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Simonsdale Elementary

General school information

Category: Elementary (KG-06) School
Phone: 757-465-2917
Address: 4841 Clifford Street Portsmouth, VA 23701-1004
Principal: Vacant
Superintendent: Dr. Elie Bracy
Region: 2
Division: Portsmouth 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

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: 2017 through 2019

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 No Students No Students
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 18 78 60 22 18 82 65 18 22 79 57 21
Female 19 84 65 16 15 85 70 15 22 84 62 16
Male 18 74 56 26 20 80 60 20 22 75 53 25
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 15 66 51 34 14 75 62 25 17 70 54 30
Hispanic 16 79 63 21 - 85 85 15 < < < <
White 19 82 63 18 19 85 66 15 25 83 58 17
Two or more races 29 93 64 7 38 92 54 8 20 87 67 13
Students with Disabilities 27 50 23 50 26 56 30 44 31 62 31 38
Economically Disadvantaged 11 70 59 30 10 76 66 24 15 71 56 29
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 14 82 67 18 12 84 71 16 21 77 56 23
Female 18 89 70 11 5 81 76 19 29 83 55 17
Male 11 76 65 24 18 86 67 14 14 71 57 29
Black 4 62 58 38 16 77 61 23 20 77 57 23
Hispanic < < < < < 100 < 0
White 21 89 68 11 10 86 76 14 20 78 57 22
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 45 82 36 18 27 64 36 36 40 70 30 30
Economically Disadvantaged 4 70 66 30 2 76 73 24 15 76 61 24
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 74 58 26 18 90 72 10 25 80 55 20
Female 15 77 62 23 21 95 74 5 18 78 60 23
Male 18 72 54 28 16 84 69 16 31 81 50 19
Black 18 68 50 32 14 86 73 14 25 69 44 31
White 13 75 62 25 18 90 72 10 25 87 62 13
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 29 47 18 53 < < < < 40 70 30 30
Economically Disadvantaged 9 68 59 32 9 88 79 12 18 69 51 31
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 27 80 53 20 24 79 55 21 27 80 53 20
Female 22 83 61 17 21 85 64 15 26 87 62 13
Male 31 77 46 23 27 73 45 27 27 73 45 27
Black 17 66 49 34 14 71 57 29 9 69 59 31
Hispanic < 100 < 0 < < < < < 100 < 0
White 35 87 52 13 27 80 53 20 37 83 46 17
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 25 44 19 56 27 40 13 60 40 70 30 30
Economically Disadvantaged 24 74 50 26 17 70 53 30 15 67 52 33
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 77 61 23 15 78 63 23 15 79 65 21
Female 23 90 67 10 11 76 66 24 15 87 72 13
Male 13 70 57 30 19 79 60 21 14 73 59 27
Black 20 70 50 30 10 69 59 31 12 67 55 33
Hispanic < < < < < < < < < < < <
White 13 80 67 20 22 83 61 17 17 85 68 15
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities < < < < 20 53 33 47 13 47 33 53
Economically Disadvantaged 10 69 60 31 8 69 61 31 10 71 61 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

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 27 79 52 21 26 80 54 20 19 74 55 26
Female 28 84 55 16 22 77 55 23 18 74 56 26
Male 26 75 50 25 30 83 53 17 20 75 54 25
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 22 67 45 33 16 70 54 30 10 63 54 37
Hispanic 33 83 50 17 27 82 55 18 < < < <
White 29 83 55 17 29 84 55 16 25 81 56 19
Two or more races 27 87 60 13 43 79 36 21 20 73 53 27
Students with Disabilities 31 55 24 45 38 64 26 36 38 69 31 31
Economically Disadvantaged 13 69 57 31 17 72 55 28 12 66 55 34
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 20 82 62 18 14 71 57 29 17 82 65 18
Female 24 90 67 10 5 60 55 40 21 81 60 19
Male 17 75 58 25 22 80 58 20 12 83 71 17
Black 12 73 62 27 10 60 50 40 17 67 50 33
Hispanic < < < < < 100 < 0
White 25 85 61 15 17 77 60 23 17 92 75 8
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 40 80 40 20 42 67 25 33 60 80 20 20
Economically Disadvantaged 10 76 65 24 7 62 55 38 9 78 70 22
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 81 47 19 47 90 43 10 26 80 54 20
Female 37 80 43 20 44 88 44 12 15 74 59 26
Male 32 82 50 18 49 91 42 9 35 85 50 15
Black 38 69 31 31 18 77 59 23 13 81 68 19
White 32 87 54 13 55 93 38 7 34 79 45 21
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 35 59 24 41 < < < < 50 90 40 10
Economically Disadvantaged 21 72 51 28 33 86 52 14 16 77 61 23
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 36 77 41 23 28 83 55 17 32 78 46 22
Female 33 83 50 17 26 83 57 17 34 81 47 19
Male 39 71 33 29 29 82 53 18 29 75 45 25
Black 24 68 45 32 24 76 52 24 6 64 58 36
Hispanic < 100 < 0 < < < < < 100 < 0
White 44 80 36 20 27 86 59 14 44 83 39 17
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 38 50 13 50 20 53 33 47 40 80 40 20
Economically Disadvantaged 13 69 56 31 17 77 60 23 21 69 48 31
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 75 60 25 15 76 61 24 3 60 57 40
Female 13 80 67 20 11 74 63 26 - 61 61 39
Male 17 72 56 28 20 78 59 22 5 59 54 41
Black 10 55 45 45 13 70 57 30 3 44 41 56
Hispanic < 100 < 0 < < < < < < < <
White 16 80 64 20 15 80 65 20 3 71 68 29
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < 50 57 7 43 13 40 27 60
Economically Disadvantaged 7 60 52 40 9 63 54 37 - 43 43 57
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 8 79 71 21 11 69 59 31 22 78 55 22
Female 5 81 76 19 15 70 55 30 28 77 49 23
Male 11 77 66 23 6 69 63 31 18 78 61 22
Black 6 69 64 31 4 46 43 54 9 59 50 41
Hispanic < 100 < 0 < < < < < 100 < 0
White 9 82 73 18 9 77 68 23 27 85 58 15
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 6 50 44 50 - 47 47 53 30 60 30 40
Economically Disadvantaged 5 76 71 24 6 60 53 40 12 67 56 33
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 8 79 71 21 11 69 59 31 22 78 55 22
Female 5 81 76 19 15 70 55 30 28 77 49 23
Male 11 77 66 23 6 69 63 31 18 78 61 22
Black 6 69 64 31 4 46 43 54 9 59 50 41
Hispanic < 100 < 0 < < < < < 100 < 0
White 9 82 73 18 9 77 68 23 27 85 58 15
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 6 50 44 50 - 47 47 53 30 60 30 40
Economically Disadvantaged 5 76 71 24 6 60 53 40 12 67 56 33
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 29 87 58 13 41 92 51 8 40 84 44 16
Female 31 84 53 16 43 95 52 5 28 79 51 21
Male 28 90 62 10 40 89 49 11 50 88 38 13
Black 20 76 56 24 18 91 73 9 38 81 44 19
White 35 89 54 11 47 93 46 7 42 85 43 15
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 6 76 71 24 < 100 < 0 60 100 40 0
Economically Disadvantaged 18 78 60 22 27 88 61 12 30 77 48 23
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 87 55 13 41 91 50 9 37 83 46 17
Female 33 86 53 14 40 95 55 5 27 78 51 22
Male 31 88 58 12 43 88 45 12 45 86 41 14
Black 25 75 50 25 19 90 71 10 34 79 45 21
White 36 88 52 12 47 93 45 7 38 84 46 16
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0 < 100 < 0
Economically Disadvantaged 18 78 60 22 27 88 61 12 30 77 48 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

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division565
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Kindergarten959995
Grade 1104103103
Grade 290107107
Grade 310288109
Grade 4939286
Grade 51129591
Grade 68610395
Pre-kindergarten000
Total Students682687686
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 Students682687686
Female331321320
Male351366366
American Indian121
Asian657
Black214223270
Hispanic19147
Native Hawaiian112
White408406364
Two or more races333635
Students with Disabilities768284
Not Students with Disabilities606605602
Economically Disadvantaged316386411
Not Economically Disadvantaged366301275
Not English Learners682687685
Homeless13
Military Connected373936
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
67.3 65.6 66.7

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
2014-20153,620.006,042.001,199.00
2015-20163,631.006,107.001,158.00
2016-20173,391.006,375.001,465.00

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 Students708501515689621911644621518682432419
Female348249732529105313254103262175
Male3602668364339633137118356221714
Asian0000000000000000
Black226129722714154197214122361986
Hispanic28110251011820015100
Native Hawaiian0000000000000000
White4213457405454638637116390191512
Two or more races24201242003420034311
Students with Disabilities60105363126274163587736
Economically Disadvantaged36934111135240189364451016378332013
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
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 17
Disorderly or Disruptive Behavior Offenses 101
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 Indian0.1470.291
Asian0.8550.880.728
Black30.91257.1431.37862.532.4644.26
Hispanic3.4195.362.7861.562.038
Native Hawaiian0.1420.1470.146
White61.53835.7159.82434.3859.09850.82
Two or more races3.1341.794.8391.565.244.92
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

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 Indian0.1470.291
Asian0.8550.880.728
Black30.91231.37832.46
Hispanic3.4192.7862.038
Native Hawaiian0.1420.1470.146
White61.53859.82459.098
Two or more races3.1344.8395.24
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

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 Indian0.1470.291
Asian0.8550.880.728
Black30.91231.37832.46
Hispanic3.4192.7862.038
Native Hawaiian0.1420.1470.146
White61.53859.82459.098
Two or more races3.1344.8395.24
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

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 49.3149.3747.63
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 38.6637.139.29
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

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 64.9958.9764.17
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 Education4%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
2015-201629%69%0%2%
2016-201732%66%0%2%
2017-201832%66%0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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