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Oakridge Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-228-5840
Address: 1414 24th St S Arlington, VA 22202
Principal: Dr. Lynne Wright
Superintendent: Dr. Patrick K. Murphy
Region: 4
Division: Arlington County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level 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 28 86 59 14 27 83 56 17 28 85 57 15
Female 28 87 59 13 29 86 57 14 30 88 58 12
Male 27 85 58 15 25 81 55 19 26 82 56 18
American Indian < < < < < < < < < < < <
Asian 22 90 67 10 39 83 43 17 34 87 53 13
Black 11 76 65 24 19 74 55 26 16 75 59 25
Hispanic 22 74 52 26 11 67 56 33 14 76 62 24
White 36 93 57 7 34 93 58 7 36 92 57 8
Two or more races 41 94 53 6 20 93 73 7 38 90 52 10
Students with Disabilities 14 61 48 39 13 50 38 50 14 57 43 43
Economically Disadvantaged 14 73 59 27 11 67 56 33 9 68 59 32
English Learners 20 76 57 24 16 67 51 33 10 67 57 33
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 21 87 66 13 19 84 65 16 20 80 60 20
Female 19 89 69 11 24 89 65 11 26 92 67 8
Male 22 85 63 15 13 77 65 23 14 66 52 34
American Indian < < < < < < < < < < < <
Asian 16 95 79 5 32 89 58 11 14 86 71 14
Black 7 73 67 27 10 75 65 25 16 64 48 36
Hispanic 15 77 62 23 8 68 60 32 14 67 52 33
White 30 92 62 8 21 92 71 8 26 91 65 9
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 50 50 50 18 64 45 36 < < < <
Economically Disadvantaged 4 68 64 32 5 71 67 29 - 61 61 39
English Learners 13 81 69 19 14 72 58 28 - 56 56 44
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 23 81 58 19 33 82 49 18 29 86 57 14
Female 22 81 59 19 34 83 49 17 29 82 53 18
Male 24 80 57 20 32 82 49 18 28 90 62 10
American Indian < 100 < 0 < < < <
Asian 17 92 75 8 47 87 40 13 28 83 56 17
Black 10 65 55 35 22 67 44 33 18 86 68 14
Hispanic 19 67 48 33 - 60 60 40 16 74 58 26
White 31 92 61 8 44 92 48 8 35 92 56 8
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 15 54 38 46 9 55 45 45 30 40 10 60
Economically Disadvantaged 16 69 53 31 8 48 40 52 11 71 60 29
English Learners 16 68 51 32 19 56 37 44 11 74 63 26
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 40 92 51 8 31 84 53 16 36 90 54 10
Female 47 94 47 6 32 85 53 15 36 91 55 9
Male 36 90 54 10 30 83 53 17 35 89 54 11
Asian 33 83 50 17 42 67 25 33 60 93 33 7
Black 19 94 75 6 22 81 59 19 15 77 62 23
Hispanic 36 86 50 14 19 69 50 31 11 89 78 11
White 46 93 48 7 40 95 55 5 45 94 49 6
Two or more races 60 100 40 0 < 100 < 0 < 100 < 0
Students with Disabilities 24 76 53 24 11 39 28 61 10 70 60 30
Economically Disadvantaged 21 82 61 18 21 74 54 26 17 71 54 29
English Learners 32 82 50 18 15 69 54 31 24 76 52 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

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 88 54 12 28 84 56 16 27 81 54 19
Female 36 89 53 11 22 85 63 15 20 81 61 19
Male 33 88 55 12 33 83 50 17 34 82 47 18
American Indian < < < < < < < < < < < <
Asian 40 92 53 8 38 89 52 11 37 89 52 11
Black 26 80 55 20 15 78 64 22 16 73 56 27
Hispanic 20 79 59 21 10 63 53 37 10 64 54 36
White 37 92 55 8 36 92 56 8 34 89 55 11
Two or more races 63 100 38 0 33 80 47 20 33 81 48 19
Students with Disabilities 14 59 45 41 12 56 44 44 14 43 29 57
Economically Disadvantaged 18 81 63 19 10 67 57 33 13 69 56 31
English Learners 20 84 64 16 17 76 59 24 12 75 63 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 25 89 64 11 19 80 61 20 17 82 65 18
Female 27 87 60 13 15 85 70 15 14 87 72 13
Male 23 91 68 9 23 73 50 27 20 77 56 23
American Indian < < < < < < < < < < < <
Asian 42 95 53 5 26 87 61 13 16 84 68 16
Black 13 83 70 17 - 71 71 29 8 80 72 20
Hispanic 14 86 71 14 12 58 46 42 9 64 55 36
White 25 91 66 9 23 90 67 10 26 91 65 9
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 7 57 50 43 9 64 55 36 < < < <
Economically Disadvantaged - 86 86 14 2 58 56 42 6 80 74 20
English Learners 15 91 76 9 11 71 60 29 10 73 63 27
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 33 86 53 14 36 85 49 15 28 80 52 20
Female 32 91 59 9 27 81 54 19 17 79 62 21
Male 35 80 45 20 42 88 45 12 42 82 40 18
American Indian < 100 < 0 < < < <
Asian 23 92 69 8 50 90 40 10 37 89 53 11
Black 35 75 40 25 21 82 61 18 23 73 50 27
Hispanic 15 74 59 26 - 50 50 50 11 63 53 37
White 43 94 51 6 46 92 46 8 31 86 55 14
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 15 54 38 46 17 67 50 33 10 30 20 70
Economically Disadvantaged 19 81 63 19 11 61 50 39 14 61 47 39
English Learners 13 82 69 18 22 76 54 24 16 76 61 24
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 46 89 44 11 29 87 58 13 36 81 45 19
Female 51 88 37 12 25 87 62 13 31 76 45 24
Male 42 91 49 9 33 87 54 13 41 86 45 14
Asian 48 90 43 10 38 92 54 8 63 94 31 6
Black 38 81 44 19 20 80 60 20 19 65 46 35
Hispanic 33 80 47 20 15 77 62 23 10 65 55 35
White 44 92 48 8 38 95 57 5 45 91 46 9
Two or more races 80 100 20 0 < < < < < < < <
Students with Disabilities 18 65 47 35 11 44 33 56 10 50 40 50
Economically Disadvantaged 34 76 41 24 19 81 63 19 22 67 44 33
English Learners 33 79 45 21 20 82 61 18 13 77 65 23
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 26 84 59 16 15 70 55 30 14 81 66 19
Female 26 88 62 12 13 71 59 29 13 78 65 22
Male 26 82 56 18 17 70 52 30 16 83 67 17
Asian 18 68 50 32 15 69 54 31 27 87 60 13
Black 25 88 63 13 16 68 52 32 12 65 54 35
Hispanic 18 76 59 24 8 62 54 38 - 67 67 33
White 29 89 60 11 18 73 55 27 17 89 72 11
Two or more races 40 100 60 0 < 100 < 0 < 100 < 0
Students with Disabilities - 82 82 18 11 22 11 78 - 70 70 30
Economically Disadvantaged 16 71 55 29 9 56 47 44 4 58 54 42
English Learners 11 54 43 46 2 53 51 47 - 68 68 32
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 26 84 59 16 15 70 55 30 14 81 66 19
Female 26 88 62 12 13 71 59 29 13 78 65 22
Male 26 82 56 18 17 70 52 30 16 83 67 17
Asian 18 68 50 32 15 69 54 31 27 87 60 13
Black 25 88 63 13 16 68 52 32 12 65 54 35
Hispanic 18 76 59 24 8 62 54 38 - 67 67 33
White 29 89 60 11 18 73 55 27 17 89 72 11
Two or more races 40 100 60 0 < 100 < 0 < 100 < 0
Students with Disabilities - 82 82 18 11 22 11 78 - 70 70 30
Economically Disadvantaged 16 71 55 29 9 56 47 44 4 58 54 42
English Learners 11 54 43 46 2 53 51 47 - 68 68 32
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 24 62 38 38 24 80 56 20 21 71 50 29
Female 21 62 40 38 23 79 55 21 20 70 49 30
Male 27 62 36 38 24 81 57 19 22 73 52 27
American Indian < 100 < 0 < < < <
Asian < < < < 36 86 50 14 33 78 44 22
Black 11 44 33 56 12 68 56 32 4 57 52 43
Hispanic 5 55 50 45 - 45 45 55 5 47 42 53
White 35 71 35 29 29 88 59 12 29 82 53 18
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities < < < < < < < < 20 40 20 60
Economically Disadvantaged 10 40 30 60 - 45 45 55 3 43 40 57
English Learners - 43 43 57 - 79 79 21 11 58 47 42
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 24 62 38 38 24 80 56 20 21 71 50 29
Female 21 62 40 38 23 79 55 21 20 70 49 30
Male 27 62 36 38 24 81 57 19 22 73 52 27
American Indian < 100 < 0 < < < <
Asian < < < < 36 86 50 14 33 78 44 22
Black 11 44 33 56 12 68 56 32 4 57 52 43
Hispanic 5 55 50 45 - 45 45 55 5 47 42 53
White 35 71 35 29 29 88 59 12 29 82 53 18
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities < < < < < < < < 20 40 20 60
Economically Disadvantaged 10 40 30 60 - 45 45 55 3 43 40 57
English Learners - 43 43 57 - 79 79 21 11 58 47 42
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division202228129
School192826
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten222324
Kindergarten111131132
Grade 1131113124
Grade 2135125120
Grade 3134139134
Grade 4120141140
Grade 5120131124
Total Students773803798
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 Students773803798
Female372401399
Male401402399
American Indian774
Asian98111102
Black131137130
Hispanic138132133
Native Hawaiian112
White360378383
Two or more races383744
Students with Disabilities626874
Not Students with Disabilities711735724
Economically Disadvantaged214223218
Not Economically Disadvantaged559580580
English Learners267272297
Not English Learners506531501
Military Connected64082
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

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

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

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

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students81121079046557766815117954371
Female421100384193437442353992051
Male3901104062721402261263962320
American Indian10000000000000000
Asian11100010250010311221051000
Black145100128311143813133430
Hispanic1410101389111211732134511
White353100373263337027933752320
Two or more races51000422003430142110
Students with Disabilities81000771137130373400
Economically Disadvantaged23900018971220814411881120
English Learners285200267190026632742832031
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

2016-2017 Offenses
  Number of Offenses
Other Offenses Against Persons <
Weapons 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
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian1.3160.9060.872
Asian13.15812.67813.823
Black18.28916.94717.061
Hispanic16.71110017.85316.438
Native Hawaiian0.1290.125
White44.07946.57210047.073100
Two or more races6.4474.9164.608
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian1.3160.9060.872
Asian13.15812.67813.823
Black18.28916.94717.061
Hispanic16.71117.85316.438
Native Hawaiian0.1290.125
White44.07946.57247.073
Two or more races6.4474.9164.608
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian1.3160.9060.872
Asian13.15812.67813.823
Black18.28916.94717.061
Hispanic16.71117.85316.438
Native Hawaiian0.1290.125
White44.07946.57247.073
Two or more races6.4474.9164.608
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 30.7224.6525.52
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 2028.2155.02
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 73.6280.5177.51
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%
Provisional8%10%
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
2015-201627%70%1%2%
2016-201740%58%2%0%
2017-201837%62%2%-1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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