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Old Donation School

General school information

Category: Combined (02-08) School
Phone: 757-648-3240
Address: 2509 Seaboard Road Virginia Beach, VA 23456
Principal: Dr. Kelly A. Hedrick
Superintendent: Dr. Aaron C. Spence
Region: 2
Division: Virginia Beach City 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

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 59 100 41 0 65 100 35 0 64 100 36 0
Female 62 100 37 0 66 100 34 0 69 100 31 0
Male 54 99 45 1 63 100 37 0 60 100 40 0
Asian 59 100 41 0 64 100 36 0 63 100 37 0
Black 47 100 53 0 63 100 37 0 53 100 47 0
Hispanic 52 100 48 0 61 100 39 0 55 100 45 0
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 59 99 40 1 64 100 35 0 66 100 33 0
Two or more races 65 100 35 0 70 100 30 0 62 100 38 0
Students with Disabilities < 100 < 0 40 100 60 0 < 100 < 0
Economically Disadvantaged 45 100 55 0 62 100 38 0 56 100 44 0
English Learners < 100 < 0 < 100 < 0 < 100 < 0
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 38 98 59 2 64 99 35 1 59 100 41 0
Female 39 99 59 1 61 98 37 2 62 100 38 0
Male 37 96 59 4 68 100 32 0 56 100 44 0
Asian 29 100 71 0 59 100 41 0 36 100 64 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 41 96 56 4 64 99 34 1 67 100 33 0
Two or more races 50 100 50 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 27 100 73 0 < 100 < 0 < 100 < 0
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 52 99 47 1 56 99 44 1 66 99 34 1
Female 61 100 39 0 54 99 45 1 74 99 25 1
Male 41 98 57 2 58 100 42 0 56 100 44 0
Asian 69 100 31 0 48 100 52 0 69 100 31 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 52 99 47 1 52 99 46 1 65 99 33 1
Two or more races 50 100 50 0 83 100 17 0 < 100 < 0
Economically Disadvantaged 33 100 67 0 45 100 55 0 < 100 < 0
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 79 100 21 0 74 100 26 0 79 99 21 1
Female 75 100 25 0 73 100 27 0 79 99 19 1
Male 83 100 17 0 75 100 25 0 78 100 22 0
Asian 89 100 11 0 84 100 16 0 81 100 19 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 55 100 45 0 < 100 < 0
White 79 100 21 0 78 100 22 0 77 99 22 1
Two or more races 88 100 13 0 < 100 < 0 75 100 25 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 73 100 27 0 58 100 42 0 85 100 15 0
Grade 6 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 61 100 39 0 72 100 28 0 64 100 36 0
Female 63 100 37 0 72 100 28 0 70 100 30 0
Male 60 100 40 0 72 100 28 0 57 100 43 0
Asian 66 100 34 0 74 100 26 0 56 100 44 0
Black 47 100 53 0 82 100 18 0 < 100 < 0
Hispanic 60 100 40 0 61 100 39 0 50 100 50 0
Native Hawaiian < 100 < 0 < 100 < 0
White 62 100 38 0 73 100 27 0 71 100 29 0
Two or more races 68 100 32 0 70 100 30 0 47 100 53 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 45 100 55 0 70 100 30 0 57 100 43 0
Grade 7 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 66 100 34 0 63 100 37 0 67 100 33 0
Female 71 100 29 0 69 100 31 0 71 100 29 0
Male 61 100 39 0 57 100 43 0 64 100 36 0
Asian 66 100 34 0 62 100 38 0 66 100 34 0
Black < 100 < 0 60 100 40 0 64 100 36 0
Hispanic 64 100 36 0 64 100 36 0 65 100 35 0
White 66 100 34 0 62 100 38 0 67 100 33 0
Two or more races 79 100 21 0 68 100 32 0 75 100 25 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 47 100 53 0 63 100 38 0 53 100 47 0
Grade 8 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 52 100 48 0 58 100 42 0 55 100 45 0
Female 64 100 36 0 62 100 38 0 56 100 44 0
Male 39 100 61 0 54 100 46 0 53 100 47 0
Asian 47 100 53 0 59 100 41 0 69 100 31 0
Black 53 100 47 0 < 100 < 0 40 100 60 0
Hispanic < 100 < 0 50 100 50 0 27 100 73 0
White 54 100 46 0 56 100 44 0 57 100 43 0
Two or more races 44 100 56 0 80 100 20 0 52 100 48 0
Economically Disadvantaged 39 100 61 0 56 100 44 0 50 100 50 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 92 100 8 0 90 100 10 0 86 100 14 0
Female 95 100 5 0 91 100 9 0 91 100 9 0
Male 90 100 10 0 88 100 12 0 81 100 19 0
Asian 97 100 3 0 97 100 3 0 90 100 10 0
Black 87 100 13 0 < 100 < 0 80 100 20 0
Hispanic < 100 < 0 100 100 - 0 91 100 9 0
White 93 100 7 0 89 100 11 0 85 100 15 0
Two or more races 88 100 13 0 87 100 13 0 84 100 16 0
Economically Disadvantaged 95 100 5 0 100 100 - 0 92 100 8 0
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 92 100 8 0 90 100 10 0 86 100 14 0
Female 95 100 5 0 91 100 9 0 91 100 9 0
Male 90 100 10 0 88 100 12 0 81 100 19 0
Asian 97 100 3 0 97 100 3 0 90 100 10 0
Black 87 100 13 0 < 100 < 0 80 100 20 0
Hispanic < 100 < 0 100 100 - 0 91 100 9 0
White 93 100 7 0 89 100 11 0 85 100 15 0
Two or more races 88 100 13 0 87 100 13 0 84 100 16 0
Economically Disadvantaged 95 100 5 0 100 100 - 0 92 100 8 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 56 100 43 0 65 100 35 0 63 100 36 0
Female 52 100 48 0 61 99 39 1 59 99 41 1
Male 61 100 38 0 69 100 31 0 68 100 32 0
Asian 67 100 33 0 76 100 24 0 79 100 21 0
Black 49 100 51 0 52 100 48 0 57 100 43 0
Hispanic 46 98 52 2 70 100 30 0 54 100 46 0
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 55 100 45 0 63 100 36 0 60 100 40 0
Two or more races 57 100 43 0 59 100 41 0 63 100 37 0
Students with Disabilities < < < < 50 100 50 0 < 100 < 0
Economically Disadvantaged 45 99 54 1 57 100 43 0 55 100 45 0
English Learners < 100 < 0 < 100 < 0 < 100 < 0
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 51 99 48 1 58 98 40 2 75 100 25 0
Female 46 99 52 1 53 96 44 4 69 100 31 0
Male 57 100 43 0 64 100 36 0 81 100 19 0
Asian 54 100 46 0 73 100 27 0 82 100 18 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 52 99 47 1 53 97 44 3 72 100 28 0
Two or more races 58 100 42 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 64 100 36 0 < 100 < 0 < 100 < 0
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 51 100 49 0 73 99 26 1 81 99 18 1
Female 39 100 61 0 65 99 34 1 74 99 25 1
Male 67 100 33 0 84 100 16 0 90 100 10 0
Asian 69 100 31 0 72 100 28 0 100 100 - 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 52 100 48 0 74 99 25 1 75 99 24 1
Two or more races 20 100 80 0 67 100 33 0 < 100 < 0
Economically Disadvantaged 20 100 80 0 64 100 36 0 < 100 < 0
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 70 99 29 1 84 100 16 0 79 99 20 1
Female 67 98 32 2 78 100 22 0 76 99 22 1
Male 73 100 27 0 92 100 8 0 83 100 17 0
Asian 89 100 11 0 89 100 11 0 85 100 15 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < < < < 73 100 27 0 < 100 < 0
White 68 100 32 0 86 100 14 0 75 99 23 1
Two or more races 81 100 19 0 < 100 < 0 92 100 8 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 53 93 40 7 67 100 33 0 69 100 31 0
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 42 100 57 0 59 100 41 0 33 100 67 0
Female 37 100 63 0 53 100 47 0 23 99 76 1
Male 47 99 52 1 64 100 36 0 42 100 58 0
Asian 69 100 31 0 74 100 26 0 44 100 56 0
Black 24 100 76 0 55 100 45 0 < 100 < 0
Hispanic 40 100 60 0 61 100 39 0 21 100 79 0
Native Hawaiian < 100 < 0 < 100 < 0
White 37 99 63 1 56 100 44 0 32 99 67 1
Two or more races 56 100 44 0 57 100 43 0 11 100 89 0
Students with Disabilities < < < < < 100 < 0 < 100 < 0
Economically Disadvantaged 28 100 72 0 63 100 37 0 30 100 70 0
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 59 100 41 0 50 100 50 0 67 100 33 0
Female 56 100 44 0 49 100 51 0 69 100 31 0
Male 61 100 39 0 51 100 49 0 65 100 35 0
Asian 53 100 47 0 67 100 33 0 88 100 12 0
Black 90 100 10 0 27 100 73 0 82 100 18 0
Hispanic 45 100 55 0 69 100 31 0 59 100 41 0
Native Hawaiian < 100 < 0 < 100 < 0
White 58 100 42 0 47 100 53 0 63 100 38 0
Two or more races 57 100 43 0 46 100 54 0 59 100 41 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 72 100 28 0 33 100 67 0 63 100 38 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 70 100 30 0 78 100 22 0 68 100 32 0
Female 68 100 32 0 76 100 24 0 62 100 38 0
Male 73 100 27 0 79 100 21 0 74 100 26 0
Asian 73 100 27 0 87 100 13 0 90 100 10 0
Black 57 100 43 0 < 100 < 0 40 100 60 0
Hispanic < 100 < 0 75 100 25 0 60 100 40 0
White 73 100 27 0 77 100 23 0 65 100 35 0
Two or more races 56 100 44 0 79 100 21 0 83 100 17 0
Economically Disadvantaged 47 100 53 0 81 100 19 0 54 100 46 0
English Learners < 100 < 0 < 100 < 0
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 < 100 < 0
Female < 100 < 0
Male < 100 < 0
Asian < 100 < 0
White < 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 56 100 44 0 52 100 48 0 47 100 53 0
Female 47 100 53 0 45 100 55 0 38 100 62 0
Male 65 100 35 0 60 100 40 0 56 100 44 0
Asian 52 100 48 0 59 100 41 0 53 100 47 0
Black 44 100 56 0 36 100 64 0 29 100 71 0
Hispanic 46 100 54 0 56 100 44 0 50 100 50 0
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 57 100 43 0 52 100 48 0 45 100 55 0
Two or more races 72 100 28 0 49 100 51 0 49 100 51 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 40 100 60 0 33 100 67 0 39 100 61 0
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 69 100 31 0 71 100 29 0 53 99 46 1
Female 65 100 35 0 60 100 40 0 43 99 56 1
Male 73 100 27 0 85 100 15 0 66 100 34 0
Asian 83 100 17 0 79 100 21 0 58 100 42 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 82 100 18 0 < 100 < 0
White 64 100 36 0 70 100 30 0 45 99 53 1
Two or more races 88 100 13 0 < 100 < 0 75 100 25 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 67 100 33 0 50 100 50 0 31 100 69 0
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 48 100 52 0 36 100 64 0 40 100 60 0
Female 43 100 57 0 24 100 76 0 32 100 68 0
Male 54 100 46 0 47 100 53 0 48 100 52 0
Asian 41 100 59 0 45 100 55 0 39 100 61 0
Black < 100 < 0 27 100 73 0 36 100 64 0
Hispanic 36 100 64 0 29 100 71 0 47 100 53 0
White 52 100 48 0 36 100 64 0 40 100 60 0
Two or more races 57 100 43 0 40 100 60 0 36 100 64 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 12 100 88 0 25 100 75 0 37 100 63 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 56 100 44 0 61 100 39 0 50 100 50 0
Female 41 100 59 0 59 100 41 0 41 100 59 0
Male 73 100 27 0 63 100 38 0 59 100 41 0
Asian 47 100 53 0 59 100 41 0 69 100 31 0
Black 47 100 53 0 < 100 < 0 20 100 80 0
Hispanic < 100 < 0 64 100 36 0 36 100 64 0
White 58 100 42 0 61 100 39 0 50 100 50 0
Two or more races 69 100 31 0 67 100 33 0 52 100 48 0
Economically Disadvantaged 44 100 56 0 31 100 69 0 46 100 54 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 66 100 34 0 64 100 36 0 67 99 33 1
Female 60 100 40 0 65 100 35 0 64 99 35 1
Male 73 100 27 0 64 100 36 0 69 99 30 1
Asian 70 100 30 0 69 100 31 0 84 100 16 0
Black 44 100 56 0 54 100 46 0 59 100 41 0
Hispanic 60 100 40 0 46 100 54 0 63 95 32 5
White 68 100 32 0 66 100 34 0 64 100 36 0
Two or more races 69 100 31 0 71 100 29 0 65 100 35 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 55 100 45 0 54 100 46 0 63 98 34 2
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 51 100 49 0 56 100 44 0 67 100 33 0
Female 46 100 54 0 59 100 41 0 62 100 38 0
Male 56 100 44 0 53 100 47 0 72 100 28 0
Asian 55 100 45 0 56 100 44 0 86 100 14 0
Black 40 100 60 0 < 100 < 0 60 100 40 0
Hispanic < 100 < 0 43 100 57 0 64 100 36 0
White 53 100 47 0 57 100 43 0 64 100 36 0
Two or more races 44 100 56 0 67 100 33 0 64 100 36 0
Economically Disadvantaged 39 100 61 0 56 100 44 0 64 100 36 0
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 90 100 10 0 78 100 22 0 66 98 32 2
Female 84 100 16 0 74 100 26 0 68 99 31 1
Male 95 100 5 0 83 100 17 0 64 98 34 2
Asian 100 100 - 0 89 100 11 0 81 100 19 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 50 100 50 0 < < < <
White 89 100 11 0 79 100 21 0 62 99 36 1
Two or more races 94 100 6 0 < 100 < 0 67 100 33 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 73 100 27 0 50 100 50 0 62 92 31 8
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division131150113
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 2100102122
Grade 3105100112
Grade 4132129131
Grade 5122130130
Grade 6260246267
Grade 7236244246
Grade 8192230247
Total Students1,1471,1811,255
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students114711811255
Female578587626
Male569594629
Asian189208232
Black504848
Hispanic726272
Native Hawaiian686
White725746783
Two or more races105109112
Students with Disabilities111010
Not Students with Disabilities113611711245
Economically Disadvantaged128125137
Not Economically Disadvantaged101910561118
English Learners51018
Not English Learners114211711237
Homeless311
Military Connected204231250
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
67.5 66.8 66.4

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20155,392.004,844.00914.00
2015-20165,450.004,886.00849.00
2016-20175,563.005,049.00895.00

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 Students1084152111029111135110211641422
Female552810566511570702578910
Male532711536400565400586512
American Indian00000000
Asian177000181100189000207100
Black54000540005000048000
Hispanic59210590007200063000
Native Hawaiian0000000000000000
White69112117008117139027301222
Two or more races98100101000105200108100
Students with Disabilities000000001100010000
Economically Disadvantaged111320120210117600118200
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
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons 28
Weapons 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 Indian0.09
Asian16.50116.47817.612
Black4.8694.3594.064
Hispanic5.416.277255.2514.29
Native Hawaiian0.4510.5230.677
White63.66166.6763.20841.6763.16771.43
Two or more races9.01733.339.15433.339.22914.29
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

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 Indian0.09
Asian16.5015016.47817.612
Black4.8694.3594.064
Hispanic5.416.2775.25
Native Hawaiian0.4510.5230.677
White63.6615063.20810063.167100
Two or more races9.0179.1549.229
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 Indian0.09
Asian16.50116.47817.612
Black4.8694.3594.064
Hispanic5.416.2775.25
Native Hawaiian0.4510.5230.677
White63.66163.20863.167
Two or more races9.0179.1549.229
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 10.0510.569.28
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 13.6420.5122.64
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 91.8287.1885.85
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%
Provisional3%0%
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
2015-201640%56%4%0%
2016-201740%57%3%0%
2017-201840%57%3%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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