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VDOE deputy superintendent reports statewide gains in SOL pass rates; department plans deeper data work
Summary
Deputy Superintendent Tiara Booker Dwyer reported statewide increases in Standards of Learning pass rates in reading, math and science for the third consecutive year, while outlining plans for deeper, localized analysis and toolkit resources for educators and families.
Deputy Superintendent Tiara Booker Dwyer told the Virginia Board of Education that statewide pass rates on Standards of Learning (SOL) tests improved for the third consecutive year in reading, mathematics and science, but that the department will pursue deeper, school- and student-level analysis before deciding targeted supports.
Booker Dwyer presented statewide summary figures and several division- and subgroup-level highlights. She said over 5,000 more students passed grades 3–8 reading assessments in 2024–25 than the previous year and that more than half of Virginia’s divisions showed improvement in that subject. Booker Dwyer noted 12 divisions had 80% or higher pass rates on grades 3–8 reading, and seven divisions saw pass-rate increases of 8 percentage points or more year-over-year. In math, she reported more than 8,000 additional students passed grades 3–8 math in 2024–25, and roughly 75% of divisions improved in that band.
Booker Dwyer emphasized the department’s intent to move beyond headline pass rates. VDOE plans to combine local division assessments with state results to identify the specific content and skills driving gaps. The department is developing a toolkit for families and educators to interpret assessment reports and said it will use item- and reporting-category level reports to target professional learning and supports to divisions that need them most. She said a fuller school-performance and support framework will be shared in September.
In a technical exchange, Jason Ellis, director of the Office of Assessment, explained that declines in test counts for certain end-of-course history tests likely reflect course-taking patterns and verified-credit options rather than enrollment loss: students have alternatives to earn verified credits, and divisions use different courses to satisfy graduation requirements. Board members asked about the role of educator-preparation data and the department’s plan to make item-level results available to teacher-preparation programs; Booker Dwyer said the department is planning closer collaboration with educator-prep programs so they can align coursework to student needs.
