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Midlothian High

General school information

Category: High (09-12) School
Phone: 804-378-2440
Address: 401 Charter Colony Pkwy. Midlothian, VA 23114-4366
Principal: Shawn Abel
Superintendent: Donald Fairheart
Region: 1
Division: Chesterfield County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One
Dropout Rate Level One
Graduation and Completion Level One

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 98 85 2 12 98 86 2 11 96 85 4
Female 13 99 86 1 16 99 84 1 11 95 84 5
Male 13 96 83 4 8 96 88 4 11 97 86 3
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 24 97 72 3 17 100 83 0 17 100 83 0
Black 5 95 89 5 3 90 88 10 5 91 86 9
Hispanic 9 82 73 18 - 93 93 7 5 95 90 5
White 13 99 86 1 13 99 87 1 12 97 86 3
Two or more races - 100 100 0 11 89 78 11 9 86 77 14
Students with Disabilities 16 88 72 13 8 89 81 11 3 81 78 19
Economically Disadvantaged - 94 94 6 - 83 83 17 3 78 75 22
English Learners < 100 < 0 < 100 < 0 < 100 < 0
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 98 85 2 12 98 86 2 11 96 85 4
Female 13 99 86 1 16 99 84 1 11 95 84 5
Male 13 96 83 4 8 96 88 4 11 97 86 3
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 24 97 72 3 17 100 83 0 17 100 83 0
Black 5 95 89 5 3 90 88 10 5 91 86 9
Hispanic 9 82 73 18 - 93 93 7 5 95 90 5
White 13 99 86 1 13 99 87 1 12 97 86 3
Two or more races - 100 100 0 11 89 78 11 9 86 77 14
Students with Disabilities 16 88 72 13 8 89 81 11 3 81 78 19
Economically Disadvantaged - 94 94 6 - 83 83 17 3 78 75 22
English Learners < 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

Writing

Writing Performance: All Students

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

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

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

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

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

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

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

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

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division8514779
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Grade 9413382469
Grade 10404424386
Grade 11386395437
Grade 12362400399
Total Students1,5651,6011,691
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students156516011691
Female761780826
Male804821865
American Indian355
Asian113107112
Black151168169
Hispanic606891
Native Hawaiian14
White117311731235
Two or more races648075
Students with Disabilities152181188
Not Students with Disabilities141314201503
Economically Disadvantaged108142179
Not Economically Disadvantaged145714591512
English Learners51319
Not English Learners156015881672
Homeless335
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

School

Division

State

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

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

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

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

 

 

 

Status of the Students in the 2017-2018 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 302 89 7 0 3 2
Division 2674 1676 72 41 338 66
State 50979 36013 2733 1046 5404 1786
Female School 154 40 1 0 3 1
Division 1459 723 19 17 130 26
State 27837 15823 920 366 1922 656
Male School 148 49 6 0 0 1
Division 1215 953 53 24 208 40
State 23142 20190 1813 680 3482 1130
American Indian School < < < < 0 <
Division 7 6 0 0 1 1
State 144 124 8 2 27 9
Asian School 35 3 0 0 0 1
Division 158 26 1 1 4 1
State 5026 1194 70 18 91 37
Black School 19 27 3 0 1 0
Division 569 678 31 6 83 27
State 7955 11090 1111 244 1359 744
Hispanic School 11 4 0 0 0 0
Division 237 241 6 7 121 12
State 5086 5583 317 105 2172 323
White School 226 47 4 0 1 1
Division 1594 665 31 25 116 24
State 30218 16420 1139 617 1589 596
Two or more races School 10 7 0 0 1 0
Division 108 58 3 2 11 1
State 2468 1542 87 58 163 73
Students with Disabilities School 10 22 7 0 0 0
Division 47 273 72 3 64 2
State 1056 6505 2733 136 1108 108
Economically Disadvantaged School 22 24 2 0 2 0
Division 421 657 35 15 129 33
State 10704 17342 1680 460 2640 1096
English Learners School < < < < 0 <
Division 29 119 1 1 79 3
State 1418 3757 272 31 1847 115
Homeless School < < < < 0 <
Division 15 44 1 1 20 3
State 232 695 90 42 303 61
Military Connected School < < < < 0 <
Division 18 5 0 0 1 0
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students40339898.839898.83.7
Female199195981959831.5
Male20420399.520399.500
American Indian0<100<10000
Asian393897.43897.400
Black504998499812
Hispanic15151001510000
White27927799.327799.31.4
Two or more races181794.41794.415.6
Students with Disabilities403997.53997.500
Economically Disadvantaged504896489624
English Learners0<100<10000
Homeless0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken402 / 25.72%413 / 25.83%438 / 25.98%
Advanced Placement Course Enrollment481 / 30.77%467 / 29.21%524 / 31.08%
Dual Enrollment321 / 20.54%327 / 20.45%340 / 20.17%
Governor’s School Enrollment66 / 4.22%62 / 3.88%63 / 3.74%
IB Course Enrollment86 / 5.5%151 / 9.44%106 / 6.29%
Senior Enrolled in IB Program - 70 / 4.38% -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students School 352 287 18
Division 4193 2965 29
State 82482 57560 30
Female School 176 158 10
Division 2150 1637 24
State 41546 31230 25
Male School 176 129 27
Division 2043 1328 35
State 40936 26330 36
Asian School 25 21 16
Division 141 120 15
State 5492 4724 14
Black School 34 30 12
Division 1181 808 32
State 18272 11640 36
Hispanic School 18 15 17
Division 409 222 46
State 8547 5341 38
Native Hawaiian School 0 < 100
Division 0 < 100
State 111 70 37
White School 264 213 19
Division 2304 1701 26
State 46319 33154 28
Two or more races School 10 < 100
Division 145 105 28
State 3521 2499 29
Students with Disabilities School 22 18 18
Division 245 112 54
State 5986 3008 50
Economically Disadvantaged School 25 20 20
Division 724 389 46
State 23515 13119 44
English Learners School 0 < 100
Division 158 70 56
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsSchool523150
 Division223181225
 State413936233471
State LicensuresSchool111
 Division294851
 State179019641412
Industry CertificationSchool447589651
 Division548760586453
 State100544109590103892
Workplace ReadinessSchool3711295
 Division96212441645
 State307754231350242
Total Credentials EarnedSchool537733797
 Division670175318374
 State137248157490159017
Students Earning One or More CredentialsSchool461601630
 Division574663466763
 State109089126113127744
CTE CompletersSchool92109123
 Division158814511607
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 298 504 351 69.6%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 312 524 387 73.9%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 387 659 491 74.5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
69.4 68.5 70

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
2014-20153,938.005,045.00504.00
2015-20163,951.005,085.00557.00
2016-20174,068.005,219.00605.00

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 Students1493431819159520015703620201635491826
Female72621977850007611951580322812
Male7672291281020080917155832271014
American Indian0000000000000000
Asian123200117000108101111010
Black149115615900016410131608610
Hispanic50121610007300087403
Native Hawaiian0000000000000000
White1121261011118720011442316131197341011
Two or more races45311670007523372202
Students with Disabilities1387321551001744531721348
Economically Disadvantaged8384113210015493718614910
English Learners1200000001410017201
Homeless0000000000000000
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
Alcohol, Tobacco, and Other Drug Offenses 24
Disorderly or Disruptive Behavior Offenses 19
Other Offenses Against Persons 13
All Other Offenses <
Offenses Against Staff <
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 Indian0.1920.3130.297
Asian7.234.556.6922.176.643
Black9.66122.7310.50747.8310.02427.08
Hispanic3.83913.644.2535.3976.25
Native Hawaiian0.0640.237
White75.04852.2773.35841.373.2554.17
Two or more races4.0956.825.0038.74.44812.5
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 Indian0.1920.3130.297
Asian7.236.6926.643
Black9.66110.50710.024
Hispanic3.8394.2535.397
Native Hawaiian0.0640.237
White75.04873.35873.25
Two or more races4.0955.0034.448
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 Indian0.1920.3130.297
Asian7.236.6926.643
Black9.66110.50710.024
Hispanic3.8394.2535.397
Native Hawaiian0.0640.237
White75.04873.35873.25
Two or more races4.0955.0034.448
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
  2015-20162016-2017
  PercentagePercentage
All Students 6.897.68
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2015-20162016-2017
  PercentagePercentage
All Students 6.812.71-
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
  2015-20162016-2017
  PercentagePercentage
All Students 48.5454.24-
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%0%
Provisional3%4%
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
2015-201645%54%0%1%
2016-201743%57%0%0%
2017-201845%55%0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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