Norfolk Public Schools reports cohorts off track for advanced-studies diplomas; district outlines remediation and scheduling changes

Dr. Daniel Pohl, Norfolk Public Schools’ accountability and assessment official, told the school board May 7 that two student cohorts are unlikely to meet the division’s advanced-studies diploma targets without intervention.

Pohl said Goal 5 tracks graduates who earn Virginia’s advanced-studies diploma and that the district set cohort targets for the classes of 2026 and 2027. “Goal 5 is focused on graduates receiving advanced studies diplomas, and the goal is to meet the state average by the class of 2027,” he said, summarizing the measure. He reported a 0.6-point decline in the 2027 cohort from quarter two to quarter three and said English and science failure rates were the main concerns for that cohort. For the 2026 cohort Pohl reported a 0.1-point increase from quarter two to quarter three but said the cohort remained off target to reach the year-end goal.

Why it matters: The advanced-studies diploma is often used as an indicator of college readiness. Board members questioned what the division is doing to increase access, improve instruction and re-engage students who have fallen behind.

What the district says it will do: Pohl outlined several actions already underway or planned: - Content offices and high schools will prioritize remediation to ensure students earn required verified credits (course plus SOL where applicable). Schools will provide opportunities for students to turn in missing work and retake assignments where appropriate. - Targeted professional development and alignment across grade levels to improve instructional practice in English, science and other content areas. - Expanded access to world language courses through scheduling, Zoom instruction when enrollment is small, and Virtual Virginia single-course enrollments for students who need a language or other course not offered at their school. - Increased use of tutoring and university partnerships funded through budget allocations after ESSER funds ended. - A change to a 4x4 block schedule next year, which the administration said will create more opportunities for students to take or complete sequential courses (for example, allowing a student to take two world language credits in a single year).

Board questions and context: Several board members pressed for subgroup data, family engagement and communications plans, and specific steps to re-engage students in historically underserved communities. One board member cited Virginia Department of Education graduation data showing a decline in the percentage of graduates receiving advanced-studies diplomas over several recent years and asked what lessons the division had learned. Pohl cautioned that some of the falling rates trace to COVID-era disruptions when current juniors and seniors were in middle school; he pointed to middle-school course planning and early academic-career counseling as a focus.

On family outreach, Pohl said course-selection materials are sent home at registration and counselors and principals discuss diploma options at open houses; he added that parents must sign course selections at registration. A board member asked how the division tracks outcomes for students who do not earn the advanced-studies diploma; Pohl said the division collects exit surveys of seniors and reports results in the strategic plan for college, career or military placement.

Data points and clarifications: Pohl said the division estimates roughly 2,000 students per grade. He reported the highest possible percentage the 2027 cohort can reach by the end of the year is 47% under the current metric and that the 2027 cohort was 11 percentage points below its quarter-three target. For the 2026 cohort he reported the cohort was 5.2 percentage points below its target and that math and history failure rates rose slightly. Board members requested subgroup breakdowns and school-by-school data to better understand gaps.

What the board directed or decided: There was no formal vote on policy or funding during the work session on this item. Board members asked the administration to provide additional subgroup and school-level data when the strategic-plan metrics are next reported.

Looking ahead: The administration said it will continue the remediation, tutoring and scheduling steps described above and will track whether the 4x4 schedule improves students’ ability to recover or accelerate credits for the advanced-studies diploma.