District Report Card

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**THIS IS CURRENTLY BEING UPDATED TO THE LATEST VERSION**

Portsmouth City Public Schools

PO Box 998, Portsmouth, VA 23705-0998

Superintendent: Dr. Elie Bracy
(757) 393-8742

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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.

Summary of Accountability Results

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.

Proficiency Gap for Federal Accountability

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.

Federal Annual Measurable Objectives

School Division - Fall Membership

School membership (enrollment) is reported on September 30 of each school year.

School Division - Fall Membership

 


Advanced Program Information


The percentage of students enrolled in advanced programs is a key indicator of school quality at the secondary level.

  • Advanced Program Information
     

    Percentage of Students Passing and Tested in English Reading and Mathematics

    Only student subgroups represented are listed.

    Percentage of Students Passing and Tested in English reading and Mathematics

    Percentage of Students Passing and Tested in English Reading and Mathematics

    Other Academic Indicators

    Only student subgroups represented are listed.

    Other Academic Indicators

    Other Academic Indicators


    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.

    Non-Assessment-Based Other Academic Indicators


     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%.

    Federal Graduation Indicator


    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.

    Assessment Results at each Proficiency Level by Subgroup

    Assessment Results at each Proficiency Level by Subgroup

    Assessment Results at each Proficiency Level by Subgroup

    Assessment Results at each Proficiency Level by Subgroup

    Assessment Results at each Proficiency Level by Subgroup

    Assessment Results at each Proficiency Level by Subgroup

    Assessment Results at each Proficiency Level by Subgroup

    Assessment Results at each Proficiency Level by Subgroup

    Assessment Results at each Proficiency Level by Subgroup
      
    Assessment Results at each Proficiency Level by Subgroup

    Assessment Results at each Proficiency Level by Subgroup

    Assessment Results at each Proficiency Level by Subgroup

    Assessment Results at each Proficiency Level by Subgroup

    Assessment Results at each Proficiency Level by Subgroup

    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.

    Four-Year Virginia On-Time Graduation Rate


    Status of Students Not Graduating in Four Years

    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.

    Career and Technical Education


    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.

    Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified


    Provisionally Licensed Teachers

    This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

    Provisionally Licensed Teachers


    Teacher Education Attainment


    This table reports the percentage of teachers with bachelor’s, master’s, or doctorate degrees by highest degree earned.

    Teacher Education Attainment


    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.

    School Division - School Safety

    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 Mathematics

    2015 NAEP Grade 4 Reading

    2015 NAEP Grade 4 Reading

    2015 NAEP Grade 8 Mathematics

    2015 NAEP Grade 8 Mathematics

    2015 NAEP Grade 8 Reading


    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.

    School Division - Percentage of Expenditures for Instruction