Portsmouth City Public Schools
PO Box 998, Portsmouth, VA 23705-0998
Superintendent: Dr. Elie Bracy
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The Commonwealth of Virginia is committed to providing a quality education for all students. The Virginia School Report Card provides transparent information about the performance of Virginia’s schools. School accreditation and federal accountability ratings for a specific school year are based on student achievement on tests taken during the previous academic year.
Proficiency Gap Dashboard for Federal Accountability
Under Virginia’s approved Elementary and Secondary Education Act waiver application, schools must meet increasing targets — referred to as Annual Measurable Objectives (AMOs) — in reading and mathematics for all students, three “Proficiency Gap Groups,” and other subgroups in order to meet federal accountability requirements. Schools have three ways to meet the AMOs: test results from the most recently completed school year, test results based on a three-year average, or by reducing the failure rate by 10 percent. High schools must also meet the federal graduation indicator for all groups. “Proficiency Gaps” report the differences in performance of traditionally underperforming student subgroups as compared with established AMOs. The AMOs vary by Proficiency Gap Group based on performance of students in each group on SOL tests administered in 2014-2015; however, AMOs in reading and mathematics will increase annually until 2017-2018 when the reading objective will be 78 for all groups and the mathematics objective will be 73 percent for all groups.
Detailed student performance data for all subgroups, including state and federal graduation data, are available below.
Federal Annual Measurable Objectives
Under federal requirements, Virginia is required to establish annual measurable objectives (AMOs) for proficiency in reading and mathematics test participation and performance for all subgroups. In addition, schools with a graduating class must meet federal graduation requirements for all subgroups of students. The table below displays whether or not the subgroups represented at the school met federal AMOs. More detailed federal AMO data are available in this report card.
School Division - Fall Membership
School membership (enrollment) is reported on September 30 of each school year.
Advanced Program Information
The percentage of students enrolled in advanced programs is a key indicator of school quality at the secondary level.
Percentage of Students Passing and Tested in English Reading and Mathematics
Only student subgroups represented are listed.
Other Academic Indicators
Only student subgroups represented are listed.
Non-Assessment-Based Other Academic Indicators
NCLB requires schools, school divisions and states to make progress in additional areas, such as science, history, writing, attendance and graduation. Only student subgroups represented are listed.
Federal Graduation Indicator
High schools, school divisions and the state must meet annual objectives for the percentage of students who graduate with a Standard or Advanced Studies Diploma. This objective is known as the Federal Graduation Indicator to distinguish it from the Virginia On-Time Graduation Rate, which includes all Board of Education-approved diplomas. The Annual Measurable Objective for the Federal Graduation Indicator is 80%.
Assessment Results at each Proficiency Level by Subgroup
The Virginia Assessment Program includes Standards of Learning (SOL) tests and other statewide assessments in English, history/social science, mathematics, and science. The tables below provide information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. Annual accountability ratings are based on achievement during the previous academic year or combined achievement from the three most recent years. Only student subgroups represented are listed.
Four-Year Virginia On-Time Graduation Rate
The Virginia On-Time Graduation Rate expresses the percentage of students who earned a Board of Education-approved diploma within four years of entering high school for the first time. Percentages are based on longitudinal student-level data and account for student mobility and retention
and promotion patterns.
Status of Students Not Graduating in Four Years
Career and Technical Education
Secondary schools report the number of credentials earned by students for passing occupational competency assessments recognized by the National Occupational Competency Testing Institute (NOCTI), state licensure examinations, industry certification examinations, and workplace readiness skills assessments. Prior to 2010-2011, workplace readiness skills assessments were included in the Industry Certification category, but now are reported separately.
Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
Virginia recognizes the importance of teacher quality in raising student achievement. This table provides the percentage of core academic classes taught by teachers teaching outside of their area of endorsement.
Provisionally Licensed Teachers
This table reports the percentage of teachers teaching with provisional or provisional special education credentials.
Teacher Education Attainment
This table reports the percentage of teachers with bachelor’s, master’s, or doctorate degrees by highest degree earned.
School Division - School Safety
Virginia’s accreditation standards require school report cards to include information about school safety. The Offense Categories that are listed are the same as the offense categories defined in the Safe Schools Information Resource (SSIR) available on the VDOE Web site.
National Assessment of Educational Progress (NAEP)
The NAEP, also known as The Nation’s Report Card, is a national assessment of student achievement that is taken by samples of students representative of each state and of the nation. Tests in reading and mathematics are administered every two years and provide a means of comparing the progress of states in raising student achievement.
2015 NAEP Grade 4 Mathematics
2015 NAEP Grade 4 Reading
2015 NAEP Grade 8 Mathematics
2015 NAEP Grade 8 Reading
School Division - Percentage of Expenditures for Instruction
State law requires the Virginia Department of Education to include in the Annual School Performance Report Card the percentage of each division's annual operating expenditures allocated to instructional costs. Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs. The methodology for allocating each division's expenditures to instructional and non-instructional costs is consistent with the Standards of Quality funding formula as approved by the General Assembly. Multiple factors must be considered when comparing the level of school division expenditures for instruction. 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.