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Mechanicsville Elementary

General school information

Category: Elementary (PK-05) School
Phone: 804-723-3640
Address: 7425 Mechanicsville Elem Drive Mechanicsville, VA 23111
Principal: Dr. Amy Robinson
Superintendent: Dr. Michael Gill
Region: 1
Division: Hanover 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 Two
MathematicsLevel Two

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 Two Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Two Level Three
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 19 80 61 20 18 78 59 22 20 81 60 19
Female 21 82 61 18 20 81 61 19 23 81 58 19
Male 17 77 60 23 17 74 57 26 17 80 63 20
Asian < 100 < 0 < 100 < 0 < < < <
Black 9 65 57 35 7 62 55 38 9 58 49 42
Hispanic 13 80 67 20 15 85 69 15 20 95 75 5
White 22 85 63 15 22 82 60 18 25 87 62 13
Two or more races 11 58 47 42 11 72 61 28 13 73 60 27
Students with Disabilities 4 43 39 57 5 40 34 60 4 47 43 53
Economically Disadvantaged 12 66 54 34 9 66 57 34 11 73 62 27
English Learners < < < < < < < < - 64 64 36
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 7 74 67 26 20 80 59 20 18 81 63 19
Female 11 74 62 26 25 81 57 19 15 84 69 16
Male 2 74 72 26 16 78 62 22 24 76 52 24
Asian < 100 < 0 < 100 < 0
Black - 43 43 57 9 73 64 27 12 59 47 41
Hispanic < < < < < 100 < 0 10 100 90 0
White 9 81 72 19 24 81 57 19 23 82 60 18
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities - 43 43 57 - 13 13 88 - 38 38 62
Economically Disadvantaged 3 53 50 48 9 73 64 27 5 68 63 32
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 19 75 56 25 16 76 60 24 20 79 59 21
Female 22 84 61 16 15 81 67 19 27 76 49 24
Male 15 65 50 35 17 68 51 32 12 82 71 18
Asian < 100 < 0 < 100 < 0
Black 5 68 63 32 7 40 33 60 8 63 54 38
Hispanic < < < < < 100 < 0 < < < <
White 23 83 60 17 18 83 65 17 24 87 63 13
Two or more races 20 60 40 40 < < < < < < < <
Students with Disabilities 5 47 42 53 - 48 48 52 7 29 21 71
Economically Disadvantaged 18 66 47 34 8 62 54 38 12 76 64 24
English Learners < < < < < 100 < 0
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 30 89 59 11 19 78 59 22 23 82 59 18
Female 30 89 60 11 20 80 60 20 28 85 57 15
Male 30 89 58 11 18 76 58 24 18 80 62 20
Black 23 85 62 15 5 67 62 33 7 50 43 50
Hispanic < 100 < 0 < < < < < 100 < 0
White 34 89 55 11 24 82 58 18 27 91 64 9
Two or more races < < < < < < < < < < < <
Students with Disabilities 7 36 29 64 14 52 38 48 5 65 60 35
Economically Disadvantaged 17 83 67 17 11 63 53 37 14 74 60 26
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

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 34 90 56 10 31 85 54 15 32 85 53 15
Female 33 91 58 9 29 88 58 12 35 88 53 12
Male 35 88 54 12 32 82 49 18 29 82 53 18
Asian < 100 < 0 < 100 < 0 < < < <
Black 24 85 61 15 14 72 59 28 16 65 49 35
Hispanic 40 100 60 0 23 92 69 8 33 100 67 0
White 36 91 55 9 36 87 51 13 38 89 51 11
Two or more races 28 78 50 22 28 94 67 6 20 100 80 0
Students with Disabilities 11 62 51 38 3 48 45 52 - 49 49 51
Economically Disadvantaged 26 82 56 18 23 73 50 27 20 79 59 21
English Learners < 100 < 0 < 100 < 0 8 75 67 25
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 28 83 55 17 32 87 55 13 35 82 47 18
Female 23 87 64 13 33 91 57 9 31 87 56 13
Male 35 78 43 22 31 84 53 16 42 73 30 27
Asian < 100 < 0 < 100 < 0
Black 7 57 50 43 5 73 68 27 18 65 47 35
Hispanic < 100 < 0 < 100 < 0 50 100 50 0
White 32 88 55 12 43 89 46 11 39 82 44 18
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 4 52 48 48 6 31 25 69 - 38 38 62
Economically Disadvantaged 15 73 58 28 22 78 56 22 22 76 54 24
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 39 91 52 9 29 84 55 16 38 91 52 9
Female 45 92 47 8 28 83 56 17 42 89 47 11
Male 33 90 58 10 32 85 54 15 35 92 58 8
Asian < 100 < 0 < 100 < 0
Black 42 95 53 5 13 53 40 47 17 79 63 21
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 40 91 51 9 34 89 55 11 51 93 42 7
Two or more races 40 90 50 10 < 100 < 0 < 100 < 0
Students with Disabilities 16 68 53 32 - 62 62 38 - 50 50 50
Economically Disadvantaged 29 87 58 13 22 70 49 30 24 88 65 12
English Learners < 100 < 0 < 100 < 0
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 93 68 7 26 78 52 22 18 80 62 20
Female 24 91 67 9 21 85 65 15 26 86 60 14
Male 26 94 69 6 31 72 41 28 10 74 64 26
Black < 100 < 0 20 85 65 15 8 38 31 62
Hispanic < 100 < 0 < < < < < 100 < 0
White 24 92 67 8 26 77 51 23 22 90 68 10
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 8 67 58 33 5 48 43 52 - 53 53 47
Economically Disadvantaged 27 86 59 14 24 68 43 32 13 70 58 30
English Learners < 100 < 0 < 100 < 0 < < < <
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 55 100 45 0 50 100 50 0 < 100 < 0
Female 50 100 50 0 45 100 55 0 < 100 < 0
Male 59 100 41 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 62 100 38 0 46 100 54 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0 < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 32 91 59 9 19 76 57 24 19 73 54 27
Female 30 89 60 11 20 76 56 24 22 76 54 24
Male 35 92 58 8 18 76 58 24 16 69 53 31
Black 31 92 62 8 5 71 67 29 7 36 29 64
Hispanic < 100 < 0 < < < < < 100 < 0
White 32 91 59 9 22 78 56 22 22 82 60 18
Two or more races < < < < < < < < < < < <
Students with Disabilities 8 46 38 54 10 43 33 57 5 40 35 60
Economically Disadvantaged 28 86 59 14 11 66 55 34 10 57 48 43
English Learners < 100 < 0 < < < < < < < <
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 32 91 59 9 19 76 57 24 19 73 54 27
Female 30 89 60 11 20 76 56 24 22 76 54 24
Male 35 92 58 8 18 76 58 24 16 69 53 31
Black 31 92 62 8 5 71 67 29 7 36 29 64
Hispanic < 100 < 0 < < < < < 100 < 0
White 32 91 59 9 22 78 56 22 22 82 60 18
Two or more races < < < < < < < < < < < <
Students with Disabilities 8 46 38 54 10 43 33 57 5 40 35 60
Economically Disadvantaged 28 86 59 14 11 66 55 34 10 57 48 43
English Learners < 100 < 0 < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 87 55 13 34 77 43 23 46 82 36 18
Female 35 84 49 16 35 80 44 20 44 84 40 16
Male 28 90 63 10 32 73 41 27 48 80 32 20
Asian < 100 < 0 < 100 < 0
Black 16 89 74 11 13 33 20 67 25 67 42 33
Hispanic < < < < < 100 < 0 < 100 < 0
White 34 91 57 9 37 86 49 14 57 88 31 12
Two or more races 40 60 20 40 < < < < < < < <
Students with Disabilities - 79 79 21 14 52 38 48 14 50 36 50
Economically Disadvantaged 21 82 61 18 22 57 35 43 33 76 43 24
English Learners < < < < < 100 < 0
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 87 55 13 34 77 43 23 46 82 36 18
Female 35 84 49 16 35 80 44 20 44 84 40 16
Male 28 90 63 10 32 73 41 27 48 80 32 20
Asian < 100 < 0 < 100 < 0
Black 16 89 74 11 13 33 20 67 25 67 42 33
Hispanic < < < < < 100 < 0 < 100 < 0
White 34 91 57 9 37 86 49 14 57 88 31 12
Two or more races 40 60 20 40 < < < < < < < <
Students with Disabilities - 79 79 21 14 52 38 48 14 50 36 50
Economically Disadvantaged 21 82 61 18 22 57 35 43 33 76 43 24
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

2015-20162016-20172017-2018
State3,4624,2272,762
Division9136
School021
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten565551
Kindergarten98104105
Grade 1989994
Grade 2909795
Grade 31098890
Grade 49710983
Grade 59189110
Total Students639641628
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 Students639641628
Female333338328
Male306303300
American Indian1
Asian122018
Black109111109
Hispanic383744
White436423407
Two or more races435050
Students with Disabilities1019773
Not Students with Disabilities538544555
Economically Disadvantaged314340329
Not Economically Disadvantaged325301299
English Learners142928
Not English Learners625612600
Homeless61
Foster Care324
Military Connected5117
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
74.3 74.6 75.4

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
2014-20154,287.004,829.00433.00
2015-20164,512.004,826.00434.00
2016-20174,665.004,815.00524.00

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 Students5883044602184557630855821742
Female294183430192230015423061331
Male29412103019232761543276411
American Indian000000000000
Asian000000001500018100
Black1015009413110431195111
Hispanic36101341103131138100
White4172043425140438924523861231
Two or more races26100401003601145200
Students with Disabilities955211035029161588110
Economically Disadvantaged23922232309432532254283822
English Learners16001150001911131100
Homeless7400000000000000
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
Offenses Against Staff <
Weapons Offenses <
Other Offenses Against Persons <
Disorderly or Disruptive Behavior Offenses <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3060.156
Asian1.3781.8783.12
Black17.4585017.0584017.31760
Hispanic5.6665.9475.772
Native Hawaiian
White69.37268.2326065.99140
Two or more races5.819506.7297.8
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 Indian0.3060.156
Asian1.3781.8783.12
Black17.45817.05817.317
Hispanic5.6665.9475.772
Native Hawaiian
White69.37268.23265.991
Two or more races5.8196.7297.8
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 Indian0.3060.156
Asian1.3781.8783.12
Black17.45817.05817.317
Hispanic5.6665.9475.772
Native Hawaiian
White69.37268.23265.991
Two or more races5.8196.7297.8
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 43.6344.2443.26
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

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 42.9642.0153.99
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 80.997580.07
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
Provisional2%2%
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
2015-201635%60%0%5%
2016-201732%60%0%8%
2017-201835%60%0%5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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