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L.F. Addington Middle

General school information

Category: Combined (05-08) School
Phone: 276-328-8821
Address: 324 School St Wise, VA 24293
Principal: Dr. Greg Jessee
Superintendent: Dr. Gregory Clark Mullins
Region: 7
Division: Wise 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

College & Career Readiness

College & Career Readiness

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 No Students
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 23 88 66 12 26 90 65 10 24 88 64 12
Female 23 90 67 10 27 92 65 8 24 88 65 12
Male 22 86 64 14 25 89 64 11 24 87 63 13
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < 9 73 64 27
Hispanic < < < < < < < < < < < <
White 23 89 66 11 26 91 65 9 24 88 64 12
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 23 70 47 30 16 71 56 29 14 66 52 34
Economically Disadvantaged 16 82 66 18 16 86 69 14 15 82 67 18
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 22 84 61 16 24 85 61 15 21 80 59 20
Female 22 92 70 8 22 91 69 9 19 77 58 23
Male 23 77 55 23 26 81 56 19 23 82 60 18
Black < < < < < 100 < 0 < < < <
Hispanic < 100 < 0 < 100 < 0 < < < <
White 23 85 61 15 24 85 61 15 22 81 59 19
Students with Disabilities 23 50 27 50 13 61 48 39 5 45 40 55
Economically Disadvantaged 20 77 57 23 16 80 64 20 11 70 59 30
Grade 6 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 26 89 63 11 26 92 66 8 20 89 69 11
Female 23 86 63 14 30 92 62 8 24 94 70 6
Male 30 92 62 8 23 92 69 8 17 86 68 14
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < 100 < 0
Hispanic < < < < < 100 < 0 < 100 < 0
White 26 90 64 10 26 93 67 7 21 90 69 10
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 25 81 56 19 24 76 52 24 15 69 54 31
Economically Disadvantaged 19 79 60 21 18 85 67 15 13 89 76 11
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 24 93 69 7 30 94 64 6 27 92 65 8
Female 28 95 67 5 32 94 62 6 29 96 67 4
Male 18 91 73 9 27 93 65 7 26 89 63 11
Black < 100 < 0 < < < <
Hispanic < 100 < 0 < < < < < 100 < 0
White 25 93 68 7 30 94 64 6 27 93 66 7
Students with Disabilities 24 82 59 18 13 81 69 19 19 73 54 27
Economically Disadvantaged 16 91 76 9 15 88 73 12 21 88 67 12
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 86 70 14 24 91 67 9 28 90 62 10
Female 16 86 70 14 25 92 67 8 24 87 64 13
Male 16 86 71 14 23 90 68 10 31 93 61 7
Asian < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < < < < < < < < < < < <
White 16 87 70 13 25 92 67 8 28 90 63 10
Students with Disabilities 20 73 53 27 12 71 59 29 14 79 64 21
Economically Disadvantaged 8 82 73 18 15 91 77 9 13 78 64 22
English Learners < 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

Writing

Writing 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 writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing 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: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 36 84 47 16 54 90 36 10 46 93 47 7
Female 52 89 36 11 64 94 30 6 50 91 41 9
Male 23 79 57 21 37 83 46 17 42 94 53 6
Asian < 100 < 0 < 100 < 0 < 100 < 0
White 35 83 47 17 54 90 36 10 46 92 47 8
Students with Disabilities 13 56 44 44 17 61 44 39 14 71 57 29
Economically Disadvantaged 18 74 56 26 37 85 48 15 20 80 61 20
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 36 84 47 16 54 90 36 10 46 93 47 7
Female 52 89 36 11 64 94 30 6 50 91 41 9
Male 23 79 57 21 37 83 46 17 42 94 53 6
Asian < 100 < 0 < 100 < 0 < 100 < 0
White 35 83 47 17 54 90 36 10 46 92 47 8
Students with Disabilities 13 56 44 44 17 61 44 39 14 71 57 29
Economically Disadvantaged 18 74 56 26 37 85 48 15 20 80 61 20
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 27 93 67 7 27 95 68 5 28 91 63 9
Female 26 96 70 4 30 97 67 3 30 90 60 10
Male 27 90 63 10 25 93 69 7 27 92 65 8
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < 9 82 73 18
Hispanic < < < < < 100 < 0 < < < <
White 26 94 68 6 27 95 68 5 29 92 63 8
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 22 78 56 22 19 86 66 14 15 77 62 23
Economically Disadvantaged 19 90 71 10 16 94 77 6 19 89 70 11
English Learners < 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 26 88 61 12 26 90 65 10 22 82 60 18
Female 31 96 65 4 26 91 65 9 23 79 56 21
Male 23 82 59 18 26 90 64 10 21 85 65 15
Black < < < < < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < < < <
White 26 89 63 11 26 90 64 10 23 83 61 17
Students with Disabilities 20 65 45 35 13 70 57 30 5 55 50 45
Economically Disadvantaged 25 81 56 19 11 92 80 8 17 77 61 23
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 40 97 57 3 23 96 73 4 31 93 62 7
Female 33 98 65 2 28 98 70 2 31 91 60 9
Male 47 96 49 4 20 94 75 6 30 94 64 6
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 39 97 58 3 24 97 72 3 32 93 62 7
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 25 81 56 19 19 95 76 5 19 88 69 12
Economically Disadvantaged 21 98 77 2 15 93 78 7 17 93 76 7
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 87 65 13 20 89 69 11 19 89 70 11
Female 16 89 73 11 22 94 72 6 19 91 72 9
Male 30 85 55 15 17 83 66 17 20 88 69 12
Hispanic < < < < < 100 < 0
White 23 89 67 11 20 88 68 12 20 91 71 9
Students with Disabilities 18 82 65 18 13 80 67 20 15 77 62 23
Economically Disadvantaged 15 83 67 17 12 88 76 12 16 89 73 11
Grade 8 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 98 85 2 34 100 66 0 35 98 63 2
Female 16 100 84 0 34 100 66 0 39 98 59 2
Male 10 96 85 4 35 100 65 0 30 98 67 2
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 13 98 85 2 34 100 66 0 34 98 64 2
Students with Disabilities 27 87 60 13 33 100 67 0 14 86 71 14
Economically Disadvantaged 13 96 84 4 28 100 72 0 21 96 74 4
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 100 66 0 32 100 68 0 42 100 58 0
Female 47 100 53 0 39 100 61 0 46 100 54 0
Male 22 100 78 0 21 100 79 0 39 100 61 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
White 30 100 70 0 32 100 68 0 42 100 58 0
Economically Disadvantaged < 100 < 0 20 100 80 0 55 100 45 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 20 87 67 13 15 87 72 13 19 90 72 10
Female 23 85 62 15 12 86 74 14 15 89 75 11
Male 19 89 70 11 18 88 69 12 22 91 69 9
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < 100 < 0
Hispanic < < < < < < < < < < < <
White 21 88 67 12 15 87 72 13 19 91 72 9
Students with Disabilities 22 76 54 24 14 74 60 26 6 74 68 26
Economically Disadvantaged 15 81 66 19 11 83 72 17 12 87 75 13
English Learners < 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 30 91 61 9 26 82 56 18 26 91 65 9
Female 34 88 54 12 24 80 56 20 23 89 66 11
Male 27 94 67 6 28 85 56 15 29 94 65 6
Black < < < < < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < < < <
White 32 93 61 7 26 83 57 18 27 92 65 8
Students with Disabilities 23 77 55 23 17 58 42 42 5 80 75 20
Economically Disadvantaged 21 87 66 13 16 79 62 21 17 90 73 10
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 82 73 18 3 91 89 9 10 90 80 10
Female 9 81 72 19 3 90 88 10 6 91 85 9
Male 8 82 75 18 2 93 91 7 15 89 75 11
Asian < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < < < < < < < < < < < <
White 9 82 74 18 3 92 89 8 10 90 81 10
Students with Disabilities 20 73 53 27 11 94 83 6 7 64 57 36
Economically Disadvantaged 6 71 65 29 4 88 84 12 5 82 77 18
English Learners < 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 16 87 71 13 41 95 54 5 41 98 58 2
Female 16 84 68 16 35 95 60 5 37 96 59 4
Male 16 93 77 7 46 95 48 5 43 100 57 0
Black < 100 < 0 < < < <
Hispanic < < < < < < < < < 100 < 0
White 17 88 71 13 40 95 55 5 41 99 58 1
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 13 67 53 33 13 81 69 19 39 91 52 9
Economically Disadvantaged 13 84 71 16 19 91 72 9 34 97 64 3
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 87 72 13 41 95 55 5 39 98 60 2
Female 15 84 69 16 35 95 60 5 35 96 60 4
Male 14 93 79 7 46 96 50 4 41 100 59 0
Black < 100 < 0 < < < <
Hispanic < < < < < < < < < 100 < 0
White 15 87 72 13 40 96 56 4 40 99 59 1
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities - 62 62 38 7 86 79 14 26 89 63 11
Economically Disadvantaged 11 84 73 16 19 91 72 9 30 97 67 3
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
Division000
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Grade 5115128126
Grade 6110122127
Grade 7125125126
Grade 897121119
Total Students447496498
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 Students447496498
Female227244230
Male220252268
Asian764
Black5712
Hispanic576
White427474474
Two or more races321
Students with Disabilities668782
Not Students with Disabilities381409416
Economically Disadvantaged229222273
Not Economically Disadvantaged218274225
English Learners565
Not English Learners442490493
Homeless161710
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
67.4 71.5 69.1

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
2014-20152,850.005,879.00961.00
2015-20162,060.006,014.00935.00
2016-20172,305.006,282.001,020.00

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 Students46427810438245447030818454441116
Female244153321917222351241021215410
Male220125721973223518482422976
American Indian0000
Asian0000000000000000
Black0000000083108401
Hispanic0000000000000000
White44626810419235444925718431381115
Two or more races0000000000000000
Students with Disabilities59714648017863680943
Economically Disadvantaged2132188225192422623714242351014
English Learners0000000000000000
Homeless12110172001500512100
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Staff <
Property Offenses <
Other Offenses Against Persons 12
Disorderly or Disruptive Behavior Offenses 10
Alcohol, Tobacco, and Other Drug Offenses <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.211
Asian1.6881.5661.21
Black0.8442.941.1191.41110
Hispanic1.0551.1191.411
Native Hawaiian
White96.20397.0695.52692.8695.56590
Two or more races0.6717.140.403
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 Indian0.211
Asian1.6881.5661.21
Black0.8441.1191.411
Hispanic1.0551.1191.411
Native Hawaiian
White96.20395.52695.565
Two or more races0.6710.403
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 Indian0.211
Asian1.6881.5661.21
Black0.8441.1191.411
Hispanic1.0551.1191.411
Native Hawaiian
White96.20395.52695.565
Two or more races0.6710.403
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 40.5840.7935.47
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 36.2942.4737
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 82.786.7690.75
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
Provisional0%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
2015-201654%36%3%7%
2016-201768%28%0%4%
2017-201864%31%0%5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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