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Kiln Creek Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-886-7961
Address: 1501 Kiln Creek Pkwy Newport News, VA 23602
Principal: Ann Shoemaker
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

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 18 81 63 19 21 82 61 18 19 80 61 20
Female 16 80 64 20 18 82 63 18 17 80 63 20
Male 19 82 63 18 23 82 59 18 20 79 59 21
American Indian < 100 < 0 < 100 < 0
Asian 45 95 50 5 6 88 82 12 36 93 57 7
Black 13 69 57 31 19 76 57 24 16 73 57 27
Hispanic 8 86 78 14 16 80 65 20 17 83 66 17
White 21 91 70 9 27 88 61 12 24 83 59 17
Two or more races 26 94 68 6 30 95 65 5 15 91 76 9
Students with Disabilities 27 52 25 48 24 45 22 55 36 57 21 43
Economically Disadvantaged 15 72 57 28 17 77 60 23 13 72 60 28
English Learners 17 83 67 17 11 89 78 11 19 76 57 24
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 15 85 70 15 17 84 66 16 21 78 57 22
Female 15 88 73 12 18 79 61 21 23 75 52 25
Male 16 82 67 18 17 89 72 11 19 80 61 20
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 12 71 59 29 17 81 63 19 18 77 58 23
Hispanic 12 94 82 6 9 73 64 27 18 73 55 27
White 12 94 82 6 22 91 70 9 32 84 53 16
Two or more races 29 94 65 6 29 93 64 7 10 70 60 30
Students with Disabilities 29 50 21 50 22 50 28 50 44 67 22 33
Economically Disadvantaged 14 76 63 24 16 83 67 17 10 69 58 31
English Learners < < < < < < < < < < < <
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 18 77 59 23 25 84 59 16 15 78 63 22
Female 16 76 59 24 22 88 66 13 8 77 68 23
Male 19 78 59 22 29 81 52 19 22 80 57 20
Asian < < < < < < < < < 100 < 0
Black 14 68 54 32 24 78 54 22 18 65 47 35
Hispanic - 80 80 20 33 83 50 17 8 83 75 17
White 27 85 58 15 21 89 68 11 14 86 71 14
Two or more races < 100 < 0 29 100 71 0 20 100 80 0
Students with Disabilities 24 47 24 53 33 50 17 50 32 63 32 37
Economically Disadvantaged 16 71 55 29 23 79 57 21 17 74 57 26
English Learners < < < < < < < < < < < <
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 20 80 60 20 20 78 58 22 20 83 63 17
Female 17 72 55 28 15 77 63 23 21 89 68 11
Male 23 86 63 14 24 78 54 22 19 77 58 23
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black 12 69 57 31 16 70 54 30 13 76 64 24
Hispanic 10 80 70 20 - 91 91 9 31 100 69 0
White 28 93 66 7 39 83 43 17 27 81 54 19
Two or more races < < < < < < < < 15 100 85 0
Students with Disabilities 31 62 31 38 13 33 20 67 32 42 11 58
Economically Disadvantaged 15 70 55 30 14 70 55 30 10 73 63 27
English Learners < 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

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 24 85 61 15 20 85 65 15 24 79 55 21
Female 18 84 66 16 19 84 65 16 21 77 56 23
Male 30 85 55 15 22 87 64 13 26 80 54 20
American Indian < 100 < 0 < 100 < 0
Asian 43 90 48 10 47 88 41 12 50 93 43 7
Black 13 78 65 22 12 80 68 20 21 70 49 30
Hispanic 19 92 73 8 20 80 61 20 19 78 59 22
White 38 91 53 9 28 93 65 7 36 94 58 6
Two or more races 35 90 55 10 30 95 65 5 12 85 73 15
Students with Disabilities 28 65 37 35 25 52 27 48 34 50 16 50
Economically Disadvantaged 17 78 61 23 17 81 64 19 18 68 50 32
English Learners 15 85 69 15 28 94 67 6 24 76 52 24
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 18 84 66 16 13 85 72 15 22 79 58 21
Female 14 86 73 14 8 81 73 19 25 81 56 19
Male 24 82 58 18 18 89 71 11 19 78 59 22
Asian < < < < < 100 < 0 < 100 < 0
Black 8 79 71 21 8 85 77 15 22 77 55 23
Hispanic 17 83 67 17 13 65 52 35 9 68 59 32
White 31 91 59 9 22 96 74 4 42 95 53 5
Two or more races 24 88 65 12 21 93 71 7 - 80 80 20
Students with Disabilities 15 46 31 54 28 50 22 50 39 50 11 50
Economically Disadvantaged 10 78 68 22 12 85 72 15 15 71 56 29
English Learners < < < < < 100 < 0 < < < <
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 34 89 55 11 30 87 57 13 25 80 55 20
Female 29 88 58 13 29 87 59 13 18 73 55 27
Male 38 90 52 10 31 86 55 14 33 88 55 12
Asian < < < < < < < < < 100 < 0
Black 20 84 64 16 20 82 61 18 29 71 43 29
Hispanic 10 100 90 0 41 88 47 12 13 75 63 25
White 52 92 40 8 36 93 57 7 43 95 52 5
Two or more races < 100 < 0 29 93 64 7 - 90 90 10
Students with Disabilities 41 71 29 29 33 56 22 44 32 58 26 42
Economically Disadvantaged 28 84 56 16 25 78 53 22 22 72 50 28
English Learners < 100 < 0 < < < < < 100 < 0
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 21 82 61 18 19 84 65 16 25 77 52 23
Female 13 79 66 21 20 83 63 17 21 77 56 23
Male 28 84 56 16 18 85 67 15 29 76 47 24
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black 10 71 61 29 9 75 65 25 13 61 48 39
Hispanic < 100 < 0 - 100 100 0 46 100 54 0
White 33 90 57 10 26 91 65 9 27 92 65 8
Two or more races < < < < < 100 < 0 31 85 54 15
Students with Disabilities 23 77 54 23 13 50 38 50 32 42 11 58
Economically Disadvantaged 11 70 58 30 15 80 65 20 16 61 45 39
English Learners < 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 17 82 65 18 17 80 63 20 20 79 58 21
Female 13 77 64 23 11 81 70 19 18 81 63 19
Male 21 86 66 14 22 80 58 20 24 76 53 24
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 6 67 62 33 11 73 62 27 7 65 57 35
Hispanic 40 90 50 10 - 73 73 27 15 85 69 15
White 21 97 76 3 30 87 57 13 38 96 58 4
Two or more races < 100 < 0 < 100 < 0 38 92 54 8
Students with Disabilities 21 71 50 29 27 47 20 53 11 37 26 63
Economically Disadvantaged 15 70 55 30 11 70 59 30 6 61 55 39
English Learners < 100 < 0 < 100 < 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 17 82 65 18 17 80 63 20 20 79 58 21
Female 13 77 64 23 11 81 70 19 18 81 63 19
Male 21 86 66 14 22 80 58 20 24 76 53 24
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 6 67 62 33 11 73 62 27 7 65 57 35
Hispanic 40 90 50 10 - 73 73 27 15 85 69 15
White 21 97 76 3 30 87 57 13 38 96 58 4
Two or more races < 100 < 0 < 100 < 0 38 92 54 8
Students with Disabilities 21 71 50 29 27 47 20 53 11 37 26 63
Economically Disadvantaged 15 70 55 30 11 70 59 30 6 61 55 39
English Learners < 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

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 82 49 18 46 94 47 6 40 92 51 8
Female 33 71 38 29 42 95 53 5 38 95 57 5
Male 33 91 58 9 52 92 40 8 43 88 45 12
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 22 75 53 25 37 88 51 12 29 86 57 14
Hispanic 10 90 80 10 38 100 63 0 38 96 58 4
White 60 88 28 12 61 100 39 0 62 95 33 5
Two or more races < < < < 50 93 43 7 50 100 50 0
Students with Disabilities 35 76 41 24 41 76 35 24 16 84 68 16
Economically Disadvantaged 30 77 47 23 30 92 62 8 37 87 50 13
English Learners < 100 < 0 < 100 < 0 < 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 30 81 51 19 44 93 49 7 42 91 50 9
Female 33 71 38 29 42 95 53 5 38 95 57 5
Male 27 90 63 10 48 91 43 9 47 86 40 14
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 19 74 55 26 35 88 52 13 30 84 55 16
Hispanic 10 90 80 10 25 100 75 0 39 96 57 4
White 59 86 27 14 59 100 41 0 62 95 33 5
Two or more races < < < < 50 93 43 7 50 100 50 0
Students with Disabilities 9 64 55 36 < < < < 15 77 62 23
Economically Disadvantaged 26 75 49 25 23 91 67 9 38 86 48 14
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

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division658942
School100
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Kindergarten113129110
Grade 1116114122
Grade 2128116113
Grade 3129118109
Grade 4110124109
Grade 5108112120
Total Students704713683
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 Students704713683
Female343357345
Male361356338
American Indian31
Asian333833
Black326340330
Hispanic94104107
Native Hawaiian134
White175151137
Two or more races727672
Students with Disabilities788487
Not Students with Disabilities626629596
Economically Disadvantaged362361279
Not Economically Disadvantaged342352404
English Learners334242
Not English Learners671671641
Homeless242
Military Connected137150134
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 Students697542120661692430686632026658702025
Female3382310103153616934129817328331010
Male3593111103463382134534129330371015
American Indian0000000000000000
Asian48000341003440034000
Black294311515297381924331351114312361117
Hispanic88312886031007141031142
Native Hawaiian0000000000000000
White1941633173153214812271371414
Two or more races67420659216956167832
Students with Disabilities8012467119411851348811528
Economically Disadvantaged31734161429840162232845131627142915
English Learners37210340104410147030
Homeless00001020373209704
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
Disorderly or Disruptive Behavior Offenses 18
Other Offenses Against Persons <
Property Offenses <
Offenses Against Staff <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.4090.4261.610.14
Asian6.4124.6885.333.7
Black44.33880.6546.30777.4247.68670.37
Hispanic11.5966.4513.3523.2314.5863.7
Native Hawaiian0.2730.1420.421
White27.9673.2324.8586.4521.1783.7
Two or more races9.0049.6810.22711.2910.65918.52
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 Indian0.4090.4260.14
Asian6.4124.6885.33
Black44.33866.6746.30747.686
Hispanic11.59613.35214.586
Native Hawaiian0.2730.1420.421
White27.96733.3324.85821.178
Two or more races9.00410.22710.659
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 Indian0.4090.4260.14
Asian6.4124.6885.33
Black44.33846.30747.686
Hispanic11.59613.35214.586
Native Hawaiian0.2730.1420.421
White27.96724.85821.178
Two or more races9.00410.22710.659
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 54.415151.34
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 47.3466.2992.27
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 77.4777.2581.87
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
Provisional2%7%
Provisional Special Education0%5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201639%61%0%0%
2016-201744%56%0%0%
2017-201842%56%0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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