Virginia

Districts and schools
Number of districts
(CCD)

http://www.pen.k12.va.us
Students
2003-04
135 141

Staff
1993-94
Pre-K 3,186 K-8 734,673 9-12 278,009 Total (K-12) 1,012,682

1993-94

Public school enrollment (CCD)

2003-04
16,524 819,972 354,836 1,174,808

Number of FTE 1993-94 teachers (CCD) Elementary 28,540
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 12,141 27,727 576 642 69,626 11,209 1,077 5,183 41,705 59,174

2003-04
42,203 19,019 24,633 820 284 86,959 15,287 1,525 5,480 53,713 76,005

Number of public schools

(CCD)

1,093 308 286 13 44 1,744 1,172 340 312 26 6 1,856 6

Elementary Middle High Combined Other Total

Race/ethnicity (CCD)
American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities (OSEP) * 3% 26 3 68 11% * 5% 27 7 61 12% 5%

Number of FTE non-teacher staff (CCD)

Number of charter schools (CCD)

Finances
Total current expenditures 1993-94
(CCD, in thousands of dollars, adjusted for inflation to 2002-03) $4,173,044 Instructional 360,291 Noninstructional 2,400,076 Support Total 6,933,411

2002-03
$5,661,332 362,643 3,184,354 9,208,329

Students with limited English proficiency (NCELA) Migrant students
(OME)

Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) 1994 2000
English Mathematics Science Social studies 93% 69 67 84 63% 59 74 77

*

*

Percentage of core courses taught by highly qualified teachers, 2003-04 (As defined and reported by states, collected by ED)

Per-pupil expenditures
(CCD, adjusted for inflation to 2002-03)

$6,632

$7,822

Eighth-grade students enrolled in 1996 Algebra I for high school credit 29%
(NAEP)

2003

28%

All schools High-poverty schools Low-poverty schools

95% 92% 97%
2000-01
4% 78 53

Sources of funding
(CCD, 2002-03)

Federal 7%

Local 54%

Students eligible to participate in the Free or Reduced360,342 Price Lunch Program, 2003-04 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, ^ 2003-04 (CCD)

Outcomes

State 40%

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 76 53 College-going rate (IPEDS/NCES) NAEP state results (NCES)
Reading, Grade 4 Proficient level or above Basic level or above Math, Grade 8 Proficient level or above Basic level or above

0-34% 35-49% 50-74% 351 379 149

892

1994
26% 57

2005
37% 72

Title I allocation 2002-03
(ED; Includes Title I, Part A)

$182,110,558

75-100%
^

1996
21% 58

2005
33% 74

KEY:

108

K

— n/a # FTE

*

= Less than 0.5 percent = Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent

85 schools did not report.

Virginia
Statewide Accountability Information
See Appendix B for Virginia’s definitions of proficient for English and mathematics for grades 3, 8, and high school. See http://www.pen.k12.va.us/VDOE/src/vasrc-reportcard-intropage.shtml for more details on the statewide accountability system. State assessment for NCLB accountability: Standards of Learning Assessments State student achievement levels: Fails/Does not meet the standard, Pass/Proficient, Pass/Advanced

St udent Achievement 2003-04
Standards of Learning Assessments, used for NCLB accountability English Proficient level or above for: Grade 3 Grade 8 High school
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 71% 57 70 47 60 56 62 79 72% 54 48 36 50 56 59 79 89% 80 59 68 75 80 83 93

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 3 Grade 8 Grade 11 English Mathematics English Mathematics English Mathematics 60.7% 58.4 60.7 58.4 60.7 58.4

Target (2003-04)
61% 59 61 59 61 59

Student achievement trend: English percent proficient level or above
100% 75% 71 72 71

92 89 70 70 72

2004 2003 2002

50% 25% 0% Grade 3 n/a Grade 8 High School

2003-04 NCLB accountability results, applied to 2004-05 school year
AYP outcomes and consequences
Made AYP Identified for improvement: Year 1 Year 2 Corrective action Restructuring Exited Improvement status (made AYP twice after being identified for improvement)

Title I schools
586 (76%) 82 (11%) 21 (3%) 8 (1%) 0 9 (1%)

All schools
1,345 (74%) 82 (5%) 21 (1%) 8 (*) 0 9 (*)

All districts
30 (23%) 0 0 0 0 0

Mathematics Proficient level or above for: Grade 3
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 87% 79 78 74 84 77 84 92

Grade 8
80% 67 59 45 70 67 73 85

High school
84% 75 65 59 78 71 76 88

Other indicator, 2003-04

State target
94% 94% 51.7% 432 1,301

State outcome
Met Met Met 2% 11%

Elementary indicator: Attendance rate Middle school indicator: Attendance rate High school indicator: Graduation rate

Student achievement trend: Mathematics percent proficient level or above
100% 75% 50% 25% 0% Grade 3 n/a Grade 8 High School 80 83 87 80 70 75 80 84 2004 2003 2002

NCLB choice participation
Title I school choice: Supplemental educational services:

Number of Title I students Percent of eligible students

109