Virginia School Quality Profiles

Smithland Elementary

General school information

Category: Elementary (KG-05) School
Phone: 540-434-6075
Address: 474 Linda Lane Harrisonburg, VA 22802
Principal: Ms. Janis Churchill
Superintendent: Dr. Michael Richards
Region: 5
Division: Harrisonburg City Public Schools
Division Website (opens new window)

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

Enrollment

Finance

School Finance

Learning Climate

Teacher Quality

State Accreditation Status

Accredited

Reward School Status

Enrollment

738

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Absenteeism

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Reading Proficiency

54 %

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Math Proficiency

61%

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Science Proficiency

60 %

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History Proficiency

64 %

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ACCREDITATION

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

School Quality Indicators

Academic Achievement

English	Level One
Mathematics	Level One
Science	Level Two

Achievement Gaps

English	Level Three
Mathematics	Level Three

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 Three	Level Three
Economically Disadvantaged	Level One	Level One
English Learners	Level One	Level One
Hispanic	Level One	Level One
Students with Disabilities	Level Three	Level Three
White	Level One	Level One

The school quality indicator for academic achievement in mathematics provides equal credit for students who pass state mathematics tests and for non-passing students who showed significant improvement.

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

The combined rate used to evaluate academic achievement in English in elementary and middle schools includes students who passed state tests in English and non-passing students who showed significant improvement, including non-passing English learners making progress toward learning English. The combined rate used to evaluate academic achievement in English in high schools includes students who pass state tests and English learners making progress toward learning English. Select “Show Data” for details on the combined rate for English Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state English tests
Percent Passing With Recovery – Percent of students in school or group passing state English tests after remedial instruction
Percent Showing Growth – Percent of non-passing students who improved compared with prior performance on state English tests
Percent Showing EL Progress or Proficiency – Percent of English-language learners passing state English-language proficiency tests or making progress toward English-language proficiency
Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement, growth or progress
No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement, growth or progress

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three
Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three
Level Three – Two or more student groups performing at Level Three

The combined rate used to evaluate academic achievement in mathematics in elementary and middle schools includes students who passed state tests in mathematics and non-passing students who showed significant improvement. Academic achievement in mathematics in high school is evaluated based on the percentage of students passing state end-of-course tests in mathematics. Select “Show Data” for details on the combined rate for Mathematics Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state mathematics tests
Percent Passing With Recovery – Percent of students in school or group passing state mathematics tests after remedial instruction
Percent Showing Growth – Percent of non-passing students in school or group who improved compared with prior performance on state mathematics tests
Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement or growth
No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement or growth

The school quality indicator for science is based on the overall percentage of students passing state science tests.

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

Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Students receiving homebound and home-based instruction are excluded from the calculation. Performance on this indicator is rated as follows:

Level One — Schools with a current year or three-year average overall absenteeism rate of no more than 15 percent (that is, no more than 15 percent of the students missing 10 percent of the school year), or schools that were at Level Two the prior year and decrease the rate by ten percent or more from the prior year
Level Two — Schools not meeting Level-One performance with a current year or three-year average rate of no more than 25 percent, or schools that were at Level Three the prior year and decrease the rate by 10 percent or more from the prior year. A school shall not receive a Level-Two rating for more than four consecutive years
Level Three — Schools with a current year or three-year-average chronic absenteeism rate of 25 percent or more or schools with a Level-Two rating for more than four consecutive years

A high school’s four-year dropout rate is based on performance during the most recent year or on a three-year average.

Level One — Schools with a dropout rate of 0-6 percent or a 10 percent decrease if previously Level Two
Level Two — Schools with a dropout rate of 7-9 percent or 10 percent decrease if previously Level Three
Level Three — Schools with a dropout rate of 10 percent or higher or at Level Two for more than four consecutive years

Performance on the school quality indicator for graduation and completion is based on the Graduation and Completion Index. The index awards full credit for students who earn a Board of Education-approved diploma and partial credit for other outcomes, as displayed in the table below.

Outcome	Point Value
Diploma	100
High school equivalency	75
Still in school	70
Local certificate of program completion	25
Dropout	0

Level One — A Graduation and Completion Index of at least 88 or a 2.5 percent increase if previously Level Two
Level Two — A Graduation and Completion Index of 81-87 or a 2.5 percent increase if previously Level Three
Level Three — A Graduation and Completion Index of 80 or lower or Level Two for more than four consecutive years

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	12	66	53	34	11	63	52	37	12	54	42	46
Female	17	71	54	29	12	65	53	35	14	58	44	42
Male	8	61	53	39	11	61	50	39	9	50	41	50
Asian	<	100	<	0	<	100	<	0	<	<	<	<
Black	-	61	61	39	5	45	41	55	3	31	28	69
Hispanic	15	64	49	36	7	61	54	39	7	50	44	50
White	13	68	55	32	20	70	50	30	23	67	44	33
Two or more races	9	55	45	45	20	60	40	40	11	44	33	56
Students with Disabilities	6	31	25	69	6	33	28	67	-	4	4	96
Students without Disabilities	13	68	55	32	12	66	54	34	13	58	45	42
Economically Disadvantaged	9	57	48	43	6	55	50	45	6	47	41	53
Not Economically Disadvantaged	20	85	65	15	24	81	56	19	24	69	45	31
English Learners	13	59	46	41	6	62	56	38	5	48	43	52
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
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	77	63	23	9	58	49	42	8	47	39	53
Female	20	86	65	14	14	67	53	33	10	52	43	48
Male	8	69	62	31	4	48	44	52	6	43	36	57
Asian	<	100	<	0	<	100	<	0	<	<	<	<
Black	-	64	64	36	10	40	30	60	<	<	<	<
Hispanic	23	82	59	18	5	59	54	41	6	52	46	48
White	9	76	68	24	16	62	46	38	18	50	32	50
Two or more races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	-	40	40	60	<	<	<	<
Students without Disabilities	14	79	65	21	10	60	49	40	9	52	43	48
Economically Disadvantaged	13	70	57	30	5	53	47	47	4	45	41	55
Not Economically Disadvantaged	15	91	76	9	18	70	52	30	20	55	35	45
English Learners	21	82	62	18	5	62	57	38	4	39	35	61
Migrant	<	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	11	55	44	45	14	69	55	31	11	54	43	46
Female	14	56	42	44	9	64	55	36	18	63	45	38
Male	9	53	45	47	17	73	56	27	4	45	41	55
Asian	<	100	<	0	<	100	<	0	<	100	<	0
Black	-	57	57	43	-	50	50	50	<	<	<	<
Hispanic	8	49	41	51	9	63	54	37	9	43	34	57
White	17	60	43	40	24	79	55	21	21	76	56	24
Two or more races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	20	20	80	<	<	<	<	-	10	10	90
Students without Disabilities	12	58	46	42	14	73	59	27	13	59	46	41
Economically Disadvantaged	5	45	40	55	6	58	52	42	6	43	37	57
Not Economically Disadvantaged	26	77	52	23	31	93	62	7	21	74	53	26
English Learners	7	43	36	57	7	61	54	39	5	47	42	53
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
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

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.

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	15	64	49	36	18	72	54	28	14	61	47	39
Female	13	63	49	37	17	74	57	26	12	63	50	37
Male	16	65	49	35	19	70	51	30	16	59	44	41
Asian	<	100	<	0	<	100	<	0	<	100	<	0
Black	4	43	39	57	14	73	59	27	7	31	24	69
Hispanic	8	59	51	41	9	65	56	35	8	56	48	44
White	24	76	52	24	31	82	51	18	25	77	52	23
Two or more races	18	64	45	36	20	60	40	40	11	56	44	44
Students with Disabilities	6	13	6	88	6	28	22	72	-	21	21	79
Students without Disabilities	15	68	53	32	19	76	57	24	15	65	49	35
Economically Disadvantaged	5	55	50	45	9	66	57	34	9	55	46	45
Not Economically Disadvantaged	37	85	48	15	38	86	48	14	24	75	51	25
English Learners	5	56	51	44	11	67	56	33	10	57	47	43
Migrant	<	<	<	<	<	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	17	72	55	28	13	61	49	39	9	61	52	39
Female	18	65	47	35	13	66	54	34	10	60	50	40
Male	15	77	62	23	13	57	43	43	9	62	53	38
Asian	<	100	<	0	<	100	<	0	<	100	<	0
Black	7	50	43	50	20	70	50	30	<	<	<	<
Hispanic	7	68	61	32	4	53	49	47	4	67	63	33
White	26	83	57	17	26	74	47	26	23	64	41	36
Two or more races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	17	75	58	25	14	66	52	34	10	64	54	36
Economically Disadvantaged	4	63	59	37	5	53	48	47	6	59	54	41
Not Economically Disadvantaged	41	88	47	12	29	79	50	21	20	65	45	35
English Learners	5	65	60	35	7	58	52	42	6	61	55	39
Migrant	<	100	<	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	13	57	44	43	23	84	60	16	19	65	46	35
Female	8	60	52	40	23	84	61	16	20	70	50	30
Male	17	54	37	46	24	83	59	17	18	59	41	41
Asian	<	100	<	0	<	100	<	0	<	100	<	0
Black	-	36	36	64	8	75	67	25	<	<	<	<
Hispanic	10	51	41	49	15	79	64	21	12	55	43	45
White	22	69	47	31	37	93	57	7	29	82	53	18
Two or more races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	10	10	90	<	<	<	<	-	20	20	80
Students without Disabilities	14	62	47	38	25	88	63	12	21	69	48	31
Economically Disadvantaged	5	47	42	53	13	80	67	20	13	55	42	45
Not Economically Disadvantaged	32	81	48	19	48	93	45	7	29	82	53	18
English Learners	5	50	45	50	17	77	60	23	13	60	47	40
Migrant	<	<	<	<	<	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

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.

Data does not exist

History

History Performance: All Students

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.

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	80	51	20	27	84	57	16	13	64	51	36
Female	27	83	56	17	11	73	62	27	17	69	52	31
Male	31	77	46	23	41	93	52	7	8	58	50	42
Asian	<	100	<	0	<	100	<	0	<	<	<	<
Black	21	57	36	43	9	73	64	27	<	<	<	<
Hispanic	16	86	70	14	24	91	67	9	6	71	65	29
White	47	83	37	17	36	79	43	21	23	68	45	32
Two or more races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	31	86	56	14	28	87	59	13	14	68	54	32
Economically Disadvantaged	16	78	62	22	25	81	56	19	9	62	53	38
Not Economically Disadvantaged	55	84	29	16	31	90	59	10	18	67	48	33
English Learners	16	89	73	11	29	90	61	10	12	76	64	24
Migrant	<	100	<	0	<	100	<	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	29	80	51	20	26	84	58	16	13	64	51	36
Female	27	83	56	17	11	73	62	27	17	69	52	31
Male	31	77	46	23	40	93	53	7	8	58	50	42
Asian	<	100	<	0	<	100	<	0	<	<	<	<
Black	21	57	36	43	9	73	64	27	<	<	<	<
Hispanic	16	86	70	14	22	91	69	9	6	71	65	29
White	47	83	37	17	36	79	43	21	23	68	45	32
Two or more races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	31	86	56	14	28	87	59	13	14	68	54	32
Economically Disadvantaged	16	78	62	22	24	80	57	20	9	62	53	38
Not Economically Disadvantaged	55	84	29	16	31	90	59	10	18	67	48	33
English Learners	16	89	73	11	29	90	61	10	12	76	64	24
Migrant	<	100	<	0	<	100	<	0	<	<	<	<
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

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

	2015-2016	2016-2017	2017-2018
State	3,462	4,227	2,762
Division	61	39	66
School	6	0	0
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade	2016-2017	2017-2018	2018-2019
Pre-kindergarten	5	222	198
Kindergarten	96	84	76
Grade 1	101	85	86
Grade 2	108	90	87
Grade 3	123	89	93
Grade 4	104	109	94
Grade 5	0	101	104
Total Students	537	780	738
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	2016-2017	2017-2018	2018-2019
All Students	537	780	738
Female	274	382	364
Male	263	398	374
Asian	11	20	15
Black	49	67	60
Hispanic	281	436	427
White	172	214	208
Two or more races	24	43	28
Students with Disabilities	39	93	67
Students without Disabilities	498	687	671
Economically Disadvantaged	400	500	478
Not Economically Disadvantaged	137	280	260
English Learners	281	290	294
Not English Learners	256	490	444
Migrant	14	20
Homeless	8	11	5
Military Connected	5	9	7
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	68.1	67.4	67.4

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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
2014-2015	5,417.00	5,570.00	952.00
2015-2016	5,313.00	5,524.00	1,014.00
2016-2017	4,935.00	5,931.00	1,053.00

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
2014-2015	5,950.00	4,802.00	771.00
2015-2016	6,101.00	4,831.00	812.00
2016-2017	6,268.00	5,033.00	871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
	2015-2016		2016-2017		2017-2018
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	523	23	481	51	518	35
Female	258	12	240	32	264	14
Male	265	11	241	19	254	21
Asian	11	1	10	1	11	3
Black	59	1	49	3	46	2
Hispanic	260	13	256	32	276	22
White	168	6	146	13	163	4
Two or more races	25	2	20	2	22	4
Students with Disabilities	34	3	38	8	39	6
Economically Disadvantaged	374	19	345	45	359	26
English Learners	264	12	253	33	267	19
Homeless	<	<	<	<	<	<
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	37
Offenses Against Student	45
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
	2016-2017		2017-2018
Subgroup	% Population	% Short Term Suspensions	% Population	% Short Term Suspensions
American Indian
Asian	2.048		2.564
Black	9.125		8.59	100
Hispanic	52.328		55.897
Native Hawaiian
White	32.03		27.436
Two or more races	4.469	100	5.513
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:

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
	2016-2017		2017-2018
Subgroup	% Population	% Long Term Suspensions	% Population	% Long Term Suspensions
American Indian
Asian	2.048		2.564
Black	9.125		8.59
Hispanic	52.328		55.897
Native Hawaiian
White	32.03		27.436
Two or more races	4.469		5.513
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:

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
	2016-2017		2017-2018
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian
Asian	2.048		2.564
Black	9.125		8.59
Hispanic	52.328		55.897
Native Hawaiian
White	32.03		27.436
Two or more races	4.469		5.513
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
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	71.2	70.04	72.5
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

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
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	47.65	45.14	82.86
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
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	81.44	82.41	82.86
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

Teacher Quality
	Teachers Not Properly Licensed or Endorsed		Provisionally Licensed Teachers		Inexperienced Teachers
	Title I	Not Title I	Title I	Not Title I	Title I	Not Title I
School
This School	3.7%	-	5.6%	-	13%	-
Division
All Schools	0.7%	8%	4.1%	5.1%	10.1%	4%
High Poverty	0.7%	8.2%	4.1%	4.5%	10.1%	3.7%
Low Poverty	-	-	-	-	-	-
State
All Schools	1.6%	2.6%	7.1%	7%	6.4%	4.5%
High Poverty	2%	5.1%	8%	11.5%	7.4%	7.6%
Low Poverty	1.1%	1.6%	2.8%	5.7%	4.2%	3.6%
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	2016-2017	2017-2018
Provisional Special Education	0%	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
2015-2016	42%	56%	0%	2%
2016-2017	44%	56%	0%	0%
2017-2018	44%	56%	0%	0%
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

Every Student Succeeds Act

ESSA Status: Not Identified for Support and Improvement
Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student Group	English Reading Performance	Mathematics Performance	English Learner Progress	Chronic Absenteeism	Federal Graduation Indicator
All Students	No	No	-	Yes	-
Asian	TS	TS	-	TS	-
Black	TS	TS	-	Yes	-
Hispanic	No	No	-	Yes	-
White	No	No	-	Yes	-
Economically Disadvantaged	No	No	-	Yes	-
English Learners	Yes	Yes	Yes	Yes	-
Students with Disabilities	TS	TS	-	Yes	-

Yes = Annual target met
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:

Reading performance — percentage of students in the school passing state tests in reading
Mathematics performance — percentage of students in the school passing state tests in mathematics
Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
English learner progress — percentage of English learners making progress toward English-language proficiency
Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma

More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.