Teachers, Associations Urge Board to Slow ESSA Amendment That Could Affect History and Social‑Studies Assessment
Summary
Educators and social‑studies leaders urged the Virginia Board of Education to pause or narrow an ESSA amendment that, they say, risks reintroducing high‑stakes SOL testing for history/social studies. Speakers recommended using locally awarded verified credit (LAVC) models and building 'guardrails.'
Multiple educators, association leaders and supervisors told the Virginia Board of Education on Jan. 8 that proposed amendments to the state’s ESSA consolidated plan could unintentionally pressure divisions toward selected‑response SOL tests in history and social studies.
Neely Minton, president‑elect of the Virginia Social Studies Leaders Consortium, told the board: “ESSA itself, the actual federal law, does not require history or social science testing” and argued that amendments to the state plan should not be used to force SOL‑style testing where local alternative assessments are lawful. Beau Dickinson, a social‑studies supervisor, said the locally awarded verified credit (LAVC) performance assessments represent a nationally recognized, inquiry‑driven model and urged the board to “pause the ESSA amendment or exclude social studies from it so the Commonwealth can build upon this existing and innovative research‑based system.”
Representatives of the Virginia Association of School Superintendents and other classroom leaders thanked the department for materials and signaled willingness to work with the board, but stressed transparency and time for field review.
What the board will do next: staff proposed sending the consolidated state plan amendment out for public comment and returning to the board in March with stakeholder feedback before any final decision; speakers said they would provide written feedback during that period.
