < < < 100 < 0 20 60 40 40
Students with Disabilities 8 54 46 46 8 38 31 62 - 15 15 85
Economically Disadvantaged 3 63 61 37 7 51 44 49 1 46 45 54
English Learners - 55 55 45 - 47 47 53 - 69 69 31
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 15 62 47 38 16 65 49 35 10 64 54 36
Female 24 71 48 29 20 69 49 31 7 74 67 26
Male 8 55 47 45 13 62 49 38 12 56 44 44
Black 11 64 52 36 9 62 53 38 8 58 50 42
Hispanic 7 40 33 60 15 50 35 50 14 64 50 36
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 22 70 48 30 26 78 52 22 7 79 71 21
Two or more races < < < < < < < < < < < <
Students with Disabilities 27 55 27 45 9 36 27 64 15 31 15 69
Economically Disadvantaged 19 57 38 43 12 51 40 49 10 60 51 40
English Learners < < < < 14 29 14 71 6 50 44 50
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 15 71 56 29 11 75 65 25 10 64 54 36
Female 17 70 53 30 11 78 67 22 13 67 54 33
Male 12 73 61 27 11 72 62 28 9 62 54 38
Black 9 66 57 34 8 70 62 30 8 63 55 37
Hispanic - 45 45 55 - 83 83 17 20 55 35 45
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 30 90 60 10 22 87 65 13 6 88 82 12
Two or more races < < < < < < < < < < < <
Students with Disabilities - 36 36 64 9 27 18 73 8 23 15 77
Economically Disadvantaged 6 60 55 40 9 69 60 31 6 58 52 42
English Learners < < < < < < < < - 27 27 73
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 14 66 52 34 7 67 59 33 7 53 46 47
Female 15 64 49 36 7 65 58 35 4 46 41 54
Male 13 68 55 32 8 68 60 32 10 59 49 41
Asian < < < < < < < < < 100 < 0
Black 11 63 52 37 5 59 54 41 5 47 43 53
Hispanic 9 57 48 43 9 69 60 31 9 54 46 46
Native Hawaiian < < < < < < < < < 100 < 0
White 20 75 55 25 11 76 65 24 13 65 52 35
Two or more races 21 68 47 32 8 92 85 8 5 57 52 43
Students with Disabilities 11 29 17 71 9 29 20 71 8 16 8 84
Economically Disadvantaged 9 57 48 43 4 61 57 39 7 48 42 52
English Learners 8 35 27 65 6 57 51 43 7 58 51 42
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 6 60 55 40 4 55 51 45 2 43 41 57
Female 5 58 53 42 2 52 50 48 1 38 36 62
Male 6 62 56 38 6 57 51 43 3 50 47 50
Black 4 55 51 45 4 41 37 59 2 39 38 61
Hispanic 5 58 53 42 - 63 63 38 4 36 32 64
White 10 69 59 31 5 67 62 33 3 55 52 45
Two or more races < < < < < 100 < 0 - 50 50 50
Students with Disabilities 8 31 23 69 8 15 8 85 - - - 100
Economically Disadvantaged 4 55 51 45 2 50 48 50 1 36 35 64
English Learners 9 27 18 73 - 53 53 47 6 56 50 44
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 13 70 57 30 12 75 63 25 12 67 55 33
Female 15 73 58 28 11 76 65 24 7 60 52 40
Male 12 68 56 32 13 75 62 25 16 73 57 27
Black 15 71 56 29 5 75 70 25 8 59 51 41
Hispanic 7 71 64 29 23 73 50 27 9 73 64 27
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 14 68 54 32 19 78 59 22 29 71 43 29
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 27 45 18 55 9 45 36 55 17 25 8 75
Economically Disadvantaged 12 63 51 37 9 67 58 33 11 63 52 37
English Learners < < < < 14 57 43 43 13 63 50 38
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 24 68 44 32 5 70 65 30 10 53 43 47
Female 23 62 38 38 9 70 61 30 7 46 39 54
Male 24 76 51 24 2 70 68 30 12 58 46 42
Black 16 65 49 35 6 62 56 38 6 46 41 54
Hispanic 18 36 18 64 - 75 75 25 15 60 45 40
Native Hawaiian < < < < < < < < < 100 < 0
White 33 87 53 13 9 83 74 17 18 76 59 24
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities - 9 9 91 9 27 18 73 8 23 15 77
Economically Disadvantaged 12 54 42 46 2 69 67 31 8 47 39 53
English Learners < < < < < < < < - 55 55 45
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 22 66 43 34 7 55 48 45 3 55 51 45
Female 20 63 43 37 4 50 46 50 - 50 50 50
Male 24 69 44 31 10 60 50 40 6 58 52 42
Black 9 62 53 38 6 52 46 48 3 49 46 51
Hispanic 8 42 33 58 7 40 33 60 5 55 50 45
Native Hawaiian < < < < < < < < < 100 < 0
White 45 79 33 21 12 68 56 32 6 82 76 18
Two or more races < < < < < < < < < < < <
Students with Disabilities - 9 9 91 9 9 - 91 8 15 8 85
Economically Disadvantaged 14 53 40 47 9 51 43 49 3 44 41 56
English Learners 7 14 7 86 - 18 18 82 - 27 27 73
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 22 66 43 34 7 55 48 45 3 55 51 45
Female 20 63 43 37 4 50 46 50 - 50 50 50
Male 24 69 44 31 10 60 50 40 6 58 52 42
Black 9 62 53 38 6 52 46 48 3 49 46 51
Hispanic 8 42 33 58 7 40 33 60 5 55 50 45
Native Hawaiian < < < < < < < < < 100 < 0
White 45 79 33 21 12 68 56 32 6 82 76 18
Two or more races < < < < < < < < < < < <
Students with Disabilities - 9 9 91 9 9 - 91 8 15 8 85
Economically Disadvantaged 14 53 40 47 9 51 43 49 3 44 41 56
English Learners 7 14 7 86 - 18 18 82 - 27 27 73
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 35 83 48 17 42 83 41 17 15 69 54 31
Female 34 90 56 10 51 78 27 22 17 76 60 24
Male 36 77 42 23 36 85 49 15 13 63 50 37
Black 33 76 43 24 40 85 45 15 8 62 54 38
Hispanic 36 93 57 7 33 71 38 29 23 68 45 32
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 41 89 48 11 50 88 38 12 29 86 57 14
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 27 64 36 36 9 45 36 55 8 38 31 62
Economically Disadvantaged 32 78 46 22 26 77 51 23 16 67 51 33
English Learners < < < < 14 57 43 43 19 56 38 44
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 82 49 18 41 82 41 18 14 68 54 32
Female 29 89 61 11 51 78 27 22 17 76 60 24
Male 36 77 42 23 35 85 50 15 12 62 50 38
Black 30 75 45 25 39 85 46 15 6 60 54 40
Hispanic 31 92 62 8 33 71 38 29 23 68 45 32
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 41 89 48 11 50 88 38 12 29 86 57 14
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities < < < < - 40 40 60 - 27 27 73
Economically Disadvantaged 29 77 48 23 24 76 52 24 16 67 51 33
English Learners < < < < 14 57 43 43 19 56 38 44
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
Division658942
School17181
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Kindergarten103129127
Grade 1133109130
Grade 2122143142
Grade 3116109139
Grade 4103109105
Grade 5107108104
Pre-kindergarten010
Total Students684708747
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 Students684708747
Female329332349
Male355376398
Asian646
Black325325379
Hispanic125144155
Native Hawaiian523
White170180152
Two or more races535252
Students with Disabilities475760
Not Students with Disabilities637651687
Economically Disadvantaged469470316
Not Economically Disadvantaged215238431
English Learners9711696
Not English Learners587592651
Military Connected628484
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
63.1 63.8 63.7

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
2014-20153,763.006,023.001,280.00
2015-20163,859.006,000.001,332.00
2016-20173,860.006,323.001,417.00

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 Students67760421867766322077152219735591734
Female32223219324272193642610635128713
Male3553721935339111140726113384311021
Asian13000000000000000
Black2932625932534177365198538533615
Hispanic136177411915451759711521564
Native Hawaiian0000000000000000
White18214103171129417916621379410
Two or more races51302515244760050215
Students with Disabilities47272495007633071653
Economically Disadvantaged4374429842347211539633104370461018
English Learners11111411131011152861991021
Homeless15132112262211025803
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 71
Other Offenses Against Persons 30
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 11
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.141
Asian0.8771.670.5650.803
Black47.5156545.90488.3750.73677.61
Hispanic18.27511.6720.3399.320.754.48
Native Hawaiian0.7310.2820.402
White24.8542025.4242.3320.34816.42
Two or more races7.7491.677.3456.9611.49
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 Indian0.141
Asian0.8770.5650.803
Black47.51545.90450.736100
Hispanic18.27520.33920.75
Native Hawaiian0.7310.2820.402
White24.85425.42410020.348
Two or more races7.7497.3456.961
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 Indian0.141
Asian0.8770.5650.803
Black47.51545.90450.736
Hispanic18.27520.33920.75
Native Hawaiian0.7310.2820.402
White24.85425.42420.348
Two or more races7.7497.3456.961
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 72.4266.6785.75
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

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 63.3975.7674.42
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 76.9983.4178.57
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
Provisional0%5%
Provisional Special Education0%0%
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
2015-201640%57%0%3%
2016-201744%53%0%3%
2017-201848%46%0%6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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