Board adopts employment criteria for 3E readiness; requires CTE completer for full credit

The Virginia Board of Education voted to adopt a revised employment component for the high‑school "3E" readiness indicator (enrollment, employment, enlistment) used in the state school performance framework.

After public comment and lengthy discussion, the board selected the option that ties full employment readiness points to completion of a CTE sequence: a student must be a CTE completer (two sequential CTE courses) and complete a high‑quality work‑based learning experience to earn the top employment score. The board approved the change by recorded voice vote; members indicated unanimous consent.

The employment criteria had been presented with two policy options: option A required a CTE completer plus high‑quality work‑based learning; option B would have allowed a student who completed one state‑approved CTE course plus a high‑quality work‑based learning experience to receive credit. Division superintendents and business/industry stakeholders argued in favor of option A, saying the deeper sequence produced better preparation for credentials and the workforce; other stakeholders — including parents and some district staff — favored option B for flexibility. The department reported 81% of online respondents favored option B in its public comment but said business and industry reviewers preferred option A for rigor.

Mark Jennings, VDOE's Office of Accountability director, said the department modeled both options and presented counts of how many high schools would shift performance categories under each approach. The board discussed equity and access concerns, special‑education accommodations and the need for additional stakeholder guidance for students with disabilities.

In the end the board adopted option A for the employment component; VDOE will revise the consolidated state plan accordingly and submit the minor change to the U.S. Department of Education. VDOE also committed to continue stakeholder work this summer to finalize detailed guidance and to develop supports for students with disabilities, including transition programs and adapted pathways.

Why it matters: The 3E readiness indicator carries weight in high‑school accountability calculations. The board’s choice prioritizes deeper CTE pathway completion in exchange for greater alignment with business needs and clearer credentialing pipelines, while prompting concerns about access for students who need schedule flexibility or are focused on exploration.