Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Accountability Framework topic
No spam. Unsubscribe anytime.
State's new accountability framework would lower share of Virginia schools rated top two levels; WJCC officials brief board
Summary
WJCC staff explained Virginia's new school performance and support framework, which reduces subgroup n-size, adds weighted indicators and replaces old accreditation labels with four categories; using 2024 SOL data, staff estimated 13 of 16 WJCC schools would be 'distinguished' or 'on track.'
WJCC assessment staff described key elements of Virginia's new School Performance and Support Framework and what the revamp means for division schools when results based on 2024 SOL data are reported.
The change matters because it alters how the state combines student proficiency, growth, subgroup performance, attendance and readiness into a single 100-point scale with four performance categories: distinguished (90 and above), on track (80–89), off track (65–79) and needs intensive supports (below 65). Staff warned the new model is more stringent than the prior accreditation labels.
Sean Walker (staff) explained the major structural changes: the student-subgroup n-size was reduced from 30 to 15; mastery indicators carry the largest weights (example: 65% for elementary, 60% for middle, 50% for high school); readiness now includes chronic absenteeism and, for high school, graduation and a three-part "Ready for Life" measure covering enrollment, employment and enlistment (the "3E" indicator). The framework gives points for advanced and proficient performance (advanced 1.25 points, proficient 1.0, basic 0.75, below basic 0.5) and converts those weighted totals into index values toward a 100-point total.
Using the state's 2024 data mapped into the new model, Walker said roughly 65 percent of Virginia public schools would be in the top two categories under the new system, compared with about 88 percent rated accredited under the earlier model. For WJCC specifically, staff estimated one school would be "distinguished," 12 "on track," and three "off track" based on the conversion of 2024 results; none would fall into the "needs intensive supports" category under the presented example.
Board members asked how the framework treats students who opt out of SOL tests and about how the readiness indicators account for college, career and technical education (CTE). Staff said students who do not take required SOLs generally count as fails in the mastery calculations and that the 3E readiness indicator includes CTE completions, industry credentials and work-based learning as ways to earn points.
Staff said the testing window opening in spring 2025 will generate the results used to determine next year's accreditation-like ratings, and they emphasized the division's existing work on literacy, math and science aligns with the new measures. Walker noted some components (for example, work-based learning rules) were still being finalized by the state board, and that ambiguity contributed to concern among superintendents about the implementation pace.
SOURCES: Sean Walker, assessment staff; Dr. Keever, Superintendent.
