Virginia Board of Education adopts four‑year phased proficiency plan with protections for current students
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Summary
The board approved a four‑year phased plan to raise SOL proficiency cut scores beginning 2026–27, with a 2025–26 preparation year, a temporary 'approaching' performance level that counts as passing during the phase‑in, protections for students retaking tests, and preserved accommodations and verified credits.
The Virginia Board of Education voted to adopt a four‑year phased implementation of revised Standards of Learning proficiency cut scores, with the 2025–26 school year designated as a preparation year and no changes to current passing scores this year.
Deputy Superintendent Booker Dwyer presented the recommendations, describing a phased approach "to set that high bar for success" while protecting students who are already in pathways. The motion approved by the board included: (1) a four‑year phase‑in beginning in 2026–27 with a temporary approaching performance level that will count as passing until it is removed at the end of the 2028–29 school year; (2) a requirement that students retaking SOL assessments meet the passing score in effect at the time of their original test; (3) protections for previously earned verified credits so students need not retest under revised cut scores; (4) a modification of the locally awarded verified credit threshold to within 25 scale points of the passing score; (5) continued accommodations and special‑permission credit options; and (6) release of revised student assessment reports and communication materials in 2026.
Board members debated the plan's impacts, particularly for students with disabilities and for graduation rates. Dr. Ackerman emphasized the need to "untangle" differentiated instruction, assessment and graduation requirements while noting support for the phased approach, and several members asked staff to form a focused committee to study graduation policy in parallel with implementation. The motion passed by roll call with recorded 'aye' votes from Dr. Ackerman, Mr. Green, Mr. Hansen, Ms. McPherson, Ms. Kilgore, Ms. Ashton, Mr. Monk and Chair Creasy; Dr. Northern was recorded in support though not present for the vote.
Next steps: staff will finalize communication materials and implementation supports for divisions, continue data collection during the preparation year, and return with additional details on impacts — including recommended exit strategies for locally‑awarded verified credits and further refinement for students with special needs.
Actions recorded at the meeting include the formal adoption of the implementation plan and associated clarifications. The board instructed staff to provide comprehensive modeling and disaggregated data to inform ongoing decisions.
