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Long Branch Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-228-4220
Address: 33 N Fillmore St Arlington, VA 22201
Principal: Ms. Felicia A. Russo
Superintendent: Dr. Patrick K. Murphy
Region: 4
Division: Arlington 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

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited
Annual Waiver: 2016 through 2018

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

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 40 90 50 10 39 85 46 15 38 86 48 14
Female 38 87 49 13 31 82 50 18 38 87 48 13
Male 43 94 51 6 46 87 41 13 37 84 47 16
American Indian < < < < < < < < < < < <
Asian 32 96 64 4 38 93 55 7 38 97 59 3
Black 25 93 68 7 26 84 58 16 19 77 58 23
Hispanic 15 72 57 28 14 60 46 40 14 67 53 33
White 56 97 41 3 54 92 38 8 54 96 42 4
Two or more races 36 82 45 18 40 100 60 0 50 79 29 21
Students with Disabilities 17 74 57 26 26 61 35 39 24 59 35 41
Economically Disadvantaged 18 78 59 22 19 70 51 30 18 77 58 23
English Learners 15 76 61 24 16 71 55 29 20 77 57 23
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 41 88 47 12 31 83 52 17 33 81 48 19
Female 39 86 47 14 26 79 53 21 34 80 45 20
Male 43 90 48 10 35 88 52 13 33 83 50 17
Asian 40 90 50 10 14 86 71 14 < 100 < 0
Black < 100 < 0 < < < < 23 77 54 23
Hispanic 13 63 50 38 18 64 45 36 13 58 46 42
White 60 98 37 2 45 90 45 10 49 95 46 5
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 21 71 50 29 32 58 26 42 20 40 20 60
Economically Disadvantaged 11 71 61 29 13 69 56 31 17 69 53 31
English Learners 12 65 54 35 18 71 53 29 21 74 53 26
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 43 91 47 9 42 86 43 14 35 88 53 12
Female 33 85 51 15 35 88 53 12 37 88 52 12
Male 54 97 43 3 48 83 36 17 33 87 54 13
Asian < 100 < 0 64 100 36 0 32 95 63 5
Black 36 82 45 18 < < < < < < < <
Hispanic 19 81 63 19 13 56 44 44 14 77 64 23
White 54 94 40 6 53 93 40 7 48 93 45 8
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 19 81 63 19 36 64 27 36 33 67 33 33
Economically Disadvantaged 40 80 40 20 21 75 54 25 16 84 69 16
English Learners 22 83 61 17 19 70 52 30 19 84 65 16
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 37 92 55 8 46 86 39 14 47 88 41 12
Female 40 89 49 11 35 80 45 20 47 94 47 6
Male 33 95 62 5 58 92 33 8 48 83 36 17
Asian < 100 < 0 60 100 40 0 55 100 45 0
Black 23 100 77 0 < < < < < < < <
Hispanic 14 71 57 29 11 58 47 42 17 67 50 33
White 53 98 44 2 65 94 29 6 67 100 33 0
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 8 67 58 33 13 63 50 38 < < < <
Economically Disadvantaged 4 83 78 17 26 67 41 33 23 77 53 23
English Learners 13 83 70 17 12 72 60 28 21 75 54 25
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 43 87 44 13 36 84 48 16 20 88 68 12
Female 46 83 37 17 32 80 49 20 24 88 65 12
Male 40 91 51 9 42 89 47 11 17 88 71 12
Asian 10 90 80 10 40 90 50 10 18 91 73 9
Black 33 83 50 17 < 100 < 0 < 100 < 0
Hispanic 13 56 44 44 10 55 45 45 - 67 67 33
White 62 100 38 0 56 94 38 6 33 100 67 0
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 17 42 25 58 13 56 44 44 < < < <
Economically Disadvantaged 8 62 54 38 14 64 50 36 - 73 73 27
English Learners 8 65 58 35 8 65 58 35 - 75 75 25
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 43 87 44 13 36 84 48 16 20 88 68 12
Female 46 83 37 17 32 80 49 20 24 88 65 12
Male 40 91 51 9 42 89 47 11 17 88 71 12
Asian 10 90 80 10 40 90 50 10 18 91 73 9
Black 33 83 50 17 < 100 < 0 < 100 < 0
Hispanic 13 56 44 44 10 55 45 45 - 67 67 33
White 62 100 38 0 56 94 38 6 33 100 67 0
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 17 42 25 58 13 56 44 44 < < < <
Economically Disadvantaged 8 62 54 38 14 64 50 36 - 73 73 27
English Learners 8 65 58 35 8 65 58 35 - 75 75 25
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 49 83 34 17 43 88 45 12 39 88 48 12
Female 41 77 36 23 47 85 38 15 29 88 60 12
Male 57 89 32 11 40 90 50 10 51 87 36 13
Asian < 100 < 0 73 91 18 9 47 95 47 5
Black 45 82 36 18 < 100 < 0 < < < <
Hispanic 22 56 33 44 - 56 56 44 10 71 62 29
White 63 91 29 9 58 98 40 2 50 93 43 8
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 13 56 44 44 30 90 60 10 14 50 36 50
Economically Disadvantaged 30 63 33 37 21 71 50 29 29 81 52 19
English Learners 16 68 52 32 15 67 52 33 33 77 43 23
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 49 83 34 17 43 88 45 12 41 87 46 13
Female 41 77 36 23 47 85 38 15 29 88 59 12
Male 57 89 32 11 40 90 50 10 55 86 31 14
Asian < 100 < 0 73 91 18 9 47 95 47 5
Black 45 82 36 18 < 100 < 0 < < < <
Hispanic 22 56 33 44 - 56 56 44 11 67 56 33
White 63 91 29 9 58 98 40 2 50 93 43 8
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 13 56 44 44 30 90 60 10 20 30 10 70
Economically Disadvantaged 30 63 33 37 21 71 50 29 31 79 48 21
English Learners 16 68 52 32 15 67 52 33 36 75 39 25
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
Division202228129
School713
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten617064
Kindergarten849089
Grade 11079594
Grade 28911287
Grade 310394107
Grade 4769893
Grade 5777697
Total Students597635631
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

2018 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 2016-20172017-20182018-2019
All Students597635631
Female292306304
Male305329327
American Indian331
Asian697056
Black637077
Hispanic133154145
Native Hawaiian11
White282282299
Two or more races465652
Students with Disabilities116117106
Not Students with Disabilities481518525
Economically Disadvantaged201228216
Not Economically Disadvantaged396407415
English Learners179221194
Not English Learners418414437
Homeless157
Military Connected555149
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
66.4 66.9 67.7

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-201515,643.002,450.00501.00
2015-201616,288.002,494.00540.00
2016-201716,651.002,564.00582.00

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 Students535100562134452828315602444
Female27400027684227112102761312
Male26110028650225716212841132
American Indian0000000000000000
Asian68000701016620164202
Black60000704015831060412
Hispanic111100119300114500130520
White26200026634124817102611100
Two or more races29000322013901042210
Students with Disabilities75000901017641072641
Economically Disadvantaged1870001897021868201911622
English Learners1781001816011718011821212
Homeless1200013201000011421
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Other Offenses Against Persons <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.8310.5030.472
Asian11.46211.55811.024
Black12.95710.55311.024
Hispanic19.10322.27824.252
Native Hawaiian0.168
White49.33647.23644.409100
Two or more races6.3127.7058.819
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.8310.5030.472
Asian11.46211.55811.024
Black12.95710.55311.024
Hispanic19.10322.27824.252
Native Hawaiian0.168
White49.33647.23644.409
Two or more races6.3127.7058.819
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.8310.5030.472
Asian11.46211.55811.024
Black12.95710.55311.024
Hispanic19.10322.27824.252
Native Hawaiian0.168
White49.33647.23644.409
Two or more races6.3127.7058.819
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 33.432.4134.57
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

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 45.244.9248.72
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 87.5774.3386.15
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

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education2%1%
Provisional7%6%
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
2015-201622%72%4%2%
2016-201719%75%5%1%
2017-201822%72%4%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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