DOCSLIB.ORG

Virginia Demographics, Outcomes, and State Accountability Policies

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Virginia Demographics, Outcomes, and State Accountability Policies Fact Sheet August 2018 English Learners in Virginia Demographics, Outcomes, and State Accountability Policies By Julie Sugarman and Courtney Geary This fact sheet provides an overview of key characteristics of the foreign-born and English Learner (EL) populations in Virginia. It aims to build understanding of the state demographic context, how ELs are performing in K-12 schools, and the basics of state policies for EL education under the federal Every Student Succeeds Act (ESSA), enacted in December 2015. The transition to ESSA is ongoing, with states slated to update their data reporting systems by December 2018. As a result, the data this fact sheet uses to describe student outcomes No Child Left Behind Act primarilyis implemented reflect will systems improve and the accountability accuracy and policies availability developed of these under data. the (NCLB, in effect from 2002 through 2015). Many of the changes expected as ESSA TheDepartment first section of Education. examines Athe discussion demographics of EL studentof Virginia outcomes using U.S. as measuredCensus Bureau by standardized 2016 Americantests follows, Community and the fact Survey sheet (ACS) concludes data, and with EL a studentsbrief overview as reported of Virginia by the accountability Virginia ACTS mechanisms that affect ELs under ESSA. F I. Demographic Overview of Foreign-Born and EL Populations in Virginia ATION In 2016, approximately 1,031,000 foreign-born individuals resided in Virginia, accounting L population overall (14 percent), as seen in Table 1. The growth rate of the foreign-born U forpopulation 12 percent in Virginia of the state has population—comparableremained relatively constant, to the at immigrant83 percent sharein the of period the U.S. between P 1990 and 2000 and 81 percent between 2000 and 2016. This growth rate is about double O the native-born population. Age group trends in Virginia mirror broader national trends, thatwith of disproportionately the U.S. immigrant smaller population shares more of foreign-born generally, and individuals it far outpaces in the the birth-to-age-17 growth rate of brackets compared to the native born. E L P The share of school-age children with one or more foreign-born parents is slightly smaller 2. Additionally, about 84 percent of children of immigrants in Virginia were native born, incompared Virginia to(23 86 percent) percent thannationwide. in the United In Virginia, States 27 overall percent (26 of percent), children as in shown low-income in Table families had one or more foreign-born parents, which is slightly less than the share of low- income children nationally (32 percent). Table 1. Foreign- and U.S.-Born Populations of Virginia and the United States, 2016 Virginia United States Foreign Born U.S. Born Foreign Born U.S. Born Number 1,031,169 7,380,639 43,739,345 279,388,170 Share of total population 12.3% 87.7% 13.5% 86.5% Population Change over Time % change: 2000-16 80.8% 13.4% 40.6% 11.6% % change: 1990-2000 82.9% 10.8% 57.4% 9.3% Age Group Share under age 5 0.8% 6.7% 0.7% 7.0% Share ages 5-17 5.8% 17.7% 5.1% 18.5% Share ages 18+ 93.4% 75.6% 94.2% 74.5% Source: Migration Policy Institute (MPI) Data Hub, “State Immigration Data Profiles: Demographics & Social,” accessed May 15, 2018, www.migrationpolicy.org/data/state-profiles/state/demographics/VA/US/. Number of ELs. - percent of Virginia children ages 5 to 17 are ACS data on the Limited English AtLEP. the3 In state contrast, level, theACS most data recentindicate data that from 3 the Proficientcounted as (LEP) those population who speak relyEnglish on self-report less than Virginia Department of Education, from school ing of English proficiency, with LEP individuals- year (SY) 2017–18, indicate ELs represented 12 percent of the state preK-12 student population, “veryare LEP, well.”1 while At the data national the states level, submitted ACS data to indi the or 159,152 students.4 catefederal that government 5 percent of put U.S. the children EL share ages of the5 to total 17 K-12 population at 10 percent in Fall 2015.2 Table 2. Nativity and Low-Income Status of Children in Virginia and the United States, 2016 Virginia United States Share of Share of Number Population Number Population (%) (%) Children between ages 6 and 17 with 1,191,633 100.0 47,090,847 100.0 Only native-born parents 914,591 76.8 34,838,528 74.0 One or more foreign-born parents 277,042 23.2 12,252,319 26.0 Child is native born 231,400 19.4 10,501,024 22.3 Child is foreign born 45,642 3.8 1,751,295 3.7 Children in low-income families 551,378 100.0 28,363,805 100.0 Only native-born parents 400,029 72.6 19,216,957 67.8 One or more foreign-born parents 151,349 27.4 9,146,848 32.2 Note: The definition of children in low-income families includes children under age 18 who resided with at least one parent and in families with annual incomes below 200 percent of the federal poverty threshold. Source: MPI Data Hub, “State Immigration Data Profiles: Demographics & Social.” 2 English Learners in Virginia: Demographics, Outcomes, and State Accountability Policies Fact Sheet Table 3. Nativity of Virginia and U.S. LEP Students, 2012–16 Share of K-12 LEP Children Born in the United States (%) Grades K-5 Grades 6–12 Total Virginia 68.3 45.2 56.8 United States 82.3 56.5 70.6 Note: Analysis based on Limited English Proficient (LEP) children ages 5 and older enrolled in grades K-12. Source: MPI analysis of U.S. Census Bureau pooled 2012–16 American Community Survey (ACS) data, accessed through Minnesota Population Center, University of Minnesota, “Integrated Public Use Microdata Series,” accessed April 25, 2018, https://usa.ipums.org/usa/. Reports submitted by each state to the federal children, they can be used to examine (with due government. Table 4 shows data from SY Althoughcaution) the ACS nativity data seem of ELs, to undercount a variable school EL 2015–16 that indicate Spanish was spoken by data systems do not capture. Table 3 shows that about two-thirds of Virginia ELs, with Arabic, in Virginia, 57 percent of school-aged children who were reported as LEP in census data were Vietnamese, Urdu, and Chinese rounding out the among elementary school children than older topAmong five. Virginia school divisions5 with bornstudents. in the The United rate ofStates, native-born with a larger LEP children share in the largest number of ELs are all in northern at 71 percent. enrollmentVirginia. Table of more 5 also than shows 2,000 that ELs, in the the divisions five with the United States overall was somewhat higher, with the largest numbers of ELs, these students The most recent data available on the top represented between 8 percent (Stafford languages spoken by ELs in Virginia come enrollment. County) and 49 percent (Manassas City) of total from the Consolidated State Performance Table 4. Top Home Languages Spoken by Virginia ELs, SY 2015–16 Share of ELs with a Home Language Number of ELs Other Than English (%) Spanish; Castilian 73,017 67.9 Arabic 6,019 5.6 Vietnamese 2,529 2.4 Urdu 2,500 2.3 Chinese 1,812 1.7 EL = English Learner; SY = School Year. Note: Shares calculated based on 107,547 Limited English Proficient students reported by the state in 2015-16. Source: U.S. Department of Education, “SY 2015-2016 Consolidated State Performance Reports Part I—Virginia,” updated October 18, 2017, www2.ed.gov/admins/lead/account/consolidated/sy15-16part1/index.html. 3 Migration Policy Institute Table 5. Number of ELs and EL Share of Students in Virginia School Divisions with More Than 2,000 ELs, SY 2017–18 EL Share of Students in Division Number of ELs (%) Fairfax County 54,451 28.9 Prince William County 23,646 26.1 Loudoun County 12,753 15.8 Arlington County 8,145 30.2 Alexandria City 6,431 40.7 Chesterfield County 5,437 8.9 Henrico County 5,060 9.8 Manassas City 3,823 48.9 Harrisonburg City 2,811 44.6 Richmond City 2,562 10.2 Stafford County 2,415 8.3 EL = English Learner; SY = School Year. Note: These data include prekindergarten students as well as K-12 students. Sources: Virginia Department of Education, “Fall Membership Reports—2017–2018—Division Totals by Grade All Students,” accessed April 20, 2018, www.doe.virginia.gov/statistics_reports/enrollment/fall_membership/report_data. shtml; Virginia Department of Education, “Fall Membership Reports—2017–18—Division Totals by Grade English Learner Students,” accessed April 20, 2018, www.doe.virginia.gov/statistics_reports/enrollment/fall_membership/ report_data.shtml. Finally, Table 6 shows that as grade level II. EL Student Outcomes in increases, the population and share of ELs in Virginia K-12 schools generally decrease. Virginia Whereas 15 percent of early-elementary This section examines the outcomes of the EL students were ELs in SY 2017–18, that share subgroup on state standardized assessments. dropped to 8 percent for grades 9 through It is important to note two things about the participation of ELs on these assessments. First, compared to other student subgroups based on 12. This reflects the trend that more students ethnicity, poverty, gender, and special education achieveStates as English adolescents proficiency or remain (and ELs thus beyond exit EL the status, ELs are a much more dynamic population: status) over time than immigrate to the United typical five- to seven-year time frame.
Load more

Recommended publications
  • Documents of the 223 Annual Convention
    Documents of the 223rd Annual Convention Members of Convention should print or download this packet and bring it with them to Annual Convention on November 4, 2017 at Christ Church, 5000 Pouncey Tract Road, Glen Allen 23059. Nominations, resolutions and amendments not included in this packet must be submitted from the floor of Convention. Resolutions and amendments must be accepted by a two-thirds vote of Convention members, and the submitter must bring 600 copies of the document. If needed, a supplemental packet of information will be available by Wednesday, November 1, with any additional information that is submitted late. The Convention webpage will be updated as information is received. Contents: • Draft Agenda (subject to change) 1 • Christ Church Campus Map 2 • Rules of Order 4 • Nominations o Standing Committee 10 o Diocesan Missionary Society 18 o Virginia Diocesan Homes 19 • Resolutions 23 • Budget 59 • Reports 65 “To You All Hearts Are Open” 223rd Annual Convention of the Episcopal Diocese of Virginia Christ Church, Glen Allen, VA Saturday, November 4, 2017 DRAFT AGENDA 7:30 a.m. Registration Opens (Garage/GCC) 8:00 Resolutions Open Hearing (Worship Building) 9:30 Call to Order (Worship Building) Invocation Adoption of Rules of Order Adoption of Program Appointment of Parliamentarian, Secretary and Assistant Secretaries Appointment of Committees of Convention Report of Credentials Committee Determination of Quorum Call for Additional Resolutions, Canonical Amendments Ballot for Standing Committee Introduction of New Clergy
    [Show full text]
  • BALLSTON Metro Station Area Demographics
    N . BU C H N N . AN . ST VER AN . N. U T AR S M 4TH ST 1 O GTON T WASHIN . N ST T N . N N ST . ST . BLVD. TH 3 Q 1 . U I N N BLVD. ST C . ON N GT N SHIN WA N T D . Y N AF . A E A 37) U . A. 2 VER E (V ST B YL H F T C N T 11 N E (V AH O . O S R . O . N. D T - ST L R H A. N T ST . I 6 R . N. 11 N PL U D O ST W 6 . M 1 ST I N Metro Station Area Demographics ST N D BALLSTON . D BU . 2 N IE E ST R 0 . TH S T 2 AN 1 . ) . T. N A S ST T D . O . N. S H ST. N N VER 11T H ST R L T . 1 PH 2010 Census (Summary File 1) 1 E W A T M K ST N E O I F . I N E T L D S T . A. 237) N. AX DR. (V . F ST N IR H ST FA 0T . 1 R . N. D B ST RFAX U 9T H FAI C . N . N H ST N . The Ballston Metro Station Area (MSA) is situated on the Orange Metrorial line at the western end of the A H W 9T . N N BU . AKEF T A W O N N R O N . L S O ABI I N ST I T N D EL .
    [Show full text]
  • Thank You to Everyone Joining Us on the Blacksburg Campus Or Remotely Via the Live Stream from the National Capital Region, Roanoke, and Beyond
    STATE OF THE COLLEGE MAY 02, 2018 Assembly Hall, Inn at Virginia Tech Julia M. Ross, Paul and Dorothea Torgersen Dean of Engineering Good morning! Thank you to everyone joining us on the Blacksburg campus or remotely via the live stream from the National Capital Region, Roanoke, and beyond. I sincerely appreciate you taking the time to be here today. Welcome! Since joining the Virginia Tech community, I have spent a great deal of time getting to know university leadership, department heads, faculty, staff, students, alumni, and industry partners. It was crucial for the success of the college, that I first and foremost, listen. To LEARN about Virginia Tech culture and to LISTEN and understand what makes this institution and college unique. Thank you -- for spending that time with me and putting up with all my questions. Thank you -- for the warm Hokie welcome and for having difficult and important conversations about our future. Thank you -- for being transparent, open, and honest. Thank you -- for your tireless dedication that is critical to the success of the college and the university. I am humbled and honored to lead this extraordinary college forward. During our time together this morning, I’d like to reflect back to you what I have heard and to share a few of the many great things we have to celebrate in the college. I will also share 1 with you my thoughts on a collective vision, a synthesis of the many conversations I’ve had – of where we can go together and how we can get there.
    [Show full text]
  • Middle Peninsula Demographic Study
    The Changing Demographics of Virginia’s Middle Peninsula FOR: Mr. Lewis Lawrence Executive Director, Middle Peninsula Planning District Commission PREPARED BY: Ashley Johnson, Rob Marty, Rebekah Vaughan, and Darice Xue December 16, 2015 Policy Research Seminar Report William & Mary Public Policy Program Acknowledgements—We thank Sarah Stafford and Elaine McBeth for their mentorship in the research process, Curt Commander for his excellent research assistance, and our colleagues in the Policy Research Seminar for their invaluable comments and suggestions for this project. Report Authors (Left to Right) Rebekah Vaughan, M.P.P. ‘16 Ashley Johnson, J.D./M.P.P. ‘16 Rob Marty, M.S./M.P.P. ‘17 Darice Xue, B.A./M.P.P. ‘16 William & Mary Public Policy | PRS Report TABLE OF CONTENTS Table of Contents…………………………………………………………………………………………………………………. i Executive Summary……………………………………………………………………………………………………………… ii 1. Introduction………………………………………………………………………………........................................... 1 2. Previous Studies………………………………………………………………………………………………………. 2 3. Methods…………………………………………………………………………………………………………………… 5 3.1 Census Data……………………………………………………………………………………………………….. 5 3.2 Surveys……………………………………………………………………………………………………………… 6 3.3 Twin Town Comparisons……………………………………………………………………………………. 7 4 Results…………………………………………………………………………………………………………………… 7 4.1 Census Data……………………………………………………………………………………………………….. 7 4.2 Surveys……………………………………………………………………………………………………………….12 4.3 Twin Town Comparisons …………………………………………………………………………………… 25 5 Policy Implications……………………………………………………………………………………………………
    [Show full text]
  • Lupton GT D 2021.Pdf (2.869Mb)
    Self-Identified Professional Development Needs of Virginia Career and Technical Education Teachers Gary Taylor Lupton Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Curriculum and Instruction William T. Price Thomas O. Williams Joseph S. Mukuni Bonnie S. Billingsley January 28, 2021 Blacksburg, Virginia Key words: Career and Technical Education, Professional Development, CTE Teacher Self-Identified Professional Development Needs of Virginia Career and Technical Education Teachers Gary Taylor Lupton ABSTRACT Improving teacher quality is an effective strategy for improving student outcomes. For professional development to be effective at changing student practice and improving student outcomes the professional development topic needs to be relevant to the work of the teacher. This study surveys Virginia CTE teachers to identify their self-identified, most needed professional development topics. Virginia CTE teachers were asked to rate 136 separate teaching competencies based on each competency’s importance to the teacher’s practice and the teacher’s ability to implement the competency. A quantitative research design was used to conduct this study. The Borich Needs Assessment Model was utilized to calculate a Mean Weighted Discrepancy Score (MWDS) for each competency. Competencies were with the largest MWDS were identified as those most needed for teacher professional development. Respondent data was disaggregated by gender, ethnicity, intention to remain in the teaching profession, CTE content area, years of experience, school division, and pre-service training in order to identify differences in professional development topic rankings for on each demographic area. Mann-Whitney U testing and Kruskal-Wallis one-way analysis of variance test by ranks were used.
    [Show full text]
  • The Changing Demographics of Virginia's Middle Peninsula
    The Changing Demographics of Virginia’s Middle Peninsula FOR: Mr. Lewis Lawrence Executive Director, Middle Peninsula Planning District Commission PREPARED BY: Ashley Johnson, Rob Marty, Rebekah Vaughan, and Darice Xue December 16, 2015 Policy Research Seminar Report William & Mary Public Policy Program Acknowledgements—We thank Sarah Stafford and Elaine McBeth for their mentorship in the research process, Curt Commander for his excellent research assistance, and our colleagues in the Policy Research Seminar for their invaluable comments and suggestions for this project. Report Authors (Left to Right) Rebekah Vaughan, M.P.P. ‘16 Ashley Johnson, J.D./M.P.P. ‘16 Rob Marty, M.S./M.P.P. ‘17 Darice Xue, B.A./M.P.P. ‘16 William & Mary Public Policy | PRS Report TABLE OF CONTENTS Table of Contents…………………………………………………………………………………………………………………. i Executive Summary……………………………………………………………………………………………………………… ii 1. Introduction………………………………………………………………………………........................................... 1 2. Previous Studies………………………………………………………………………………………………………. 2 3. Methods…………………………………………………………………………………………………………………… 5 3.1 Census Data……………………………………………………………………………………………………….. 5 3.2 Surveys……………………………………………………………………………………………………………… 6 3.3 Twin Town Comparisons……………………………………………………………………………………. 7 4 Results…………………………………………………………………………………………………………………… 7 4.1 Census Data……………………………………………………………………………………………………….. 7 4.2 Surveys……………………………………………………………………………………………………………….12 4.3 Twin Town Comparisons …………………………………………………………………………………… 25 5 Policy Implications……………………………………………………………………………………………………
    [Show full text]
  • K Technical Reference
    Marcia Invernizzi • Connie Juel • Linda Swank • Joanne Meier University of Virginia • Curry School of Education K Technical Reference For questions about PALS-K, please contact: Phonological Awareness Literacy Screening (PALS) 1-888-UVA-PALS (1-888-882-7257) or (434) 982-2780 Fax: (434) 982-2793 e-mail address: [email protected] • Web site: http://pals.virginia.edu ©2004–2015 by Te Rector and Te Board of Visitors of the University of Virginia. All Rights Reserved. Graphic Design: Branner Graphic Design Printed in the United States of America K Technical Reference Tis document is a supplement to the PALS-K Administration & Scoring Guide. Marcia Invernizzi • Connie Juel • Linda Swank • Joanne Meier Virginia State Department of Education University of Virginia • Curry School of Education Acknowledgments Development of the Phonological Awareness Literacy Screening (PALS-K) has been supported by the Virginia Department of Education through Virginia’s Early Intervention Reading Initiative. Without the support provided by the Department, the test devel- opment activity required for this assessment would not be possible. Te PALS Ofce would like to thank Dr. Randall Robey, Dr. Timothy Landrum, and Dr. Tonya Moon at the University of Virginia for their contribu- tions to the technical adequacy of PALS-K. Tanks go also to division representatives, principals, and teachers throughout Virginia who have participated in pilots. Tanks to their participation, the PALS ofce is able to ensure that classroom teachers have a literacy screening tool with good evidence of reli- ability and validity. We also wish to thank several generations of graduate students from the McGufey Reading Center who have contributed to the devel- opment of PALS-K tasks.
    [Show full text]
  • Virginia Hepatitis C Epidemiologic Profile 2016
    VIRGINIA HEPATITIS C 2016 EPIDEMIOLOGIC PROFILE Virginia Hepatitis C Epidemiologic Profile (2016) This project was funded in part through the Association of State and Territorial Health Officials (ASTHO) grant Building State/Territorial Health Department Capacity to Develop & Utilize Viral Hepatitis Epidemiologic Profiles. Suggested citation: Virginia Hepatitis C Epidemiologic Profile (2016). Virginia Department of Health, Office of Epidemiology. Available online at: http://www.vdh.virginia.gov/disease-prevention/disease-prevention/viral- hepatitis/hepatitis-data-statistics/ 2016 VIRGINIA HEPATITIS C EPIDEMIOLOGIC PROFILE TABLE OF CONTENTS PAGE INTRODUCTION Executive summary 1 Abbreviations used 2 Background 3 SECTION 1: DEMOGRAPHICS Demographics of Virginia 6 SECTION 2: SURVEILLANCE Hepatitis C Surveillance in Virginia 8 SECTION 3: SPECIAL POPULATIONS AND RISK FACTORS Baby boomers and people under 30 years of age 13 Opioids and injection drug use 15 Appalachian region 20 • Spotlight on Southwest Virginia 23 Incarcerated individuals 26 HIV co-infection 28 SECTION 4: TESTING AND TREATMENT Testing 31 Treatment 32 SECTION 5: MORBIDITY Hepatocellular carcinoma 34 Liver transplantation 36 Hospitalization 38 SECTION 6: MORTALITY Deaths 40 CLOSING Next steps 42 Datasets analyzed 44 Acknowledgments 45 Map of health planning geography 46 2016 VIRGINIA HEPATITIS C EPIDEMIOLOGIC PROFILE EXECUTIVE SUMMARY Hepatitis C was the fourth most common care. Data on liver transplantation and liver cancer reportable disease among Virginians in 2015, and as well as recent trends in treatment of hepatitis C the rate of reported cases is rising. The Virginia across Virginia are included in this profile. Hepatitis C Epidemiologic Profile was developed to assess the burden of hepatitis C in Virginia, provide The primary risk factor for newly acquired hepatitis a platform to present this complex subject, and use C virus (HCV) infection is injection drug use (IDU) the findings to inform public health planning, (Zibbell, 2015).
    [Show full text]
  • Board of Education Agenda Item
    VIRGINIA BOARD OF EDUCATION 2009 ANNUAL REPORT 2009 ANNUAL REPORT ON THE CONDITION AND NEEDS OF PUBLIC SCHOOLS IN VIRGINIA PRESENTED TO THE GOVERNOR AND THE GENERAL ASSEMBLY NOVEMBER 17, 2009 VIRGINIA BOARD OF EDUCATION Members of the Board of Education as of July 1, 2009 Dr. Virginia L. McLaughlin Dr. Mark E. Emblidge College of William and Mary President P.O. Box 8795 413 Stuart Circle Williamsburg, VA 23187-8795 Suite 303 Richmond, VA 23220 Mr. Kelvin L. Moore 616 Court Street Dr. Thomas M. Brewster Lynchburg, VA 24504 172 Angel Lane Falls Mills, VA 24613 Mrs. Eleanor B. Saslaw 5304 Woodland Estates Way Mrs. Isis M. Castro Springfield, VA 22151 2404 Culpeper Road Alexandria, VA 22308 Dr. Ella P. Ward Vice President 1517 Pine Grove Lane Mr. David L. Johnson Chesapeake, VA 23321 3103 B Stony Point Road Richmond, VA 23235 Superintendent of Public Instruction Mr. K. Rob Krupicka Dr. Patricia I. Wright City Hall Office Virginia Department of Education 301 King Street Alexandria, VA 22314 2 COMMONWEALTH OF VIRGINIA BOARD OF EDUCATION P.O. BOX 2120 RICHMOND, VIRGINIA 23218-2120 November 17, 2009 The Honorable Timothy M. Kaine, Governor Members of the Virginia General Assembly Commonwealth of Virginia Richmond, Virginia 23219 Dear Governor Kaine and Members of the Virginia General Assembly: On behalf of the Board of Education, I am pleased to transmit the 2009 Annual Report on the Condition and Needs of Public Schools in Virginia, submitted pursuant to § 22.1-18 of the Code of Virginia. The report contains information on Virginia’s public schools, including an analysis of student academic performance and a report on the school divisions’ compliance with the requirements of the Standards of Quality and the Standards of Accreditation.
    [Show full text]
  • Gov Baliles Remarks at Joint Meeting
    EMBARGOED FOR RELEASE AND DISTRIBUTION UNTIL MONDAY, SEPTEMBER 17, 2018 at 3:30 pm. Remarks of The Honorable Gerald L. Baliles to the State Council of Higher Education and Presidents of Virginia’s Public Colleges and Universities Cabell Library Virginia Commonwealth University Richmond, Virginia September 17, 2018 RESTATING THE CASE FOR HIGHER EDUCATION— DEFINING NEW ROLES FOR SCHEV AND PRESIDENTS Mr. Chairman, thank you for the very kind introduction, and thanks for the invitation. Members of the State Council of Higher Education, Presidents of Virginia’s public colleges and universities, Distinguished Guests, Ladies and Gentleman, I am pleased to be a part of your two day session on matters of higher education. It’s good to be back at Virginia Commonwealth University. From my observations, VCU has been the singular dynamic force in reshaping much of the Capital City during the past 30 years. My wife, Robin, and I look forward to seeing VCU’s new and consequential Institute of Contemporary Art after my three hour presentation; so let’s get started. SCHEV plays an essential role in the strategic direction and intellectual health of higher education in the Commonwealth — and, from what I can see, it’s in good hands. Let me go further than that. SCHEV’s composition of members — and its Director and staff — is as strong today as any I’ve observed since the SCHEV era of Gordon Davies, its long-time nationally acclaimed Director from the late ‘70s through the late-‘90s. And, frankly, Virginia needs you to be strong and capable. I will get to that part.
    [Show full text]
  • Characteristics and Perceptions of Cost-Share Funding for Emerald Ash Borer Mitigation in Virginia Urban Areas
    Characteristics and Perceptions of Cost-share Funding for Emerald Ash Borer Mitigation in Virginia Urban Areas Peter W. Stewart Thesis submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Master of Science In Forestry P. Eric Wiseman, Chair John F. Munsell Scott M. Salom May 23, 2019 Blacksburg, Virginia Keywords: invasive species management, forest health, incentive program Copyright 2019, Peter Stewart Characteristics and Perceptions of Cost-share Funding for Emerald Ash Borer Mitigation in Virginia Urban Areas Peter W. Stewart ABSTRACT (ACADEMIC) Since most invasive forest pests first establish in urban areas, detection and containment of these pests within cities is important to the health of all forests. While the emerald ash borer (EAB) (Agrilus planipennis Fairmaire) has proved difficult to contain, efforts continue to mitigate the impacts of its spread. As part of those efforts, the Virginia Department of Forestry (VDOF) initiated its Emerald Ash Borer Treatment Program (EABTP) in 2018, providing financial incentives for insecticidal protection of ash trees. To better understand the role of incentives in promoting urban forest health, I conducted a study of properties, households, and practitioners involved in the program’s first year. To examine where EABTP funding helped pay for tree protection, I conducted tree inventories on 16 urban participant properties. Concurrently with tree inventory work, I conducted web and mail surveys to examine homeowner engagement in preservation of threatened trees. Finally, to investigate the role of forest practitioners involved in program implementation, I conducted web surveys of VDOF foresters and Virginia arborists.
    [Show full text]
  • Primary Care Needs Assessment
    Primary Care Needs Assessment Contents Introduction .................................................................................................................................................. 2 Challenges ................................................................................................................................................. 3 Virginia’s Aging Population ................................................................................................................... 4 A Shifting Healthcare Landscape........................................................................................................... 7 Challenging Policy Environment ........................................................................................................... 9 The Virginia Statewide Needs Assessment ............................................................................................... 9 Identifying Vulnerable Populations ............................................................................................................ 10 Stakeholder Input ................................................................................................................................... 10 Current Shortage Areas ........................................................................................................................... 12 Chronic Shortage Areas ........................................................................................................................... 18 Identifying vulnerable populations
    [Show full text]