Virginia ACT College Readiness Report
This report focuses on:
Performance - student test performance in the context of college readiness
Access - number of your graduates exposed to college entrance testing and the percent of race/ethnicity participation
Course Selection - percent of students pursuing a core curriculum
Course Rigor - impact of rigorous coursework on achievement
College Readiness - percent of students meeting ACT College Readiness Benchmark Scores in each content area
Awareness - extent to which student aspirations match performance
Articulation - colleges and universities to which your students send test results
The Opportunity Gap - Is Virginia Providing Equal Access to Education?
ProPublica analyzed federal education data from the 2009-2010 school year to examine whether Virginia provided high-poverty schools equal access to advanced courses and special programs that researchers say will help them later in life.
The relative rigor of Virginia state proficiency standards in mathematics
This report contains the findings of a study that compared the relative rigor of Virginia proficiency standards in mathematics and reading using the National Assessment of Educational Progress (NAEP) scale as a common yardstick.
Wednesday, September 21, 2011
Friday, January 8, 2010
Harrisonburg City Schools Deploy New LAN
Harrisonburg City Public Schools, a 4,400-student school system in Virginia's Shenandoah Valley, is deploying Aerohive's wireless LAN system-wide. The wireless LAN will be deployed across all ten facilities within the school system, including a high school, two middle schools, five elementary schools, a special education center, and an administrative office.
An in-depth case study of Harrisonburg City Public Schools' Aerohive deployment is available here.
The Aerohive wireless LAN replaced an assortment of consumer-grade wireless access points that were unreliable and difficult to manage. The old wireless LAN failed to maintain adequate coverage, lacked a centralized management system, created performance issues within the schools' mobile labs, and had faulty security features. A task force formed by the school system evaluated wireless solutions from Aerohive, Aruba, Cisco, Trapeze, and Xirrus and ultimately selected Aerohive based on its resiliency, ease of management, security features, and cost.
"Aerohive has given us a highly resilient wireless network that's both easy to deploy and manage, with the capabilities to meet our needs far into the future," said Dwayne Hottinger, network administrator, Harrisonburg City Public Schools. "Considering all the features we sought, Aerohive was the most cost-effective solution. Choosing Aerohive was a unanimous decision."
Top Priority: Resiliency
Hottinger's top priority for the new wireless LAN was resiliency, as network failures consumed valuable instruction time and caused other disruptions. Aerohive's unique cooperative control wireless LAN architecture increases resiliency by eliminating network controllers that create single points of failure. Resiliency is further increased by the wireless mesh networking capabilities that are included in all Aerohive access points (HiveAPs), enabling them to automatically route around network failures.
Ease of Deployment and Management
After resiliency, the top selection criteria were ease of deployment and management. With just a limited amount of assistance from Aerohive, the customer's network administrator deployed the new wireless LAN himself. HiveManager, Aerohive's network management system, simplifies deployment by automatically discovering HiveAPs as they are added to the network and then pushing configuration information to them.
The network administrator has also been pleased with the simplicity of managing the network. "If someone reports an issue, I can look at the HiveManager, see where they are connected, review the log files, view the topology, and determine whether I need to add or move a HiveAP for better coverage," said Hottinger.
The new Aerohive wireless LAN was divided into separate networks. One provides secure faculty access to the student management system; another is for a library cataloging system that enables wireless scanning to check books in and out; and a third is for guest access.
An in-depth case study of Harrisonburg City Public Schools' Aerohive deployment is available here.
The Aerohive wireless LAN replaced an assortment of consumer-grade wireless access points that were unreliable and difficult to manage. The old wireless LAN failed to maintain adequate coverage, lacked a centralized management system, created performance issues within the schools' mobile labs, and had faulty security features. A task force formed by the school system evaluated wireless solutions from Aerohive, Aruba, Cisco, Trapeze, and Xirrus and ultimately selected Aerohive based on its resiliency, ease of management, security features, and cost.
"Aerohive has given us a highly resilient wireless network that's both easy to deploy and manage, with the capabilities to meet our needs far into the future," said Dwayne Hottinger, network administrator, Harrisonburg City Public Schools. "Considering all the features we sought, Aerohive was the most cost-effective solution. Choosing Aerohive was a unanimous decision."
Top Priority: Resiliency
Hottinger's top priority for the new wireless LAN was resiliency, as network failures consumed valuable instruction time and caused other disruptions. Aerohive's unique cooperative control wireless LAN architecture increases resiliency by eliminating network controllers that create single points of failure. Resiliency is further increased by the wireless mesh networking capabilities that are included in all Aerohive access points (HiveAPs), enabling them to automatically route around network failures.
Ease of Deployment and Management
After resiliency, the top selection criteria were ease of deployment and management. With just a limited amount of assistance from Aerohive, the customer's network administrator deployed the new wireless LAN himself. HiveManager, Aerohive's network management system, simplifies deployment by automatically discovering HiveAPs as they are added to the network and then pushing configuration information to them.
The network administrator has also been pleased with the simplicity of managing the network. "If someone reports an issue, I can look at the HiveManager, see where they are connected, review the log files, view the topology, and determine whether I need to add or move a HiveAP for better coverage," said Hottinger.
The new Aerohive wireless LAN was divided into separate networks. One provides secure faculty access to the student management system; another is for a library cataloging system that enables wireless scanning to check books in and out; and a third is for guest access.
Tuesday, December 22, 2009
Ninth Grade Retention Rates In Virginia
More than 90,000 students from six states repeated ninth grade in 2004-05, with nearly three in 10 students repeating ninth-grade in one of them, according to a new report from the Everyone Graduates Center at Johns Hopkins University.
"Still a Freshman: Examining the Prevalence and Characteristics of Ninth-Grade Retention Across Six States,"introduces a new measure, the first-time ninth-grade estimate, to study ninth-grade retention rates that can help teachers and administrators identify and help students while there is time to keep them on the graduation path. The report also looks at students who are repeating ninth grade by school size, location, percentage of students eligible for free and reduced-price lunch, race/ethnicity, and pupil/teacher ratio.
The states are Indiana, Massachusetts, New York, North Carolina, South Carolina and Virginia.
Because states do not distinguish between repeat and first-time ninth-graders when they report fall enrollments, the estimate uses adjusted counts of first-time ninth-graders who are used by the states to calculate graduation rates, explained the report's author Thomas C. West, a senior research analyst at the National Opinion Research Center at the University of Chicago. The estimate is calculated by dividing the adjusted number of first-time ninth-graders from the graduation rate by the total number of ninth-grade students reported for the same school year. The study focuses on the class of 2008, whose members were ninth-graders in 2004-05.
The six states were chosen because they use the same method to calculate graduation rates for the Class of 2008 and because they represent not only the areas producing the most dropouts, but also those with average dropout rates, showing that the new measure is reliable in different conditions.
Data from Colorado, New Mexico and Rhode Island are also available there.
Ninth grade is found to be a critical year because students who are not successful often drop out. Most schools and districts depend on graduation rates to measure student success, but they are reported too late to get help to students who need it.
Other findings include:
- In South Carolina more than 40 percent of high schools had ninth-grade retention rates above 30 percent. In Massachusetts, New York, Indiana and Virginia, 5 to 8 percent of the schools had retention rates above 30 percent.
- Nearly three in 10 students repeated ninth grade in South Carolina; two in 10 in North Carolina and slightly more than 10 percent in New York, Indiana and Virginia.
- One in 10 students repeated ninth grade in Massachusetts.
- In Massachusetts, New York, Indiana, Virginia and North Carolina, more than one-third of the students attended schools with first-time ninth-grade estimates below the state average. In South Carolina, more than two-third s of the students attended schools with estimates below the state average.
- As concentrations of poor and minority students increase in a school, the percentage of students repeating ninth grade also rises.
"Still a Freshman: Examining the Prevalence and Characteristics of Ninth-Grade Retention Across Six States,"introduces a new measure, the first-time ninth-grade estimate, to study ninth-grade retention rates that can help teachers and administrators identify and help students while there is time to keep them on the graduation path. The report also looks at students who are repeating ninth grade by school size, location, percentage of students eligible for free and reduced-price lunch, race/ethnicity, and pupil/teacher ratio.
The states are Indiana, Massachusetts, New York, North Carolina, South Carolina and Virginia.
Because states do not distinguish between repeat and first-time ninth-graders when they report fall enrollments, the estimate uses adjusted counts of first-time ninth-graders who are used by the states to calculate graduation rates, explained the report's author Thomas C. West, a senior research analyst at the National Opinion Research Center at the University of Chicago. The estimate is calculated by dividing the adjusted number of first-time ninth-graders from the graduation rate by the total number of ninth-grade students reported for the same school year. The study focuses on the class of 2008, whose members were ninth-graders in 2004-05.
The six states were chosen because they use the same method to calculate graduation rates for the Class of 2008 and because they represent not only the areas producing the most dropouts, but also those with average dropout rates, showing that the new measure is reliable in different conditions.
Data from Colorado, New Mexico and Rhode Island are also available there.
Ninth grade is found to be a critical year because students who are not successful often drop out. Most schools and districts depend on graduation rates to measure student success, but they are reported too late to get help to students who need it.
Other findings include:
- In South Carolina more than 40 percent of high schools had ninth-grade retention rates above 30 percent. In Massachusetts, New York, Indiana and Virginia, 5 to 8 percent of the schools had retention rates above 30 percent.
- Nearly three in 10 students repeated ninth grade in South Carolina; two in 10 in North Carolina and slightly more than 10 percent in New York, Indiana and Virginia.
- One in 10 students repeated ninth grade in Massachusetts.
- In Massachusetts, New York, Indiana, Virginia and North Carolina, more than one-third of the students attended schools with first-time ninth-grade estimates below the state average. In South Carolina, more than two-third s of the students attended schools with estimates below the state average.
- As concentrations of poor and minority students increase in a school, the percentage of students repeating ninth grade also rises.
VA Named a Top 10 State for Afterschool Programs
But Expert Says State Has “Long Way to Go”
Afterschool Alliance Survey of Virginia Household Finds Marked Increase in Afterschool Enrollment Since 2004, But Also Vast Unmet Demand for Afterschool Programs
Comparatively strong participation in afterschool programs by Virginia youth, along with high satisfaction rates among their parents, has landed the state in the Afterschool Alliance’s newly named “Top 10 States for Afterschool” list. The ranking is based on data from the landmark America After 3PM study, conducted for the Afterschool Alliance.
America After 3PM found that 16 percent of Virginia schoolchildren are enrolled in afterschool programs, up from 9 percent in 2004. “Virginia is ahead of the pack on afterschool, and can be proud of that,” said Afterschool Alliance Executive Director Jodi Grant. “But the data also show another side of the story. The majority of Virginia parents who want their kids in afterschool programs aren’t able to find them, usually because programs aren’t available, they can’t afford the fees, or transportation issues make it impossible. These are all barriers we can and should overcome. Quality afterschool programs keep kids safe, inspire them to learn, and help working families. Every Virginia family that needs an afterschool program should have access to one.”
Although there has been a significant increase in the number of Virginia children attending afterschool programs over the last five years, today 24 percent of the state’s schoolchildren are on their own in the afternoons, and another 11 percent are in the care of their brothers or sisters. In addition, the parents of 34 percent of children not already in afterschool say they would enroll their kids in a program if one were available.
Ninety-two percent of Virginia parents say they are satisfied with the afterschool program their child attends. “This research confirms what we see every day, that afterschool programs are reaching only a fraction of the children and families that need them – and the recession is making matters worse,” said Afterschool Ambassador Karen Washington, Superintendent of Youth Programs for Newport News Parks, Recreation & Tourism. “Afterschool programs make such a difference in children’s lives and futures. We simply must find a way to significantly expand the availability of afterschool programs.”
The “Top 10 States for Afterschool” in the new report are: Hawaii, Arizona, New York, California, New Jersey, Virginia, New Mexico, Florida, Texas and North Carolina.
In key respects, the Virginia results from the America After 3PM study reflect national findings:
• The number and percentage of children participating in afterschool programs in the nation has increased significantly in the last five years, with 8.4 million children (15 percent) now participating. That compares with 6.5 million children in 2004 (11 percent).
• But the number of children left alone after the school day ends also has risen, to 15.1 million children (26 percent of school-age children) in 2009. That is an increase of 800,000 children since 2004. Thirty percent of middle schoolers (3.7 million kids) are on their own, as are four percent of elementary school children (1.1 million children).
• The parents of 18.5 million children (38 percent) not currently participating in an afterschool program would enroll their children in a program if one were available to them, a significant increase from the 15.3 million (30 percent) seen in 2004.
• The vast majority of parents of children in afterschool programs are satisfied with the programs their children attend, and overall public support for afterschool programs is similarly strong. Nine in 10 parents (89 percent) are satisfied with the afterschool programs their children attend. Eight in 10 parents support public funding for afterschool programs.
Afterschool Alliance Survey of Virginia Household Finds Marked Increase in Afterschool Enrollment Since 2004, But Also Vast Unmet Demand for Afterschool Programs
Comparatively strong participation in afterschool programs by Virginia youth, along with high satisfaction rates among their parents, has landed the state in the Afterschool Alliance’s newly named “Top 10 States for Afterschool” list. The ranking is based on data from the landmark America After 3PM study, conducted for the Afterschool Alliance.
America After 3PM found that 16 percent of Virginia schoolchildren are enrolled in afterschool programs, up from 9 percent in 2004. “Virginia is ahead of the pack on afterschool, and can be proud of that,” said Afterschool Alliance Executive Director Jodi Grant. “But the data also show another side of the story. The majority of Virginia parents who want their kids in afterschool programs aren’t able to find them, usually because programs aren’t available, they can’t afford the fees, or transportation issues make it impossible. These are all barriers we can and should overcome. Quality afterschool programs keep kids safe, inspire them to learn, and help working families. Every Virginia family that needs an afterschool program should have access to one.”
Although there has been a significant increase in the number of Virginia children attending afterschool programs over the last five years, today 24 percent of the state’s schoolchildren are on their own in the afternoons, and another 11 percent are in the care of their brothers or sisters. In addition, the parents of 34 percent of children not already in afterschool say they would enroll their kids in a program if one were available.
Ninety-two percent of Virginia parents say they are satisfied with the afterschool program their child attends. “This research confirms what we see every day, that afterschool programs are reaching only a fraction of the children and families that need them – and the recession is making matters worse,” said Afterschool Ambassador Karen Washington, Superintendent of Youth Programs for Newport News Parks, Recreation & Tourism. “Afterschool programs make such a difference in children’s lives and futures. We simply must find a way to significantly expand the availability of afterschool programs.”
The “Top 10 States for Afterschool” in the new report are: Hawaii, Arizona, New York, California, New Jersey, Virginia, New Mexico, Florida, Texas and North Carolina.
In key respects, the Virginia results from the America After 3PM study reflect national findings:
• The number and percentage of children participating in afterschool programs in the nation has increased significantly in the last five years, with 8.4 million children (15 percent) now participating. That compares with 6.5 million children in 2004 (11 percent).
• But the number of children left alone after the school day ends also has risen, to 15.1 million children (26 percent of school-age children) in 2009. That is an increase of 800,000 children since 2004. Thirty percent of middle schoolers (3.7 million kids) are on their own, as are four percent of elementary school children (1.1 million children).
• The parents of 18.5 million children (38 percent) not currently participating in an afterschool program would enroll their children in a program if one were available to them, a significant increase from the 15.3 million (30 percent) seen in 2004.
• The vast majority of parents of children in afterschool programs are satisfied with the programs their children attend, and overall public support for afterschool programs is similarly strong. Nine in 10 parents (89 percent) are satisfied with the afterschool programs their children attend. Eight in 10 parents support public funding for afterschool programs.
83.2 Percent of Class of 2009 Graduate on Time
1,210 in Class of 2008 Return & Earn Diplomas in Fifth Year of High School
More than 83 percent of the students in the class of 2009 graduated on time with a diploma, according to data reported today by the Virginia Department of Education (VDOE).
The commonwealth’s 2009 “Virginia On-Time Graduation Rate” of 83.2 percent expresses the percentage of students who were first-time ninth graders during the 2005-2006 school year and earned a Board of Education-approved diploma within four years. The 2009 graduation rate is one point higher than the four-year rate of 82.2 percent for the class of 2008.
The Virginia On-Time Graduation Rate is a cohort graduation rate calculated by tracking individual students from year to year using the commonwealth’s longitudinal student data system. The calculation accounts for student mobility and retention. This is the second year VDOE has reported cohort graduation rates for the state, school divisions and schools.
For a sixth consecutive year, the number of Virginia students graduating with an Advanced Studies Diploma increased, and the number of advanced diplomas awarded exceeded the number of Standard Diplomas. Of the 98,043 students in the 2009 cohort, 81,587, or 83.2 percent, earned a Board of Education-approved diploma:
43,334, or 44.2 percent, earned an Advanced Studies Diploma
34,339, or 35 percent, earned a Standard Diploma
1,827, or 1.9 percent, earned a Modified Standard Diploma
2,075, or 2.1 percent, earned a Special Diploma
Modified Standard Diplomas and Special Diplomas are available only to students with disabilities.
Statewide, the following percentages of students in the class of 2009 graduated on time with a Board of Education-approved diploma:
Female students – 86.4 percent
Male students – 80.2 percent
Black students – 75.7 percent
Hispanic students – 72.3 percent
White students – 87 percent
Asian students – 93.3 percent
Students with disabilities – 82.5 percent
Disadvantaged students – 73.2 percent
Limited English proficient students – 68.8 percent
Of Virginia’s 324 high schools, 187 had graduation rates higher than the state’s 83.2 percent; two schools matched the state, and 135 were lower. Sixty-five school divisions had graduation rates higher than the state, 65 divisions had rates that were lower, and one division’s graduation rate was the same as the state rate.
Of the 98,043 students in the cohort, 7,772, or 7.9 percent, dropped out; 439 or 0.5 percent were reported as being on long-term medical or family leave or expelled for one year with the potential of returning to school; and the status of 1,723 or 1.8 percent could not be determined with current state data. A student whose status is unconfirmed is not counted as a dropout until it is established that he or she is not enrolled in another public or private school or receiving
home instruction.
Slightly more than half of the dropouts in the 2009 cohort – 51.4 percent – left school by the end of the tenth grade: 25.3 percent dropped out during the ninth grade; 26.1 percent dropped out during their sophomore year; 25.9 percent dropped out during the eleventh grade; and 22.7 percent dropped out as seniors.
The data show that students in the cohort who repeated grades, were frequently absent and attended multiple schools were more likely to drop out:
• Of the students in the 2009 cohort who dropped out, 45.2 percent repeated at least one grade during high school, and 36.2 percent repeated their freshman year.
• 40 percent of the students who dropped out were ninth and tenth graders who were 17 years old or older.
• 29.7 percent of the dropouts had attendance rates of less than 80 percent during the year before they left school, compared with 2.2 percent of the students in the cohort who graduated.
• 64.6 percent of dropouts had attendance rates of less than 80 percent during their final year of school compared with 3.8 percent of graduates.
• 32.2 percent of the dropouts attended two or more high schools before leaving compared with 15.1 percent of the students in the cohort who graduated.
The dropout rates of 184 schools were lower than the state rate of 7.9 percent, and two schools had dropout rates that were comparable. The dropout rates of 138 schools exceeded the state rate. The number of high schools with dropout rates of five percent or less was 106, and 39 schools had dropout rates of 15 percent or higher.
Sixty-seven school divisions had dropout rates lower than the state, one school division’s dropout rate was the same, and 63 divisions had rates that were higher. Thirty school divisions had dropout rates of five percent or less, and 13 divisions had dropout rates above 15 percent.
Five-Year Cohort Report for Class of 2008
VDOE also released new data for the class of 2008 showing that 1,210 students returned for a fifth year of high school and earned diplomas. Their achievement resulted in a five-year graduation rate for the class of 2008 of 83.5 percent compared with a four-year, on-time rate of 82.2 percent
The five-year cohort report for the class of 2008 also includes 728 additional students counted as dropouts, resulting in a five-year dropout rate of 9.5 percent compared with the 8.7 percent reported as dropouts in the four-year cohort report released by VDOE in March 2009.
Cohort dropout rates reflect the number of students who drop out over the course of four years among a group of pupils who began the ninth grade together and differ from the division-level annual dropout rates traditionally reported by VDOE as part of the Superintendent’s Annual Report.
High school cohort reports for schools, school divisions and the commonwealth are available here.
More than 83 percent of the students in the class of 2009 graduated on time with a diploma, according to data reported today by the Virginia Department of Education (VDOE).
The commonwealth’s 2009 “Virginia On-Time Graduation Rate” of 83.2 percent expresses the percentage of students who were first-time ninth graders during the 2005-2006 school year and earned a Board of Education-approved diploma within four years. The 2009 graduation rate is one point higher than the four-year rate of 82.2 percent for the class of 2008.
The Virginia On-Time Graduation Rate is a cohort graduation rate calculated by tracking individual students from year to year using the commonwealth’s longitudinal student data system. The calculation accounts for student mobility and retention. This is the second year VDOE has reported cohort graduation rates for the state, school divisions and schools.
For a sixth consecutive year, the number of Virginia students graduating with an Advanced Studies Diploma increased, and the number of advanced diplomas awarded exceeded the number of Standard Diplomas. Of the 98,043 students in the 2009 cohort, 81,587, or 83.2 percent, earned a Board of Education-approved diploma:
43,334, or 44.2 percent, earned an Advanced Studies Diploma
34,339, or 35 percent, earned a Standard Diploma
1,827, or 1.9 percent, earned a Modified Standard Diploma
2,075, or 2.1 percent, earned a Special Diploma
Modified Standard Diplomas and Special Diplomas are available only to students with disabilities.
Statewide, the following percentages of students in the class of 2009 graduated on time with a Board of Education-approved diploma:
Female students – 86.4 percent
Male students – 80.2 percent
Black students – 75.7 percent
Hispanic students – 72.3 percent
White students – 87 percent
Asian students – 93.3 percent
Students with disabilities – 82.5 percent
Disadvantaged students – 73.2 percent
Limited English proficient students – 68.8 percent
Of Virginia’s 324 high schools, 187 had graduation rates higher than the state’s 83.2 percent; two schools matched the state, and 135 were lower. Sixty-five school divisions had graduation rates higher than the state, 65 divisions had rates that were lower, and one division’s graduation rate was the same as the state rate.
Of the 98,043 students in the cohort, 7,772, or 7.9 percent, dropped out; 439 or 0.5 percent were reported as being on long-term medical or family leave or expelled for one year with the potential of returning to school; and the status of 1,723 or 1.8 percent could not be determined with current state data. A student whose status is unconfirmed is not counted as a dropout until it is established that he or she is not enrolled in another public or private school or receiving
home instruction.
Slightly more than half of the dropouts in the 2009 cohort – 51.4 percent – left school by the end of the tenth grade: 25.3 percent dropped out during the ninth grade; 26.1 percent dropped out during their sophomore year; 25.9 percent dropped out during the eleventh grade; and 22.7 percent dropped out as seniors.
The data show that students in the cohort who repeated grades, were frequently absent and attended multiple schools were more likely to drop out:
• Of the students in the 2009 cohort who dropped out, 45.2 percent repeated at least one grade during high school, and 36.2 percent repeated their freshman year.
• 40 percent of the students who dropped out were ninth and tenth graders who were 17 years old or older.
• 29.7 percent of the dropouts had attendance rates of less than 80 percent during the year before they left school, compared with 2.2 percent of the students in the cohort who graduated.
• 64.6 percent of dropouts had attendance rates of less than 80 percent during their final year of school compared with 3.8 percent of graduates.
• 32.2 percent of the dropouts attended two or more high schools before leaving compared with 15.1 percent of the students in the cohort who graduated.
The dropout rates of 184 schools were lower than the state rate of 7.9 percent, and two schools had dropout rates that were comparable. The dropout rates of 138 schools exceeded the state rate. The number of high schools with dropout rates of five percent or less was 106, and 39 schools had dropout rates of 15 percent or higher.
Sixty-seven school divisions had dropout rates lower than the state, one school division’s dropout rate was the same, and 63 divisions had rates that were higher. Thirty school divisions had dropout rates of five percent or less, and 13 divisions had dropout rates above 15 percent.
Five-Year Cohort Report for Class of 2008
VDOE also released new data for the class of 2008 showing that 1,210 students returned for a fifth year of high school and earned diplomas. Their achievement resulted in a five-year graduation rate for the class of 2008 of 83.5 percent compared with a four-year, on-time rate of 82.2 percent
The five-year cohort report for the class of 2008 also includes 728 additional students counted as dropouts, resulting in a five-year dropout rate of 9.5 percent compared with the 8.7 percent reported as dropouts in the four-year cohort report released by VDOE in March 2009.
Cohort dropout rates reflect the number of students who drop out over the course of four years among a group of pupils who began the ninth grade together and differ from the division-level annual dropout rates traditionally reported by VDOE as part of the Superintendent’s Annual Report.
High school cohort reports for schools, school divisions and the commonwealth are available here.
Improving Reading Skills of Middle School Students
Virginia Receives Federal Grant to Improve Reading Skills of Middle School Students
"Striving Readers" Focuses on Schools in Norfolk, Richmond & Roanoke
Struggling readers in eight Virginia middle schools will receive supplemental instruction through an initiative funded by a multi-year Striving Readers grant from the U.S. Department of Education.
The eight schools in three divisions were selected by the Virginia Department of Education to participate in the Virginia Striving Readers Intervention Initiative. The schools are as follows:
Norfolk
Azalea Gardens Middle
Lake Taylor Middle
Richmond
Thomas C. Boushall Middle
Lucille M. Brown Middle
Roanoke
Addison Aerospace Magnet Middle
Breckinridge Middle
Stonewall Jackson Middle
Woodrow Wilson Middle
Groups of seventh-grade and eighth-grade students in the eight schools will receive supplemental instruction during the school day, beginning in 2010-2011. Follow-up awards totaling $1.4 million annually will support supplemental instruction for struggling readers in the eight schools through 2012-2013 and the impact of the tutoring on reading achievement will be independently evaluated
"Striving Readers" Focuses on Schools in Norfolk, Richmond & Roanoke
Struggling readers in eight Virginia middle schools will receive supplemental instruction through an initiative funded by a multi-year Striving Readers grant from the U.S. Department of Education.
The eight schools in three divisions were selected by the Virginia Department of Education to participate in the Virginia Striving Readers Intervention Initiative. The schools are as follows:
Norfolk
Azalea Gardens Middle
Lake Taylor Middle
Richmond
Thomas C. Boushall Middle
Lucille M. Brown Middle
Roanoke
Addison Aerospace Magnet Middle
Breckinridge Middle
Stonewall Jackson Middle
Woodrow Wilson Middle
Groups of seventh-grade and eighth-grade students in the eight schools will receive supplemental instruction during the school day, beginning in 2010-2011. Follow-up awards totaling $1.4 million annually will support supplemental instruction for struggling readers in the eight schools through 2012-2013 and the impact of the tutoring on reading achievement will be independently evaluated
VA Students Outperform Peers on National Math Tests
Virginia fourth-grade and eighth-grade students outperformed their peers nationwide and in the South in mathematics on the 2009 National Assessment of Educational Progress (NAEP).
Students in only five states performed at what the National Center for Education Statistics (NCES) considers a statistically higher level on the grade-4 test, and students in only eight states achieved at a higher level on the eighth-grade assessment.
The NAEP, also known as “The Nation’s Report Card,” is a national measure of student achievement that is taken by samples of students representative of each state and the country as a whole. Tests in mathematics are administered every two years and provide a means of comparing states’ progress in raising student achievement.
The average scores of Virginia students – 243 for grade 4 and 286 for grade 8 – were significantly higher than the average scores of their national and regional peers.
*Virginia’s 2009 average grade-four score in mathematics was five points higher than the average score of 238 for the South and four points higher than the average of 239 for the nation.
*Virginia’s 2009 average grade-eight score in mathematics was six points higher than the average score of 281 for the South and four points higher than the average of 282 for the nation.
According to NCES, the 2009 Virginia results represented the same level of achievement as 2007, when students last took the national mathematics tests. NCES considers the increase in mathematics achievement of Virginia students in both grades since 2003 as statistically significant.
Of the students identified for participation in the 2009 state-level sample, 19.6 percent of the fourth graders and 16.5 percent of the eighth graders were students with disabilities or English-language learners. Of these students, 10.7 percent of the fourth graders were excluded from testing, compared with 21.7 percent in 2007, and 21.4 percent of the eighth graders were excluded, compared with 38.3 percent two years ago. A common reason for excluding a student is when a testing accommodation specified in a student’s individualized education plan – such as use of a calculator – is not permitted for students taking NAEP.
Forty-three percent of Virginia fourth graders met or exceeded the rigorous NAEP standard for proficiency, statistically higher than both the 38 percent nationwide and 36 percent in the South. NCES regards the increase in the percentage of Virginia fourth-grade students meeting the NAEP proficiency standard since 2003 as statistically significant.
Of the Virginia eighth graders tested, 36 percent performed at or above the NAEP proficiency standard, statistically higher than both the 33 percent nationwide and 30 percent for the South. The percentage of Virginia eighth graders meeting the national proficiency standard for mathematics also is significantly larger than in 2003.
Black students in Virginia achieved an average score of 225 in fourth-grade mathematics, compared with 222 nationwide and 223 in the South. Black eighth graders in the commonwealth also outperformed their peers, achieving an average score of 268, compared with 260 nationwide and 262 for the region.
Black fourth graders in only two states – Massachusetts and Texas – achieved statistically higher average scores than those in Virginia. No states were statistically higher in grade 8.
Sixteen percent of black fourth graders achieved at or above the proficient level, compared with 15 percent nationwide and in the South. The percentage of black students in grade 4 meeting or exceeding the NAEP standard is significantly larger today than in 2000.
Fourteen percent of black eighth graders achieved at or above the proficient level, compared with 12 percent nationwide and in the South. The percentage of black students in grade 8 meeting or exceeding the NAEP standard also is significantly larger today than in 2000.
Hispanic fourth graders achieved an average mathematics score of 234 on the 2009 NAEP, which was 7 points higher than the average score of their peers nationwide and the same as for Hispanics in the South. The average score of Hispanic grade-8 students was 274, which was 8 points higher than the national average of 266 and statistically the same as the average scale score of 275 for Hispanics in the South.
Only Hispanic fourth graders in Montana achieved a statistically higher average score than those in Virginia while no states were statistically higher in grade 8.
Twenty-eight percent of Hispanic fourth graders in the commonwealth achieved at or above the proficient level, compared with 21 percent nationwide.
The percentage of Hispanic Virginia fourth graders meeting or exceeding the NAEP standard is significantly larger today than in 2000, when only 16 percent met or exceeded the standard.
Twenty-three percent of Hispanic eighth graders in the commonwealth achieved at or above the proficient level, statistically higher than the 17 percent nationwide and the same as Hispanics in the South. Proficiency levels of Hispanic eighth graders in Virginia have not changed significantly since 2000.
Students in only five states performed at what the National Center for Education Statistics (NCES) considers a statistically higher level on the grade-4 test, and students in only eight states achieved at a higher level on the eighth-grade assessment.
The NAEP, also known as “The Nation’s Report Card,” is a national measure of student achievement that is taken by samples of students representative of each state and the country as a whole. Tests in mathematics are administered every two years and provide a means of comparing states’ progress in raising student achievement.
The average scores of Virginia students – 243 for grade 4 and 286 for grade 8 – were significantly higher than the average scores of their national and regional peers.
*Virginia’s 2009 average grade-four score in mathematics was five points higher than the average score of 238 for the South and four points higher than the average of 239 for the nation.
*Virginia’s 2009 average grade-eight score in mathematics was six points higher than the average score of 281 for the South and four points higher than the average of 282 for the nation.
According to NCES, the 2009 Virginia results represented the same level of achievement as 2007, when students last took the national mathematics tests. NCES considers the increase in mathematics achievement of Virginia students in both grades since 2003 as statistically significant.
Of the students identified for participation in the 2009 state-level sample, 19.6 percent of the fourth graders and 16.5 percent of the eighth graders were students with disabilities or English-language learners. Of these students, 10.7 percent of the fourth graders were excluded from testing, compared with 21.7 percent in 2007, and 21.4 percent of the eighth graders were excluded, compared with 38.3 percent two years ago. A common reason for excluding a student is when a testing accommodation specified in a student’s individualized education plan – such as use of a calculator – is not permitted for students taking NAEP.
Forty-three percent of Virginia fourth graders met or exceeded the rigorous NAEP standard for proficiency, statistically higher than both the 38 percent nationwide and 36 percent in the South. NCES regards the increase in the percentage of Virginia fourth-grade students meeting the NAEP proficiency standard since 2003 as statistically significant.
Of the Virginia eighth graders tested, 36 percent performed at or above the NAEP proficiency standard, statistically higher than both the 33 percent nationwide and 30 percent for the South. The percentage of Virginia eighth graders meeting the national proficiency standard for mathematics also is significantly larger than in 2003.
Black students in Virginia achieved an average score of 225 in fourth-grade mathematics, compared with 222 nationwide and 223 in the South. Black eighth graders in the commonwealth also outperformed their peers, achieving an average score of 268, compared with 260 nationwide and 262 for the region.
Black fourth graders in only two states – Massachusetts and Texas – achieved statistically higher average scores than those in Virginia. No states were statistically higher in grade 8.
Sixteen percent of black fourth graders achieved at or above the proficient level, compared with 15 percent nationwide and in the South. The percentage of black students in grade 4 meeting or exceeding the NAEP standard is significantly larger today than in 2000.
Fourteen percent of black eighth graders achieved at or above the proficient level, compared with 12 percent nationwide and in the South. The percentage of black students in grade 8 meeting or exceeding the NAEP standard also is significantly larger today than in 2000.
Hispanic fourth graders achieved an average mathematics score of 234 on the 2009 NAEP, which was 7 points higher than the average score of their peers nationwide and the same as for Hispanics in the South. The average score of Hispanic grade-8 students was 274, which was 8 points higher than the national average of 266 and statistically the same as the average scale score of 275 for Hispanics in the South.
Only Hispanic fourth graders in Montana achieved a statistically higher average score than those in Virginia while no states were statistically higher in grade 8.
Twenty-eight percent of Hispanic fourth graders in the commonwealth achieved at or above the proficient level, compared with 21 percent nationwide.
The percentage of Hispanic Virginia fourth graders meeting or exceeding the NAEP standard is significantly larger today than in 2000, when only 16 percent met or exceeded the standard.
Twenty-three percent of Hispanic eighth graders in the commonwealth achieved at or above the proficient level, statistically higher than the 17 percent nationwide and the same as Hispanics in the South. Proficiency levels of Hispanic eighth graders in Virginia have not changed significantly since 2000.
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