Virginia School Quality Profiles

Rockbridge County Public Schools: At-A-Glance

Source URL: http://schoolquality.virginia.gov/virginia-divisions/divsion-at-a-glance?division=81

General Information

Address: 2893 Collierstown Road Lexington, VA 24450

Superintendent: Dr. Phillip J. Thompson

Region: 5

Enrollment: 2,496

Students with Disabilities: 16.1%
Economically Disadvantaged: 48.2%
English Learners: 2.5%

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 Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	253	238	94	239	95	10	4
Female	127	121	95	121	95	4	3
Male	126	117	93	118	94	6	5
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	14	13	93	13	93	0	0
Hispanic	15	14	93	14	93	1	7
White	203	191	94	192	95	9	4
Multiple Races	13	12	92	12	92	0	0
Students with Disabilities	28	25	89	25	89	3	11
Economically Disadvantaged	97	88	91	89	92	4	4
English Learners	<	<	100	<	100	0	0
Homeless	<	<	<	<	<	<	<
Military Connected	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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 Subgroups

2023 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	2021-2022	2022-2023	2023-2024
All Students	2634	2550	2496
Female	1304	1269	1236
Male	1330	1281	1260
American Indian	10	9	7
Asian	25	26	19
Black	99	85	83
Hispanic	127	144	150
Native Hawaiian	1	1	1
White	2250	2147	2083
Multiple Races	122	138	153
Students with Disabilities	388	403	402
Students without Disabilities	2246	2147	2094
Economically Disadvantaged	1306	1355	1202
Not Economically Disadvantaged	1328	1195	1294
English Learners	52	73	63
Not English Learners	2582	2477	2433
Homeless	8	1	9
Military Connected	20	20	19
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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
	2019-2020	2020-2021	2021-2022
Percentage of fiscal year division operating expenditures for instructional costs	64.9	66.7	64.9

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

Chronic Absenteeism

Chronic Absenteeism 2022-2023 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
	2020-2021		2021-2022		2022-2023
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	2,487	127	1,789	728	1,777	685
Female	1,213	67	874	366	880	353
Male	1,274	60	915	362	897	332
American Indian	<	<	6	4	8	2
Asian	20	0	21	2	21	5
Black	87	8	54	43	49	30
Hispanic	113	5	84	42	105	36
Native Hawaiian	<	<	<	<	<	<
White	2,144	106	1,550	592	1,493	570
Multiple Races	112	8	74	44	101	41
Students with Disabilities	347	40	243	132	255	137
Economically Disadvantaged	1,341	121	821	557	856	511
English Learners	52	3	35	17	55	18
Homeless	12	1	8	7	8	12
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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 2022-2023 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.