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Lake Braddock Secondary

General school information

Category: Combined (07-12) School
Phone: 703-426-1000
Address: 9200 Burke Lake Rd Burke, VA 22015
Principal: Dan Meier
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division: Fairfax 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
Dropout Rate Level One
Graduation and Completion 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 Two
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 92 67 8 26 91 65 9 25 91 66 9
Female 28 94 67 6 32 93 61 7 26 93 67 7
Male 22 91 68 9 21 90 68 10 24 90 66 10
American Indian < 100 < 0 < 100 < 0
Asian 28 94 66 6 29 95 66 5 32 95 63 5
Black 17 88 71 12 27 90 63 10 23 86 64 14
Hispanic 12 84 72 16 15 80 64 20 11 81 69 19
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 28 95 66 5 28 94 66 6 27 93 66 7
Two or more races 31 96 64 4 30 93 63 7 27 97 70 3
Students with Disabilities 13 68 55 32 7 61 54 39 12 64 53 36
Economically Disadvantaged 9 78 70 22 14 79 65 21 10 81 71 19
English Learners 4 58 53 42 9 71 62 29 7 73 66 27
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 30 92 62 8 35 93 58 7 33 93 61 7
Female 37 96 59 4 39 94 55 6 32 94 62 6
Male 24 89 65 11 31 92 61 8 34 93 59 7
Asian 31 94 63 6 39 95 56 5 45 96 51 4
Black 23 91 67 9 35 94 58 6 22 89 67 11
Hispanic 20 83 63 17 22 81 59 19 15 85 70 15
White 33 94 61 6 38 96 58 4 35 95 60 5
Two or more races 37 94 57 6 33 95 63 5 37 97 60 3
Students with Disabilities 11 61 50 39 12 63 51 37 17 76 59 24
Economically Disadvantaged 9 79 70 21 19 84 64 16 14 83 69 17
English Learners 5 53 47 47 15 83 68 17 12 82 70 18
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 27 88 61 12 29 87 59 13 28 90 62 10
Female 26 90 64 10 36 92 56 8 29 92 63 8
Male 28 87 59 13 22 83 62 17 27 88 61 12
Asian 33 90 57 10 32 93 61 7 34 95 61 5
Black 19 79 60 21 27 85 58 15 29 87 59 13
Hispanic 12 80 68 20 18 71 54 29 15 79 64 21
White 31 90 60 10 30 90 60 10 30 92 61 8
Two or more races 34 98 63 2 33 90 57 10 23 95 73 5
Students with Disabilities 14 59 46 41 7 49 42 51 14 52 37 48
Economically Disadvantaged 11 71 60 29 16 67 51 33 14 82 69 18
English Learners - 42 42 58 3 41 38 59 5 68 63 32
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 97 79 3 10 95 85 5 9 89 81 11
Female 20 96 77 4 11 93 82 7 10 91 82 9
Male 15 97 82 3 9 95 87 5 8 88 80 12
American Indian < 100 < 0 < 100 < 0
Asian 19 98 78 2 7 98 91 2 9 95 86 5
Black 8 95 87 5 8 88 81 12 14 82 67 18
Hispanic 5 89 83 11 6 87 81 13 2 79 77 21
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 22 99 78 1 11 97 86 3 10 92 83 8
Two or more races 23 95 73 5 18 95 77 5 11 100 89 0
Students with Disabilities 14 85 71 15 1 76 74 24 4 66 63 34
Economically Disadvantaged 5 85 79 15 4 87 82 13 1 76 75 24
English Learners 6 73 67 27 - 74 74 26 - 61 61 39
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 40 89 49 11 39 88 49 12 36 87 51 13
Female 48 92 45 8 47 93 47 7 41 91 50 9
Male 34 87 53 13 33 84 51 16 32 84 52 16
American Indian < 100 < 0 < 100 < 0
Asian 47 93 46 7 48 91 42 9 44 91 47 9
Black 27 80 53 20 33 84 51 16 35 84 49 16
Hispanic 24 83 60 17 18 77 59 23 20 78 58 22
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 45 91 46 9 42 91 50 9 39 90 51 10
Two or more races 52 94 42 6 51 90 40 10 40 88 47 13
Students with Disabilities 15 61 46 39 8 52 45 48 12 57 44 43
Economically Disadvantaged 14 73 59 27 19 74 54 26 16 76 60 24
English Learners 6 60 54 40 3 51 48 49 10 56 46 44
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 48 16 42 85 43 15 41 87 46 13
Female 41 88 47 12 52 92 41 8 47 92 44 8
Male 31 80 49 20 33 79 45 21 36 83 47 17
Asian 44 90 46 10 55 90 35 10 48 90 42 10
Black 22 63 41 37 32 81 49 19 46 83 36 17
Hispanic 24 77 54 23 20 69 49 31 24 78 54 22
White 38 86 48 14 43 88 45 12 43 90 47 10
Two or more races 43 90 48 10 53 88 35 12 43 84 41 16
Students with Disabilities 9 42 33 58 8 44 35 56 16 50 34 50
Economically Disadvantaged 14 63 49 38 22 66 44 34 19 75 56 25
English Learners 5 42 37 58 3 39 36 61 12 57 45 43
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 45 94 50 6 34 93 59 7 28 88 60 12
Female 53 95 42 5 37 95 58 5 30 91 61 9
Male 37 94 57 6 32 92 59 8 27 86 59 14
American Indian < 100 < 0 < 100 < 0
Asian 50 95 46 5 38 92 55 8 35 92 57 8
Black 33 98 65 2 35 88 54 12 19 87 68 13
Hispanic 24 89 65 11 15 85 71 15 15 77 63 23
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 51 95 44 5 39 96 57 4 32 91 58 9
Two or more races 61 98 37 2 45 95 50 5 36 93 57 7
Students with Disabilities 20 79 59 21 7 65 59 35 8 65 57 35
Economically Disadvantaged 14 83 69 17 16 83 67 17 13 78 65 22
English Learners 6 71 65 29 2 67 65 33 6 53 47 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

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 26 90 64 10 29 90 62 10 29 89 60 11
Female 26 92 66 8 29 92 64 8 30 90 60 10
Male 25 88 63 12 29 89 60 11 28 88 60 12
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 38 94 56 6 42 95 54 5 43 96 52 4
Black 16 81 65 19 21 86 65 14 19 79 60 21
Hispanic 13 83 70 17 16 81 65 19 16 79 63 21
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 27 92 65 8 29 92 63 8 30 92 62 8
Two or more races 25 92 68 8 29 92 63 8 31 92 61 8
Students with Disabilities 9 64 56 36 8 62 54 38 11 63 51 37
Economically Disadvantaged 12 80 68 20 16 80 64 20 19 79 60 21
English Learners 7 69 62 31 11 77 66 23 14 76 62 24
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 11 78 67 22 15 85 70 15 13 87 73 13
Female 12 82 70 18 13 86 73 14 16 91 75 9
Male 9 73 64 27 17 84 67 16 11 83 72 17
Asian 20 87 67 13 22 91 69 9 28 93 65 8
Black 5 70 65 30 7 86 79 14 15 78 63 22
Hispanic 7 67 60 33 9 80 71 20 11 81 70 19
White 9 80 71 20 17 84 67 16 12 89 78 11
Two or more races 14 86 71 14 14 86 71 14 8 85 77 15
Students with Disabilities 5 48 43 52 13 56 44 44 19 72 53 28
Economically Disadvantaged 5 68 63 33 14 81 67 19 13 78 64 22
English Learners 5 47 42 53 13 81 68 19 12 85 74 15
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 24 91 67 9 27 89 61 11 28 88 60 12
Female 28 91 64 9 28 93 65 7 27 90 63 10
Male 21 91 70 9 27 85 58 15 30 87 57 13
Asian 32 95 63 5 37 97 61 3 36 94 58 6
Black 19 81 62 19 23 89 66 11 20 83 63 18
Hispanic 15 85 70 15 14 76 62 24 21 76 55 24
White 26 94 67 6 30 92 62 8 30 92 62 8
Two or more races 21 93 71 7 27 77 50 23 31 94 63 6
Students with Disabilities 9 65 56 35 6 55 49 45 17 52 35 48
Economically Disadvantaged 11 79 68 21 19 79 60 21 18 79 62 21
English Learners 3 76 74 24 15 78 63 22 22 76 54 24
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 22 91 69 9 26 91 66 9 29 89 60 11
Female 23 94 71 6 28 94 66 6 31 91 60 9
Male 21 89 68 11 23 89 65 11 27 88 61 12
Asian 34 95 61 5 40 96 56 4 41 96 55 4
Black 14 81 67 19 22 88 66 12 22 79 58 21
Hispanic 10 87 76 13 12 84 71 16 12 78 65 22
Native Hawaiian < 100 < 0
White 24 93 70 7 26 93 67 7 31 92 61 8
Two or more races 19 92 74 8 20 93 73 7 31 94 63 6
Students with Disabilities 6 64 59 36 3 66 63 34 5 59 55 41
Economically Disadvantaged 7 82 75 18 15 81 66 19 20 78 58 22
English Learners 6 73 67 27 8 82 74 18 14 77 63 23
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 94 64 6 35 90 55 10 34 90 56 10
Female 27 95 68 5 34 91 57 9 33 89 56 11
Male 33 94 61 6 35 89 54 11 34 90 56 10
Asian 47 96 49 4 49 96 46 4 48 95 48 5
Black 14 89 76 11 21 77 57 23 25 76 51 24
Hispanic 14 90 76 10 24 80 56 20 13 79 65 21
Native Hawaiian < 100 < 0 < 100 < 0
White 32 96 64 4 33 92 59 8 36 94 58 6
Two or more races 28 95 67 5 40 96 55 4 36 92 56 8
Students with Disabilities 5 76 71 24 8 61 53 39 8 59 52 41
Economically Disadvantaged 13 83 70 17 17 79 62 21 17 76 59 24
English Learners 4 72 68 28 11 67 57 33 8 67 59 33
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 33 89 56 11 33 93 61 7 33 90 57 10
Female 33 91 57 9 31 94 63 6 34 91 56 9
Male 32 87 55 13 34 92 58 8 31 89 58 11
Asian 42 93 52 7 46 95 49 5 48 97 49 3
Black 24 80 56 20 27 95 68 5 8 80 71 20
Hispanic 16 82 66 18 17 83 66 17 21 82 61 18
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 36 90 55 10 33 95 62 5 33 91 57 9
Two or more races 41 94 53 6 37 97 61 3 39 93 54 7
Students with Disabilities 9 70 61 30 8 72 64 28 8 70 61 30
Economically Disadvantaged 19 81 63 19 15 80 65 20 23 82 59 18
English Learners 8 73 64 27 6 70 64 30 14 74 60 26
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 25 92 67 8 26 90 65 10 28 90 62 10
Female 24 93 69 7 25 91 66 9 27 90 63 10
Male 27 91 64 9 27 90 63 10 29 90 60 10
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 32 96 64 4 34 94 60 6 33 94 61 6
Black 17 82 65 18 20 87 67 13 20 81 61 19
Hispanic 11 84 73 16 11 81 69 19 15 77 62 23
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 30 95 65 5 29 93 64 7 32 94 62 6
Two or more races 25 93 68 7 27 93 66 7 32 93 62 7
Students with Disabilities 8 66 58 34 7 61 55 39 10 63 53 37
Economically Disadvantaged 10 77 67 23 11 79 68 21 12 74 62 26
English Learners 2 62 60 38 3 65 62 35 5 64 60 36
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 26 92 66 8 22 91 69 9 26 91 66 9
Female 22 93 71 7 19 93 75 7 19 91 72 9
Male 30 92 62 8 25 90 65 10 31 91 60 9
Asian 29 95 66 5 28 97 69 3 29 96 66 4
Black 20 78 59 22 19 83 65 17 29 84 56 16
Hispanic 13 87 75 13 6 78 72 22 12 75 63 25
White 30 94 64 6 25 95 70 5 27 96 69 4
Two or more races 32 95 63 5 24 90 67 10 32 95 64 5
Students with Disabilities 13 65 53 35 8 61 54 39 14 58 44 42
Economically Disadvantaged 10 78 68 22 9 77 67 23 13 77 64 23
English Learners 2 64 61 36 - 59 59 41 5 69 64 31
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 94 66 6 29 93 64 7 31 90 59 10
Female 25 95 69 5 29 93 64 7 33 91 58 9
Male 30 93 63 7 30 93 63 7 28 88 60 12
American Indian < 100 < 0
Asian 35 98 63 2 35 93 58 7 33 92 58 8
Black 19 85 66 15 17 94 77 6 17 80 63 20
Hispanic 10 90 80 10 15 85 70 15 12 80 68 20
Native Hawaiian < 100 < 0
White 35 95 60 5 33 96 62 4 38 93 55 7
Two or more races 17 93 76 7 38 95 57 5 29 90 62 10
Students with Disabilities 2 72 69 28 8 70 62 30 5 62 56 38
Economically Disadvantaged 8 82 73 18 11 82 71 18 10 71 61 29
English Learners 1 67 66 33 5 73 68 27 1 51 49 49
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 92 62 8 32 89 57 11 35 90 55 10
Female 31 94 63 6 34 91 58 9 34 90 55 10
Male 28 90 61 10 31 87 56 13 35 90 55 10
Asian 37 96 59 4 46 95 49 5 43 94 51 6
Black 20 83 63 17 28 88 60 12 17 79 62 21
Hispanic 15 79 64 21 17 78 61 22 25 79 54 21
Native Hawaiian < 100 < 0 < 100 < 0
White 32 96 63 4 35 91 56 9 38 94 56 6
Two or more races 33 91 58 9 22 95 73 5 38 94 55 6
Students with Disabilities 9 53 44 47 5 48 43 52 9 64 55 36
Economically Disadvantaged 17 75 57 25 18 83 65 17 18 79 61 21
English Learners 2 63 60 38 6 63 57 37 11 80 69 20
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 87 81 13 6 84 78 16 6 87 81 13
Female 6 87 81 13 5 81 76 19 6 87 81 13
Male 7 87 80 13 7 86 79 14 6 87 81 13
American Indian < 100 < 0 < 100 < 0
Asian 5 91 86 9 6 82 76 18 4 92 88 8
Black 5 81 76 19 7 79 71 21 - 75 75 25
Hispanic 2 76 74 24 3 82 79 18 4 69 65 31
Native Hawaiian < 100 < 0 < 100 < 0
White 10 94 85 6 7 86 78 14 8 95 87 5
Two or more races 8 92 83 8 17 92 75 8 < 100 < 0
Students with Disabilities 3 71 68 29 2 65 63 35 2 67 65 33
Economically Disadvantaged - 70 70 30 - 71 71 29 2 65 64 35
English Learners - 49 49 51 - 61 61 39 - 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

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 38 95 57 5 41 95 54 5 37 93 56 7
Female 35 94 59 6 39 95 56 5 35 93 58 7
Male 41 95 55 5 43 94 52 6 39 93 54 7
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 44 98 54 2 42 97 55 3 42 95 53 5
Black 27 91 65 9 38 92 54 8 34 87 53 13
Hispanic 20 89 68 11 23 89 66 11 19 86 67 14
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 44 96 52 4 47 96 49 4 43 96 52 4
Two or more races 39 97 58 3 47 97 49 3 34 94 59 6
Students with Disabilities 13 76 63 24 14 77 62 23 15 70 55 30
Economically Disadvantaged 19 84 65 16 22 85 64 15 19 84 65 16
English Learners 6 75 69 25 7 78 71 22 13 74 61 26
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 96 71 4 24 96 72 4 17 92 75 8
Female 22 95 73 5 21 95 74 5 15 93 78 7
Male 28 96 69 4 26 97 70 3 20 92 72 8
American Indian < 100 < 0 < 100 < 0
Asian 25 96 71 4 27 99 72 1 20 94 74 6
Black 20 95 76 5 22 94 72 6 20 91 70 9
Hispanic 12 87 75 13 13 88 75 12 9 85 76 15
White 29 98 69 2 27 98 71 2 20 94 74 6
Two or more races 32 100 68 0 33 100 67 0 13 97 83 3
Students with Disabilities 9 84 75 16 9 80 71 20 4 70 66 30
Economically Disadvantaged 11 82 71 18 16 89 73 11 5 80 75 20
English Learners 4 75 72 25 2 80 79 20 2 67 65 33
World History 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 95 61 5 36 94 57 6 35 93 58 7
Female 31 96 65 4 35 94 59 6 36 93 57 7
Male 36 93 57 7 38 94 56 6 35 93 58 7
American Indian < 100 < 0
Asian 40 99 59 1 36 95 59 5 43 97 54 3
Black 24 89 65 11 29 88 58 13 21 83 62 17
Hispanic 16 91 74 9 23 87 65 13 14 84 70 16
Native Hawaiian < 100 < 0
White 40 96 55 4 44 97 53 3 43 96 53 4
Two or more races 26 92 66 8 34 95 61 5 30 92 62 8
Students with Disabilities 4 73 69 28 13 75 62 25 11 66 55 34
Economically Disadvantaged 15 85 70 15 19 79 60 21 15 81 66 19
English Learners 2 79 77 21 9 75 65 25 10 65 55 35
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 39 92 53 8 43 94 50 6 22 88 67 12
Female 37 90 53 10 41 95 54 5 17 85 68 15
Male 41 94 53 6 45 92 47 8 25 91 65 9
Asian 49 97 49 3 45 97 52 3 13 88 75 12
Black 23 90 68 10 46 95 49 5 14 74 60 26
Hispanic 18 85 67 15 22 87 65 13 15 87 72 13
Native Hawaiian < 100 < 0 < 100 < 0
White 45 93 48 7 50 94 44 6 31 92 61 8
Two or more races 38 97 59 3 41 97 57 3 7 87 80 13
Students with Disabilities 9 65 56 35 12 71 60 29 15 65 50 35
Economically Disadvantaged 18 79 61 21 21 83 62 17 5 82 77 18
English Learners 6 69 63 31 5 74 68 26 5 72 67 28
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 54 96 42 4 57 97 40 3 64 97 33 3
Female 51 95 44 5 56 98 42 2 61 98 36 2
Male 57 97 41 3 58 96 38 4 66 96 30 4
Asian 59 98 40 2 58 99 41 1 70 98 28 2
Black 40 91 51 9 50 94 44 6 60 94 34 6
Hispanic 36 92 56 8 35 94 59 6 39 90 51 10
White 61 98 37 2 62 97 35 3 69 99 30 1
Two or more races 57 98 40 2 72 96 24 4 72 98 26 2
Students with Disabilities 25 81 56 19 18 77 60 23 25 76 51 24
Economically Disadvantaged 32 90 58 10 30 90 60 10 44 91 46 9
English Learners 13 79 66 21 12 83 71 17 27 87 59 13
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
Division1,0321,256850
School246
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Grade 7702713707
Grade 8688720741
Grade 9702691708
Grade 10709715688
Grade 11713709738
Grade 12678733718
Post Graduate010
Total Students4,1924,2824,300
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 Students419242824300
Female201920422044
Male217322402256
American Indian633
Asian808866873
Black266305319
Hispanic750766758
Native Hawaiian554
White210720792063
Two or more races250258280
Students with Disabilities590606608
Not Students with Disabilities360236763692
Economically Disadvantaged520391693
Not Economically Disadvantaged367238913607
English Learners348554549
Not English Learners384437283751
Homeless131310
Military Connected451481494
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

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.”

 

 

 

Status of the Students in the 2017-2018 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 461 208 9 2 10 3
Division 8906 4062 291 53 1031 147
State 50979 36013 2733 1046 5404 1786
Female School 241 79 2 0 4 1
Division 4605 1780 123 14 381 64
State 27837 15823 920 366 1922 656
Male School 220 129 7 2 6 2
Division 4301 2282 168 39 650 83
State 23142 20190 1813 680 3482 1130
Asian School 109 26 2 1 2 0
Division 2245 509 29 10 40 13
State 5026 1194 70 18 91 37
Black School 18 14 2 1 1 1
Division 679 660 56 4 58 32
State 7955 11090 1111 244 1359 744
Hispanic School 65 58 3 0 6 0
Division 1161 1368 95 11 838 73
State 5086 5583 317 105 2172 323
Native Hawaiian School < < < < 0 <
Division 20 7 0 0 0 0
State 82 60 1 2 3 4
White School 243 97 1 0 1 1
Division 4306 1322 98 24 79 23
State 30218 16420 1139 617 1589 596
Two or more races School 25 13 1 0 0 1
Division 446 179 13 4 13 6
State 2468 1542 87 58 163 73
Students with Disabilities School 12 69 9 1 3 0
Division 305 1146 291 20 134 5
State 1056 6505 2733 136 1108 108
Economically Disadvantaged School 56 53 5 0 6 1
Division 1467 1641 120 16 411 76
State 10704 17342 1680 460 2640 1096
English Learners School 13 39 5 1 5 0
Division 500 1232 124 11 846 5
State 1418 3757 272 31 1847 115
Homeless School < < < < < <
Division 25 82 8 1 96 13
State 232 695 90 42 303 61
Foster Care School < < < < 0 <
Division 6 9 3 1 3 0
State 35 175 31 10 56 15
Military Connected School 53 16 0 0 0 0
Division 259 144 3 0 2 2
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students69367897.868098.1101.4
Female32732298.532298.541.2
Male36635697.335897.861.6
Asian14013797.913898.621.4
Black373491.93594.612.7
Hispanic13212695.512695.564.5
Native Hawaiian0<100<10000
White34334199.434199.41.3
Two or more races403997.53997.500
Students with Disabilities949095.79196.833.2
Economically Disadvantaged12111494.211494.265
English Learners645789.15890.657.8
Homeless0<<<<<<
Foster Care0<100<10000
Military Connected69691006910000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken1,054 / 37.64%1,063 / 37.35%1,091 / 38.29%
Advanced Placement Course Enrollment1,061 / 37.89%1,069 / 37.56%1,120 / 39.31%
Dual Enrollment - - -
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students School 632 536 15
Division 12217 10080 17
State 82482 57560 30
Female School 322 284 12
Division 6000 5130 14
State 41546 31230 25
Male School 310 252 19
Division 6217 4950 20
State 40936 26330 36
American Indian School 0 < 100
Division 19 16 16
State 220 132 40
Asian School 112 97 13
Division 2602 2277 12
State 5492 4724 14
Black School 40 34 15
Division 1317 1086 18
State 18272 11640 36
Hispanic School 111 85 23
Division 2063 1357 34
State 8547 5341 38
White School 332 287 14
Division 5621 4833 14
State 46319 33154 28
Two or more races School 35 31 11
Division 582 502 14
State 3521 2499 29
Students with Disabilities School 65 44 32
Division 1193 800 33
State 5986 3008 50
Economically Disadvantaged School 97 74 24
Division 2524 1808 28
State 23515 13119 44
English Learners School 78 56 28
Division 1943 1315 32
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsSchool000
 Division000
 State413936233471
State LicensuresSchool552
 Division16014173
 State179019641412
Industry CertificationSchool547663631
 Division117231387113987
 State100544109590103892
Workplace ReadinessSchool218259457
 Division664675558602
 State307754231350242
Total Credentials EarnedSchool7709271090
 Division185292156722662
 State137248157490159017
Students Earning One or More CredentialsSchool680829956
 Division159751878419601
 State109089126113127744
CTE CompletersSchool247284258
 Division486048214658
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1020 2428 1599 65.9%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1007 2386 1550 65%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1054 2666 1866 70%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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
67.8 68 68.8

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-201510,428.003,212.00579.00
2015-201610,542.003,252.00606.00
2016-201710,901.003,346.00649.00

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 Students38771615469386725468844073164558240871776770
Female18498526371845136354519248930411933923035
Male20287628322022118333921497525412154853735
American Indian0000000000000000
Asian7702299761429128471881285924113
Black2655362677223088233061278
Hispanic694301121694451827715431320715401514
Native Hawaiian0000000000000000
White19279627311908142334019478830411925933141
Two or more races2096422281763248626276833
Students with Disabilities497331921532341034548341335537372525
Economically Disadvantaged61835152264546162666530818680512028
English Learners3422010933417616544191112510271016
Homeless19314274432230316426
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
Weapons Offenses <
Property Offenses 18
All Other Offenses 25
Other Offenses Against Persons 43
Disorderly or Disruptive Behavior Offenses 79
Alcohol, Tobacco, and Other Drug Offenses 21
Offenses Against Student 15
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 Indian0.1720.1430.07
Asian19.6028.5719.28411.2920.23413.39
Black6.54214.296.34817.747.12624.11
Hispanic17.78228.5717.917.7417.89725
Native Hawaiian0.1482.860.1190.117
White50.44342.8650.28648.3948.57533.93
Two or more races5.3862.865.9674.846.0283.57
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

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 Indian0.1720.1430.07
Asian19.6025019.28420.234
Black6.542506.3487.126
Hispanic17.78217.917.897
Native Hawaiian0.1480.1190.117
White50.44350.28610048.575100
Two or more races5.3865.9676.028
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 Indian0.1720.1430.07
Asian19.60219.28420.234
Black6.5426.3487.126
Hispanic17.78217.917.897
Native Hawaiian0.1480.1190.117
White50.44350.28648.575
Two or more races5.3865.9676.028
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 15.0614.9813.82
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 17.7617.3617.44
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

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 71.2273.9573.68
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 Education2%2%
Provisional2%3%
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
2015-201626%72%1%1%
2016-201726%72%0%2%
2017-201828%70%0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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