Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

Riverview Elementary/Middle

General school information

Category: Combined (PK-08) School
Phone: 276-935-1613
Address: 27382 Riverside Drive Grundy, VA 24614
Principal: Mrs. Kimberly Hess
Superintendent: Mrs. Melanie L. Hibbitts
Region: 7
Division: Buchanan 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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel Two

Student engagement & Outcomes

Chronic Absenteeism Level Three

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 No Students No Students
Economically Disadvantaged Level Two Level One
English Learners No Students No Students
Hispanic No Students No Students
Students with Disabilities Level Three Level Three
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 76 60 24 13 72 59 28 12 73 62 27
Female 18 77 59 23 13 75 61 25 12 78 66 22
Male 14 74 61 26 13 70 57 30 12 69 58 31
Asian < < < < < 100 < 0
White 16 76 60 24 13 72 59 28 12 74 62 26
Students with Disabilities 14 49 35 51 14 30 16 70 12 46 34 54
Economically Disadvantaged 14 71 57 29 10 66 56 34 10 68 59 32
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 18 65 47 35 17 68 51 32 11 67 57 33
Female 14 72 58 28 14 83 69 17 13 75 63 25
Male 21 58 37 42 19 56 37 44 8 58 50 42
White 18 65 47 35 17 68 51 32 11 66 55 34
Students with Disabilities 20 47 27 53 18 18 - 82 10 45 35 55
Economically Disadvantaged 13 63 50 37 10 65 54 35 8 57 49 43
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 17 71 54 29 11 59 48 41 16 73 56 28
Female 22 66 44 34 11 57 46 43 11 81 70 19
Male 11 76 65 24 11 61 50 39 21 65 44 35
White 17 71 54 29 11 59 48 41 16 73 57 27
Students with Disabilities 10 40 30 60 7 14 7 86 18 36 18 64
Economically Disadvantaged 15 61 46 39 4 54 50 46 15 65 51 35
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 18 78 60 22 20 70 50 30 18 78 60 22
Female 24 79 55 21 21 71 50 29 14 75 61 25
Male 11 77 66 23 18 68 50 32 21 81 60 19
White 18 78 60 22 20 70 50 30 18 78 60 22
Students with Disabilities 18 55 36 45 < < < < 14 71 57 29
Economically Disadvantaged 20 73 53 27 16 62 46 38 13 81 69 19
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 17 81 65 19 14 83 69 17 8 77 69 23
Female 16 82 66 18 16 82 66 18 15 76 61 24
Male 17 81 63 19 13 85 72 15 - 78 78 22
White 17 81 65 19 14 83 69 17 8 77 69 23
Students with Disabilities 18 55 36 45 25 67 42 33 - 38 38 62
Economically Disadvantaged 13 82 68 18 17 77 60 23 6 72 67 28
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 13 79 66 21 11 74 63 26 12 80 68 20
Female 18 82 63 18 9 77 67 23 10 85 76 15
Male 8 77 69 23 12 71 60 29 14 74 60 26
White 13 80 67 20 11 74 63 26 12 80 68 20
Students with Disabilities < < < < 15 25 10 75 14 50 36 50
Economically Disadvantaged 14 78 64 22 5 66 61 34 12 75 63 25
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 13 79 66 21 9 78 69 22 7 66 59 34
Female 13 81 67 19 8 77 69 23 9 75 66 25
Male 12 76 65 24 10 79 69 21 6 59 54 41
White 13 79 66 21 9 79 70 21 7 67 60 33
Students with Disabilities 13 56 44 44 10 40 30 60 14 36 23 64
Economically Disadvantaged 9 67 58 33 9 70 62 30 6 60 54 40
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 19 69 50 31 19 71 52 29 15 55 39 45
Female 31 78 47 22 23 82 59 18 27 70 43 30
Male 6 59 53 41 16 63 47 37 6 42 36 58
White 19 70 51 30 19 72 53 28 16 55 40 45
Students with Disabilities 13 47 33 53 < < < < 14 14 - 86
Economically Disadvantaged 12 58 46 42 16 63 47 37 11 49 38 51
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 19 69 50 31 19 71 52 29 15 55 39 45
Female 31 78 47 22 23 82 59 18 27 70 43 30
Male 6 59 53 41 16 63 47 37 6 42 36 58
White 19 70 51 30 19 72 53 28 16 55 40 45
Students with Disabilities 13 47 33 53 < < < < 14 14 - 86
Economically Disadvantaged 12 58 46 42 16 63 47 37 11 49 38 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

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 17 75 58 25 15 71 56 29 12 66 54 34
Female 19 79 60 21 16 76 60 24 14 74 60 26
Male 14 70 56 30 14 66 52 34 11 59 48 41
Asian < 100 < 0 < 100 < 0
White 17 75 58 25 15 71 56 29 12 66 54 34
Students with Disabilities 15 49 35 51 18 38 21 62 12 39 27 61
Economically Disadvantaged 13 71 57 29 13 64 51 36 10 60 51 40
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 11 67 56 33 10 65 55 35 7 61 54 39
Female 8 64 56 36 3 68 65 32 10 68 58 33
Male 14 70 56 30 16 63 47 37 3 53 50 47
White 11 67 56 33 11 66 55 34 7 61 54 39
Students with Disabilities 20 40 20 60 18 27 9 73 5 40 35 60
Economically Disadvantaged 9 63 54 37 9 55 47 45 6 53 47 47
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 35 83 49 17 21 73 52 27 19 81 63 19
Female 43 83 40 17 14 77 63 23 16 92 76 8
Male 25 83 58 17 26 70 43 30 21 72 51 28
White 35 83 49 17 21 73 52 27 19 81 62 19
Students with Disabilities 10 60 50 40 29 57 29 43 18 55 36 45
Economically Disadvantaged 24 80 56 20 20 68 48 32 16 73 56 27
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 29 79 50 21 22 74 51 26 20 65 45 35
Female 36 83 48 17 33 74 40 26 14 71 57 29
Male 22 75 53 25 9 74 65 26 23 60 36 40
White 29 79 50 21 22 74 51 26 20 65 45 35
Students with Disabilities 27 36 9 64 < < < < 21 43 21 57
Economically Disadvantaged 25 71 46 29 22 73 51 27 17 67 50 33
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 87 73 13 20 86 65 14 16 85 70 15
Female 14 91 77 9 23 89 66 11 22 89 67 11
Male 15 85 69 15 18 82 64 18 9 82 73 18
White 15 87 73 13 20 86 65 14 16 85 70 15
Students with Disabilities 14 64 50 36 25 83 58 17 8 50 42 50
Economically Disadvantaged 12 87 75 13 15 77 62 23 12 85 73 15
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 61 49 39 11 62 52 38 9 66 56 34
Female 14 78 65 22 12 69 57 31 12 76 64 24
Male 11 47 36 53 10 57 47 43 7 56 49 44
White 12 61 49 39 11 62 52 38 9 66 56 34
Students with Disabilities < < < < 15 15 - 85 14 50 36 50
Economically Disadvantaged 10 61 51 39 8 56 48 44 7 59 52 41
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 2 45 44 55 2 48 46 52 3 21 18 79
Female - 46 46 54 - 53 53 47 - 18 18 82
Male 3 45 42 55 3 45 42 55 5 23 18 77
White 2 46 44 54 2 48 46 52 3 21 18 79
Students with Disabilities 7 36 29 64 < < < < 9 14 5 86
Economically Disadvantaged 3 43 41 57 4 36 32 64 3 22 18 78
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 2 98 96 2 14 88 74 12 12 100 88 0
Female 4 100 96 0 14 95 82 5 19 100 81 0
Male - 95 95 5 14 81 67 19 - 100 100 0
White 2 98 96 2 14 88 74 12 12 100 88 0
Economically Disadvantaged - 94 94 6 11 89 79 11 - 100 100 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 17 76 60 24 11 69 58 31 5 62 57 38
Female 20 74 54 26 14 69 55 31 - 63 63 37
Male 14 79 65 21 9 70 61 30 9 62 53 38
White 17 77 60 23 11 70 58 30 5 63 58 37
Students with Disabilities 12 46 35 54 - 27 27 73 6 26 21 74
Economically Disadvantaged 11 69 57 31 7 61 54 39 4 57 53 43
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 21 84 64 16 20 74 54 26 10 67 57 33
Female 24 83 60 17 21 71 50 29 - 57 57 43
Male 17 86 69 14 18 76 59 24 17 74 57 26
White 21 84 64 16 20 74 54 26 10 67 57 33
Students with Disabilities 9 45 36 55 < < < < 14 57 43 43
Economically Disadvantaged 18 80 63 20 11 70 59 30 9 67 57 33
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 14 70 56 30 4 66 62 34 1 58 57 42
Female 16 66 50 34 5 66 61 34 - 68 68 32
Male 12 75 63 25 4 66 62 34 2 50 48 50
White 14 71 57 29 4 67 62 33 1 59 58 41
Students with Disabilities 13 47 33 53 < < < < - 5 5 95
Economically Disadvantaged 6 57 52 43 4 53 49 47 - 50 50 50
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 23 77 54 23 28 83 55 17 21 75 53 25
Female 23 76 54 24 31 80 49 20 18 75 57 25
Male 24 77 54 23 26 86 60 14 24 75 51 25
White 24 78 54 22 28 83 55 17 21 75 54 25
Students with Disabilities 19 59 41 41 13 38 25 63 11 53 42 47
Economically Disadvantaged 20 68 48 32 22 77 55 23 17 70 53 30
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 13 73 60 27 17 85 69 15 4 63 59 37
Female 18 75 57 25 18 89 71 11 7 72 65 28
Male 8 71 63 29 16 82 67 18 2 56 54 44
White 14 74 60 26 17 85 68 15 4 64 60 36
Students with Disabilities - 50 50 50 < < < < - 20 20 80
Economically Disadvantaged 9 60 51 40 13 78 64 22 - 54 54 46
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 32 81 49 19 41 80 39 20 41 87 47 13
Female 27 78 51 22 43 71 29 29 31 78 47 22
Male 39 85 45 15 38 91 53 9 49 95 47 5
White 32 81 49 19 41 80 39 20 41 87 47 13
Students with Disabilities < < < < < < < < 17 92 75 8
Economically Disadvantaged 25 73 48 27 30 76 46 24 37 88 52 12
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
Division000
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten444047
Kindergarten648088
Grade 1765879
Grade 2707863
Grade 3827483
Grade 4818381
Grade 5778183
Grade 6868790
Grade 71009091
Grade 88910287
Total Students769773792
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 Students769773792
Female372380391
Male397393401
American Indian111
Asian123
Black343
Hispanic123
Native Hawaiian111
White762763781
Students with Disabilities122124133
Not Students with Disabilities647649659
Economically Disadvantaged504438459
Not Economically Disadvantaged265335333
English Learners111
Not English Learners768772791
Foster Care32
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
61.4 59.5 61.5

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
2014-20155,053.005,744.001,045.00
2015-20163,776.006,046.001,230.00
2016-20173,176.006,722.001,393.00

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 Students6901013728630113383858910637385991103829
Female321501715311461716287441716292541714
Male369512013319672122302622022307562115
Asian0000000000000000
Black0000000000000000
Hispanic000000000000
Native Hawaiian0000000000000000
White6831003728624113383758410637385911093829
Two or more races00000000
Students with Disabilities1081310497151388818871092553
Economically Disadvantaged410693224372802734337783235380863023
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 35
Disorderly or Disruptive Behavior Offenses 35
Alcohol, Tobacco, and Other Drug Offenses <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1230.130.129
Asian0.2450.130.259
Black0.1230.390.517
Hispanic0.130.259
Native Hawaiian0.1230.130.129
White99.14198.1699.0910098.706100
Two or more races0.2451.84
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 Indian0.1230.130.129
Asian0.2450.130.259
Black0.1230.390.517
Hispanic0.130.259
Native Hawaiian0.1230.130.129
White99.14110099.0910098.706
Two or more races0.245
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 Indian0.1230.130.129
Asian0.2450.130.259
Black0.1230.390.517
Hispanic0.130.259
Native Hawaiian0.1230.130.129
White99.14199.0998.706
Two or more races0.245
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 56.0862.9362.3
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 38.9738.7537.92
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 66.1668.359.14
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%2%
Provisional2%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
2015-201661%36%0%3%
2016-201762%35%0%3%
2017-201865%32%0%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Riverview Elementary/Middle to top