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Panel approves bill to make some SOL assessments available in students’ native languages
Summary
House Bill 1679 would permit standards-of-learning assessments to be made available in the most commonly spoken native language (initially Spanish) for eligible English learners; the subcommittee reported the bill 6–2 after testimony and discussion on scope and flexibility.
The K-12 Education Subcommittee voted 6–2 to report House Bill 1679, which would require that standards-of-learning (SOL) assessments be made available in the most commonly spoken native language other than English to English learners for whom that language is native. The sponsor, Delegate Cohen, said the bill targets students with limited English proficiency so divisions can better measure content knowledge separate from English-language ability.
Scope and mechanics: The bill’s text calls for the most commonly spoken native language (the sponsor indicated that would initially be Spanish) and leaves details to the Virginia Department of Education (VDOE) about which assessments, subjects and grade levels are appropriate. Supporters said other states offer native-language assessments for math, science and some language arts; proponents argued this would provide a more accurate measure of content mastery for students still learning English.
Questions and concerns: Committee members pressed for guardrails. Delegate Koiner and others asked whether the bill should be limited to specific WIDA English‑proficiency levels (for example, lower WIDA levels where students are not yet proficient). Several members sought clarity that local English Language Proficiency (ELP) teams would decide when native-language testing is appropriate, rather than an across-the-board mandate. The sponsor said she would accept amendments to limit eligibility by WIDA level and emphasized VDOE and local teams would play implementation roles.
Support and testimony: School division leaders (Arlington, Fairfax), the Virginia Education Association, the Commonwealth Institute and immigrant-rights organizations testified in favor, stressing that native-language tests would better reveal content knowledge in math and science for students with limited English. Advocates noted roughly 6% of Virginia students are English learners who speak Spanish natively and that other states use Spanish translations to improve assessment accuracy.
Committee action: After discussion about limiting subjects or WIDA levels and clarifying decision-making at the school level, the subcommittee voted to report HB1679 to the next stage, 6–2.
Ending: The sponsor indicated openness to amendments to narrow subjects (for example, starting with math) or to limit eligibility to lower WIDA levels; the bill’s final implementation would depend on VDOE rulemaking and any funding allocated for translations or test administration.
