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Student advisory committee urges expanded STEM exposure, literacy supports and flexible graduation pathways
Summary
Student advisory presenters asked the Virginia Board of Education for practical policy changes: use teacher professional development to expand STEM access, incentivize reading-intervention certifications and allow clearer graduation pathways and credit for internships/dual enrollment.
Four student advisory presenters on June 25 told the board about concrete, student-sourced proposals to widen opportunities in Virginia schools.
Wilson Lucas (Region 1 representative) described a roughly 30% gap between regions in access to AP math and advanced STEM courses and proposed using teacher license‑renewal professional development to create more local STEM exposure and role models in under‑served regions. "We want to make the benefits of STEM accessible to all regions of Virginia," he said, urging incentives for teachers to deliver career‑linked presentations and mentorship.
Kyla Leget and Olivia Tarbell recommended three literacy measures: incentivize teachers to obtain reading‑interventionist certifications through grants or pay incentives; reimburse interventionists for travel between dispersed rural schools; and expand afterschool literacy programming so interventionists can deliver targeted instruction without disrupting the school day.
Carmen Pond and Sophia Robinson urged changes to graduation policy to allow students to declare a pathway by 10th grade, earn credit for meaningful experiences such as internships, dual enrollment or capstones, and reduce seat‑time barriers that prevent work‑based learning or apprenticeships from counting toward graduation.
Board members thanked the students and asked staff to follow up with additional analysis and to report back on where local practice already aligns with the proposals. The presentations were received as advisory; no formal board action was taken during the meeting.
