Evaluation is an integral part of learning and teaching. The process used must be understood by teachers, parents and students. It must convey, in specific terms, the status of progress, or lack thereof, and provide direction for further teaching and learning.

Of primary importance in student evaluation is the attainment of well-defined competencies of the particular subject. At the same time, the components which comprise the evaluation should be numerous and varied. They may include tests, homework, constructive class participation, regular school attendance, promptness, earnest desire to learn, attempts to complete assignments, initiative, capability, and respect for the dignity and rights of others may be considered.

Ultimately, the teacher shall be responsible for the grading and evaluation of the achievement of students in his or her class(es). The principal shall maintain the prerogative to review the grades assigned by teachers and to resolve questionable matters. The superintendent shall be responsible for establishing and implementing division-wide uniform procedures for evaluating student progress and for promotion, retention and acceleration of students.


Pupil Reporting

1.   Regular formal progress reports shall be sent to parents and guardians by way of their student, or directly to emancipated students. Report cards shall reflect both the standard of work the student has achieved, his/her attitudes, and his/her work habits.


2.   While these regular formal reports are very important, many other methods of communicating with parents/guardians regarding the progress of their student are essential. Some of the following should be used as additional methods of reporting:

a. parent conferences;

b. folders of the student’s work;

c. written narratives, such as letters and comments on report cards;

d. reports of student performance on standardized tests, such as SOL tests; and

e. mid-term reports.


3.   The following reporting symbols shall be used:


Junior Kindergarten and Kindergarten:

A scale of E and N will be used to assess and report all areas of student progress.


      Grades 1 and 2:

A scale of E, NP, and N will be used to assess and report student performance in all core subjects. A scale of E and N will be used to assess and report their performance in all other subject areas.


Grades 3 through 5:

A scale of A, B, C, D and F will be used to assess and report student performance in all core subjects. A scale of E and N will be used to assess and report their performance in all other subject areas.



Grades 6 through 12:

A scale of A, B, C, D and F will be used to assess and report student performance.  The exceptions to this scale include remediation, computer lab, and therapeutic special education (VAAP students) classes.


4.   The interpretation of symbols shall be as follows:


JK - Grade 5:

Grades 3-12:

E – Exceeds/Meets Expectations 

A - Excellent / Exemplary

NP – Making Progress on Expectations   

         for Standard

B - Above Average

C – Average

N – Does Not Meet Expectations

D – Below Average

F – Failing/Unsatisfactory / No Credit


5.   Many of the components in the evaluation of student work cannot be given a numerical

      equivalent. Where numerical equivalent is appropriate, the county standard is:


A = 90-100

B = 80-89

C = 70-79

D = 60-69

F = 59 and below


6.   To determine grade point average (GPA) for high school credit courses, the scale shall be:



Weighted Courses*

A = 4

A = 5

B = 3

B = 4

C = 2

C = 3

D = 1

D = 2

F = 0

F = 0

* “Weighted Courses” are limited to “advanced placement” courses, and to “dual enrollment”

    courses that qualify for “academic college transfer credit.”


7.   Official student transcripts shall display letter grade symbols as defined in this policy.


8.   When students transfer credits from other schools, correspondence course programs, distance learning programs and/or dual enrollment programs, their letter grades will be accepted in accordance with the grading scale applied by the “sending institution.” For example, if the student earned a “B” in a course taken with the sending institution, then the transfer credit will be received as a “B” for GPA and class rank purposes in Alleghany County. Numeric averages associated with letter grades earned at sending institutions will not serve as justification for altering letter grades associated with transfer credit.


Weighted Grade Status

1.   “Weighted Courses” are limited to “advanced placement” courses, and to “dual enrollment”    

       courses that qualify for “academic college transfer credit.”


2.   All dual enrollment courses that the given college defines as “academic college transfer credits” shall be considered for weighted grade status.


3.   Before he/she is allowed to enroll in a dual enrollment course, the student must secure acceptance from the given college program and prior approval of the principal.


4.   A student must declare, at registration, whether a college class will count as part of the high school transcript.


5.   Withdrawal from a dual enrollment class, which was declared as a part of the high school transcript, will be treated the same as a withdrawal from a high school class.



All high school students, and middle school students enrolled in courses for high school credit, shall participate in some appropriate form of end-of-course cumulative learning assessment, which shall comprise 20% of the final grade, as follows:


1.    The instructor shall determine the most appropriate method of end-of-course cumulative assessment. Activities may include traditional final exams, projects, portfolios, presentations and so forth.

Participation in the cumulative assessment represents a fundamental expectation for earning credit in all courses. Students, who fail to participate in the respective cumulative assessment, or who, in the judgment of their teacher, fail to demonstrate acceptable effort with the cumulative assessment may receive a failing grade of “F” for the course. Upon approval of the respective teacher, such students may be allowed to remedy their failure to participate and/or their failure to demonstrate acceptable effort through the final day of the given semester. Any arrangement that deviates from this guideline shall require prior approval of the principal.


2.  An exception to participation in an end-of-course cumulative assessment will be granted to any senior who has earned an average of “A” in a course immediately prior to the administration of the cumulative assessment.


Academic Awards and Distinctions

1.   Alleghany County Public Schools recognizes the distinctions of “valedictorian” and/or “salutatorian” based solely on the highest statistical grade point averages. Procedures for the determination of additional academic honors and/or distinctions shall be made at the school level, and shall be subject to final approval of the principal.


2.   Students in grades 4-12 shall be recognized through an honor roll system. Qualifications for honor roll status shall be established at the school level, and shall be subject to final approval of the principal. 


Adopted:       November 17, 1997

Amended:     July 7, 2003

Amended:     May 17, 2004

Amended:     June 21, 2004

Amended:     December 14, 2009

Amended:     May 16, 2011

Amended:     June 24, 2019




Legal Ref.:    Code of Virginia 22.1-253.13:4

Cross Ref.:    IZ-R Promotion / Retention / Acceleration