Virginia

Districts and schools
Number of districts
(CCD)

http://www.pen.k12.va.us
Students
2002-03
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)

2002-03
14,507 815,946 345,720 1,161,666

Number of FTE 1993-94 teachers (CCD) Elementary 28,540
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 12,131 27,535 575 1,440 70,221 11,209 1,077 5,183 41,705 59,174

2002-03
44,038 20,273 26,895 561 8,153 99,920 2,632 1,465 5,963 53,015 63,075

Number of public schools

(CCD)

Elementary 1,093 1,160 Middle 308 341 High 286 315 Combined 13 22 Other 44 8 Total 1,744 1,846 7

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% n/a * 5% 27 6 62 12% 4%

Number of FTE non-teacher staff (CCD)

Number of charter schools (CCD)

Finances
Total current expenditures 1993-94
(CCD, adjusted for inflation to 2001-02, in thousands)

2001-02
$5,373,764 340,875 3,003,915 8,718,554

Instructional Noninstructional Support Total

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

$4,192,655 361,991 2,411,355 6,966,001

*

*

Percentage of core courses taught by highly qualified teachers, 2002-03 (As defined and reported by states, collected by ED)

Per-pupil expenditures
(CCD, adjusted for inflation to 2001-02)

$6,663

$7,496

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

2003

28%

All schools High-poverty schools Low-poverty schools

92% 93% 92%
2000-01
4% 78 53

Sources of funding
(CCD, 2001-02)

Federal 6%

Local 53%

Students eligible to participate in the Free or Reduced355,212 Price Lunch Program, 2002-03 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, ^ 2002-03 (CCD)
0-34% 35-49% 50-74% 347 384 134 899

Outcomes

State 41%

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

1994
26% 57

2003
35% 69

Title I allocation 2001-02
(ED; Includes Title I, Part A)

$174,346,805

75-100%

1996
21% 58

2003
31% 72

KEY:

106

K

— n/a # FTE

* = Less than 0.5 percent

= Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent

^

82 schools did not report.

Statewide Accountability Information
See Appendix B for Virginia’s definitions of proficient for English and mathematics for grades 3, 8, and 11. 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

Virginia

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Standards of Learning Assessments, used for NCLB accountability English Proficient level or above for: Grade 3 Grade 8 Grade 11
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 72% 57 47 54 56 58 62 79 70% 50 46 37 35 52 53 78 92% 86 76 73 79 86 88 95

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 (2002-03)
61% 59 61 59 61 59

Student achievement trend: English percent proficient level or above

100% 75% 64 71 72 73 70 70

92

2003 2002 2001

50% 25% 0% Grade 3 Grade 8 n/a n/a Grade 11
Grade 8
75% 59 59 39 65 59 68 81

2002-03 NCLB accountability results, applied to 2003-04 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 missing twice or more, includes total “made” above)

Title I schools
457 (58%) 22 (3%) 22 (3%) 0 0 n/a

All schools
1,064 (59%) 22 (1%) 22 (1%) 0 0 n/a

All districts
109 (83%) 0 0 0 0 n/a

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 students Hispanic students White, non-Hispanic students 83% 72 63 64 75 72 78 88

Grade 11
80% 69 73 54 74 65 73 84

Other indicator, 2002-03
Elementary indicator: Attendance rate Middle indicator: Attendance rate High school indicator: Graduation rate

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

State outcome
Met Met Met * 1%

Student achievement trend: Mathematics percent proficient level or above

100% 75% 50% 25% 0%

77 80 83

75 68 70

80

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

Number of Title I students Percent of eligible students

2003 2002 2001

*Some AYP outcomes for this state are not available due to issues with data collection, measurement, or other reasons. For more information please visit the state’s Web site, above.

Grade 3

Grade 8

n/a n/a Grade 11

107