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General school information

Category: Middle (06-08) School
Phone: 757-892-3230
Address: 1380 Kempsville Rd Norfolk, VA 23502
Principal: Vacant
Superintendent: Dr. Melinda J Boone
Region: 2
Division: Norfolk City Public Schools
Division Website (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accreditation Denied

Title I Improvement Status

Title I Priority School

Reward School Status


Accountability

State Accreditation Status

Accreditation Denied

A school is rated Accreditation Denied if it fails to meet the requirements for full or partial accreditation for four consecutive years. Any school denied accreditation must provide parents and other interested parties the following:  written notice of the school’s accreditation rating; a copy of the school division’s proposed corrective action plan describing the steps to be taken to raise achievement to state standards, including a timeline for implementation; and an opportunity to comment on the corrective action plan prior to its adoption.

State Accreditation Results

.

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

State Accreditation Results
  2013-20142014-20152015-2016 
SubjectAccreditation Benchmark1 Year3 Year1 Year3 Year1 Year3 YearMet Accreditation Benchmark
English75505655505654NO-W
Mathematics70484460515755NO-W
History70636779687569YES
Science70586365586964NO-A
Graduation and Completion Index--------
LEGENDYes-C = Current year
Yes-3YR = Three-year average
Yes-4YR = Four-year average
IS = Improving school
AB = Approaching benchmark
W = Warned

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students648435285547455575243
Female552484895748436605440
Male744385675447465544946
American Indian<<<<<100<0<100<0
Asian1873552714776423-626238
Black546415475245485534847
Hispanic-565644125845426716629
Native Hawaiian<<<<<<<<<<<<
White76760331371582914796521
Two or more races839316137269283726928
Students with Disabilities122917711536216411302070
Economically Disadvantaged545395565246484514649
English Learners-393961-4242586443956
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students649435184839529514249
Female5575243104838529524348
Male742345874741539514249
American Indian<<<<<100<0<100<0
Asian<<<<<<<<<<<<
Black649425164438567474053
Hispanic-5757431742255818644536
White86456362171502929643636
Two or more races-18188286962317867914
Students with Disabilities13321968173215681825875
Economically Disadvantaged648425264337577443756
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6514549106757336645836
Female5534947117059307665934
Male849415196556356625738
Asian2791649<<<<<<<<
Black6494351106555355605540
Hispanic<<<<17755825<<<<
Native Hawaiian<<<<<100<0
White-6868321482681820907010
Two or more races7332767-808020-626238
Students with Disabilities153116691250385011382762
Economically Disadvantaged646405486758334585442
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students545405555146492575543
Female547425355247482646236
Male542385854944512514949
American Indian<<<<<100<0
Asian<<<<2791649<<<<
Black440366054743533535047
Hispanic-535347<<<<-737327
White12695831-565644-787822
Two or more races20705030<<<<<<<<
Students with Disabilities8221478152713734282472
Economically Disadvantaged439356154541552504850
English Learners<<<<<<<<<<<<
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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students545405564943514454155
Female653474765852425605540
Male437336363933614332967
American Indian<100<0<100<0
Asian<<<<45823618<<<<
Black441365954440564444056
Hispanic-696931<<<<-505050
White1268563277367275504550
Two or more races10706030<<<<<<<<
Students with Disabilities6221778203011709201180
Economically Disadvantaged440366054742533423958
English Learners<<<<<<<<<<<<
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students545405564943514454155
Female653474765852425605540
Male437336363933614332967
American Indian<100<0<100<0
Asian<<<<45823618<<<<
Black441365954440564444056
Hispanic-696931<<<<-505050
White1268563277367275504550
Two or more races10706030<<<<<<<<
Students with Disabilities6221778203011709201180
Economically Disadvantaged440366054742533423958
English Learners<<<<<<<<<<<<
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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students445415555853423545146
Female347445346056403575443
Male543385755650443524948
American Indian<<<<<100<0<100<0
Asian48480169918297867914
Black442385845551453535047
Hispanic-54544666660343646136
Native Hawaiian<<<<<<<<<100<0
White456524487062304555145
Two or more races34744533535047-505050
Students with Disabilities122412761632166813311969
Economically Disadvantaged441375945449463484552
English Learners-484852-79792110716229
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students444405665852425615639
Female347435355954415615639
Male542375875750436625638
American Indian<<<<<100<0<100<0
Asian<<<<<<<<<100<0
Black544395655550455595441
Hispanic-27277377971219554545
White8524448136350387716429
Two or more races-3636647716429-797921
Students with Disabilities132815722038186220442456
Economically Disadvantaged442385855550455544946
English Learners<<<<<<<<18644536
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students533286734846521313069
Female33229682525048-303070
Male734276634642542312969
Asian<<<<<<<<<<<<
Black532266834946511323168
Hispanic<<<<-303070<<<<
White-383862-505050-191981
Two or more races8312369<<<<-171783
Students with Disabilities1525975132815736171183
Economically Disadvantaged430267034845522262574
English Learners<<<<<<<<<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students225227545046503454255
Female226247435147492514949
Male323217754944514403760
Asian<100<0<100<0<<<<
Black222207844642544434057
Hispanic<<<<<<<<<<<<
White<<<<-808020-474753
Two or more races<<<<<<<<<<<<
Students with Disabilities9146861526117413291671
Economically Disadvantaged322197844439562403860
English Learners<<<<<100<0<100<0
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students58882132888512193917
Female3949162888512-94946
Male87971212888512291899
Asian<100<0<100<0<100<0
Black685791528684142908910
Hispanic<100<0<100<0<100<0
Native Hawaiian<100<0<100<0
White-808020<100<0<100<0
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged98374173858215-91919
English Learners<100<0<<<<<100<0
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18886131393807395925
Female-8888131294826595915
Male28885131592778-94946
Asian<100<0<100<0<100<0
Black28886126100940-93937
Hispanic<<<<<100<0<100<0
White-818119<<<<<100<0
Two or more races<100<0<100<0
Students with Disabilities<100<0<100<0
Economically Disadvantaged28887121393807-1001000
English Learners<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students259574156561351696831
Female253524736461361727128
Male265623566761331676633
American Indian<<<<<100<0
Asian178367171393807<<<<
Black-5353473625938-656535
Hispanic5686332-757525-818119
Native Hawaiian<<<<<<<<<100<0
White9887912148268184817819
Two or more races-696931-585842<<<<
Students with Disabilities338356316402460-464654
Economically Disadvantaged154534646057401676733
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students249475146056401626138
Female14342573575443-646436
Male356534446258381605940
American Indian<<<<<100<0
Asian18826418<<<<<<<<
Black-4544553585442-595841
Hispanic8544646-707030-737327
Native Hawaiian<<<<<<<<<100<0
White676712410766724-717129
Two or more races<<<<-505050<<<<
Students with Disabilities334326615362164-434357
Economically Disadvantaged145445535552451616039
English Learners<<<<<<<<<<<<
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students29896210100900-1001000
Female4969245100950-1001000
Male-100100015100850-1001000
Asian<100<0<100<0<100<0
Black-979734100960-1001000
Hispanic<100<0<100<0<100<0
White<100<0<100<0<100<0
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged-10010007100930-1001000
English Learners<100<0<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5908610892838694896
Female991829<<<<9100910
Male-909010<100<0<<<<
Black-838317<<<<-92928
White<100<0<100<0
Two or more races<100<0<100<0
Economically Disadvantaged-828218<<<<<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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1564493667973214757125
Female1362493857874223787422
Male1665493578073204746926
American Indian<<<<<100<0
Asian419150913100880<<<<
Black1262493857874223737027
Hispanic2659324188577156817519
Native Hawaiian<<<<<<<<<100<0
White2678512278578158888112
Two or more races1168573218553645-828218
Students with Disabilities10423258104838524565244
Economically Disadvantaged1359464157569253706730
English Learners11615039<100<0<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19644636
Female20654635
Male18634537
American Indian<<<<
Asian<<<<
Black16614539
Hispanic38622338
White24866214
Two or more races9736427
Students with Disabilities4383362
Economically Disadvantaged17614439
English Learners<<<<
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20100800698922-868614
Female11100890697913-909010
Male271007307100930-838317
Asian<100<0<100<0<<<<
Black13100870598932-838317
Hispanic<100<0<100<0<100<0
White25100750<100<0-1001000
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged20100800798902-848416
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14564244
Female12513949
Male16614639
Asian27100730
Black11554445
Hispanic<<<<
Native Hawaiian<<<<
White47682132
Two or more races7403360
Students with Disabilities9332467
Economically Disadvantaged12513949
English Learners<<<<
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students658524247470266716529
Female660554047470265726728
Male656494457570256696331
American Indian<<<<<100<0
Asian<<<<<100<0<<<<
Black760534037472264696531
Hispanic9453655108070209736427
Native Hawaiian<<<<<<<<<100<0
White-4242581179682113816919
Two or more races<100<0<<<<-808020
Students with Disabilities-252575-3333685474253
Economically Disadvantaged555494537067304656135
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

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

2014-20152015-20162016-2017
State000
Division000
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Grade 6308281185
Grade 7314281258
Grade 8281294251
Total Students903856694
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 Subgroup

2016 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
Subgroup2014-20152015-20162016-2017
All Students903856694
Female431387324
Male472469370
American Indian243
Asian221413
Black732694556
Hispanic383835
Native Hawaiian344
White716249
Two or more races354034
Students with Disabilities165157122
Not Students with Disabilities738699572
Economically Disadvantaged740823481
Not Economically Disadvantaged16333213
English Learners132027
Not English Learners890836667
Homeless66
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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
63.16866.5

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
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

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 FundingStateFederal
2012-20133,482.005,724.001,815.00
2013-20143,544.005,665.001,461.00
2014-20154,014.005,760.001,523.00

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 FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

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
2012-20132013-20142014-20152015-2016
Subgroup0%-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 Students79994458587673355875511154101736946257
Female399532037434351933357542443339402623
Male400412548442381625398573058397543634
American Indian0000000000000000
Asian22100240002111115000
Black645773769703603348606934686588775151
Hispanic36420382033642237333
Native Hawaiian0000000000000000
White5945127161557928521351
Two or more races30814345123143336132
Students with Disabilities11723824141201415131301231129251913
Economically Disadvantaged642864181706713254601994988412713633
English Learners17200221011501125111
Homeless101271141856422521
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

Attendance Rate

Attendance Rate: All Students

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students94.9292.7791.6
Female94.8993.0992.14
Male94.9492.4991.16
American Indian95.7586.5495.45
Asian98.696.5296.63
Black94.8492.691.41
Hispanic95.5894.4791.76
Native Hawaiian93.9592.995.04
White94.5392.2191.59
Two or more races94.4293.892.29
Students with Disabilities93.1591.1790.22
Economically Disadvantaged94.4292.2490.58
English Learners96.7696.4992.47
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

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses<
Technology Offenses<
Offenses Against Student<
Offenses Against Staff<
Weapons Offenses<
Property Offenses13
All Other Offenses20
Other Offenses Against Persons377
Disorderly or Disruptive Behavior Offenses498
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
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1060.2210.160.467
Asian2.3430.552.4360.641.6360.18
Black80.51190.6481.06388.9281.07593.26
Hispanic4.1531.834.2082.254.4390.73
Native Hawaiian0.4260.3320.4670.18
White8.23.857.8635.147.2432.19
Two or more races4.263.123.8762.894.6733.46
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
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1060.2210.467
Asian2.3432.4361.636
Black80.51186.4981.06394.1281.07592.59
Hispanic4.1532.74.2084.439
Native Hawaiian0.4260.3320.467
White8.28.117.8637.2437.41
Two or more races4.262.73.8765.884.673
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
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1060.2210.467
Asian2.3432.4361.636
Black80.51181.06381.075
Hispanic4.1534.2084.439
Native Hawaiian0.4260.3320.467
White8.27.8637.243
Two or more races4.263.8764.673
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students80.0781.72100
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students24.1728.0729.09
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students86.2580.777.09
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
 2014-20152015-2016
Provisional Special Education4%4%
Provisional4%5%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
School
This school---
Division
All Schools1%1%1%
High Poverty1%1%1%
Low Poverty1%--
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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: 2015-2016

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 DegreeMaster's DegreeDoctoral DegreeOther
2013-201436%60%1%3%
2014-201548%46%1%5%
2015-201650%46%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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