General Information

Address: 309 Volunteer St Clintwood, VA 24228

Superintendent: Mrs. Haydee Robinson

Region: 7

Enrollment: 2,189

Students with Disabilities: 16.4%
Economically Disadvantaged: 64.2%
English Learners: 0.1%

Latest data available are displayed as of February 14, 2017.

Fully Accredited Schools

This chart displays the percentage of schools meeting or exceeding expectations in English, mathematics, science, history/social science and graduation.

On-time Graduation Rate

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students17115087.715389.5179.9
Female888293.28293.266.8
Male836881.97185.51113.3
Black0<100<10000
Hispanic0<<<<<<
White1671478815089.8169.6
Students with Disabilities282485.72485.7414.3
Economically Disadvantaged10894879688.91110.2
Homeless0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

Percentage of students who earned a diploma within four years of entering ninth grade for the first time.

Enrollment by Race/Ethnicity

Fall Membership by Subgroup

2016 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
Subgroup2014-20152015-20162016-2017
All Students234923332189
Female113611331024
Male121312001165
Asian445
Black201919
Hispanic111113
White230722902140
Two or more races7912
Students with Disabilities395366359
Not Students with Disabilities195419671830
Economically Disadvantaged134213461405
Not Economically Disadvantaged1007987784
Not English Learners234923312187
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

Schools report annually on the number of students enrolled, including data on race and ethnicity required by federal law.

Expenditures for Instruction

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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
55.95656.9

Instructional costs include the salaries and benefits for teachers, teacher aides, principals, assistant principals, librarians, and school counselors; expenditures for textbooks; and expenditures for regional and virtual instructional programs.

Absenteeism

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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
2013-20142014-20152015-20162016-2017
Subgroup0%-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 Students1840275111141177930113913216933211441561561333144173
Female9181294557882150585782715263767391636575
Male9221466684897151817586616981808221707998
American Indian000000000000
Asian0000000000000000
Black19101165111531215311
Hispanic12100811172219311
White1801272110140174729413712916593141411521521326140170
Two or more races00000000810111120
Students with Disabilities294632225289572826286534245272772938
Economically Disadvantaged11172019110810662221101069722301121221003254119146
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

A student is considered chronically absent if he or she misses 10 percent of the school year.

Student Achievement by Proficiency Level

Reading

Writing

Math

Science

History

  Advanced   Proficient

The above charts display the percentage of students who performed at the proficient and advanced levels on Standards of Learning and other state assessments in reading, writing, mathematics, science and history/social science during the 2016-2017 school year.

For more information

School Quality Profiles were developed by the state Board of Education to more effectively communicate to parents and the public about the performance of Virginia’s public schools and the factors that can impact student learning and achievement. School Quality Profiles are available for all public schools, school divisions, and for the state at schoolquality.virginia.gov.

Additional information about the commonwealth’s public schools is available on the Virginia Department of Education website at www.doe.virginia.gov.