What are the Standards of Accreditation?
The Standards of Accreditation (SOA) is the informal title of the Board of Education’s Regulations Establishing the Standards for Accrediting Public Schools in Virginia. These regulations establish the state accountability system for the commonwealth’s public schools and set the requirements students must meet to earn a high school diploma. The regulations also establish the requirements for instructional programs in elementary, middle and high schools.
Why did the Board of Education revise the SOA?
The revisions to the Standards of Accreditation express the Board of Education’s vision of continuous improvement for all schools and for student outcomes aligned with the expectations of higher education and employers. Since 2013, the Board has been considering comprehensive revisions to the SOA, and following extensive public engagement, on November 16, 2017, the board approved final revisions to the regulations. Major provisions include a new system for accrediting Virginia’s public schools that applies multiple measures of school quality and revised graduation requirements to implement the Profile of a Virginia Graduate.
School Accreditation
How do the school accreditation standards under the revised SOA differ from the previous accreditation system?
Since the beginning of Virginia’s accountability program in the late 1990s, accreditation has been based on the percentage of students passing SOL tests in English, mathematics, science and history/social science. Graduation and completion were added as accreditation factors for high schools in 2011-2012. Under the new system, schools will be evaluated on multiple school quality indicators. These new indicators include a “combined rate” that awards schools credit for students making substantial progress toward proficiency in English and mathematics as well as for passing students. Schools will also now be evaluated on achievement gaps in English and mathematics to prevent overall achievement from masking underperformance groups of students, such as English learners and economically disadvantaged students. Other new school quality indicators include dropout rates and chronic absenteeism. Schools will be rated on each school quality indicator and also receive a summative rating of either “Accredited,” “Accredited with Conditions,” or in the case of a school that has not made a good faith effort to implement corrective actions, “Accreditation Denied.”
What is a “combined rate” and how does it differ from a pass rate as an expression of student achievement?
The revised SOA uses a combined rate to evaluate performance in English and, when possible, mathematics. A combined rate expresses the percentage of students who are either meeting state expectations in the subject area or who are making significant progress. In addition, the combined rate for English includes the English learners who demonstrate progress toward fluency on annual English language proficiency assessments. A combined rate provides a more complete view of the effectiveness of a school’s instructional program than a pass rate, which does not include the achievement of students who are making significant progress toward meeting state standards.
Why does the combined rate award schools equal credit for passing students and non-passing students who demonstrate growth?
Virginia has many schools with significant numbers of students at risk of academic failure because of poverty and other factors. Under the previous accreditation system, these schools were subject to being perceived as “failing” even if most students in the school were making significant progress toward meeting state standards for achievement in English, mathematics and other subjects.
Why does the combined rate for English include English-language learners who did not pass or demonstrate growth in reading but who did demonstrate progress on annual English proficiency assessments?
English language acquisition is the key to student success in all content areas and essential to the development of college, career and civic readiness. Including the progress of English learners toward proficiency in the combined rate for English provides accountability for improving outcomes for English language learners.
Why isn’t a combined rate used for mathematics in calculating accreditation ratings of high schools?
Grade-level SOL mathematics tests taken in grades 3-8 assess sequential content and valid comparisons of year-to-year performance can be made to measure growth. Most high school students take end-of-course SOL tests in mathematics (e.g. Algebra I, Geometry and Algebra II). The content assessed by these tests is not necessarily sequential and student course-taking patterns vary. For these reasons, test-to-test performance cannot be compared to measure growth.
Why isn’t a combined rate used for science in calculating accreditation ratings?
Students take science SOL tests in grades 5 and 8, and at the end of credit-bearing secondary courses (e.g. Earth Science, Biology and Chemistry). The content assessed by these tests is not sequential and test-to-test performance cannot be compared to measure growth.
How is student achievement in history/social science measured and accounted for under the revised SOA
The revised Standards of Accreditation require instruction in history/social science in all grade levels covering – at a minimum – the content knowledge and skills described in the Standards of Learning. The revised SOA also requires high school students to earn verified credit in history/social science to graduate. For the 2018-2019 academic year, the state end-of-course tests for history/social science will be used to verify credit and for accountability.
When is a student considered “chronically absent”?
Students who are absent for 10 percent or more of the school year (18 days in a 180-day school year) are considered to be chronically absent, regardless of whether absences are excused or unexcused.
Are suspended students included in the calculation of a school’s absenteeism rate?
Yes. Students suspended from school are included in the absenteeism calculation.
Are students receiving educational services at home due to a suspension, expulsion or other disciplinary action included in the calculation of a school’s absenteeism rate?
No. Students receiving instructional services in their homes due to disciplinary actions are excluded from the absenteeism calculation.
How will the implementation of the new accreditation standards impact currently Fully Accredited schools that earned waivers from annual accreditation?
Schools with current three-year waivers from annual accreditation under §22.1-253.13:9 of the Code of Virginia remain exempt for the period of their waivers and will be rated as “Accredited” when ratings for 2018-2019 are announced. However, the performance level for each school quality indicator will be reported on the School Quality Profile.
Do schools currently subject to memoranda of understanding and corrective action plans get a “clean slate” under the revised SOA?
No. Corrective action plans remain in effect, as do memoranda of understanding between local school boards and the state Board of Education.
Graduation Requirements
Do the graduation requirements that go into effect in the 2018-2019 school year apply only to entering freshmen or may other students choose to graduate under the revised requirements?
The graduation requirements of the revised Standards of Accreditation apply to students entering the ninth grade for the first time in the 2018-2019 school year and beyond, and can be found in 8VAC20-131-51. Graduation requirements for students entering the ninth grade (for the first time) in the 2013-1014 school year and prior to the 2018-2019 school year follow the graduation requirements in 8VAC20-131-50.
How do the graduation requirements for first-time ninth graders of 2018-2019 differ from the previous requirements for a Standard Diploma and Advanced Studies Diploma?
The number of standard units of credits remains the same for both diplomas, 22 for the Standard Diploma and 26 for the Advanced Studies Diploma. However, the number of verified credits is reduced from six to five for the Standard Diploma, and from nine to five for the Advanced Studies Diploma. Both the Standard and the Advanced Studies diplomas in the revised SOA include a new requirement that students acquire and demonstrate skills in critical thinking, creative thinking, collaboration, communication and citizenship (the Five C’s). In addition, for both the Standard and Advanced diplomas, students must either complete an Advanced Placement, honors, or International Baccalaureate course or earn a career and technical education credential approved by the Board of Education. Students seeking an Advanced Studies Diploma will be required to complete two sequential electives. Currently, only students seeking a Standard Diploma must complete two sequential electives.
Standard Diploma: First-time ninth graders prior to 2018-2019
Subject Area
Standard Credits
Verified Credits
English
4
2
Mathematics
3
1
Laboratory Science
3
1
History and Social Sciences
3
1
Health and P.E.
2
0
World Language, Fine Arts or C.T.E.
2
0
Economics & Personal Finance
1
0
Electives
4
0
Student Selected Test
0
1
Total Credits
22
6
Standard Diploma: First-time ninth graders 2018-2019 and beyond
Subject Area
Standard Credits
Verified Credits
English
4
2
Mathematics
3
1
Laboratory Science
3
1
History and Social Sciences
3
1
Health and P.E.
2
0
World Language, Fine Arts or C.T.E.
2
0
Economics & Personal Finance
1
0
Electives
4
0
Student Selected Test
0
0
Total Credits
22
5
Advanced Studies Diploma: First-time ninth graders prior to 2018-2019
Subject Area
Standard Credits
Verified Credits
English
4
2
Mathematics
4
2
Laboratory Science
4
2
History and Social Sciences
4
2
Health and P.E.
2
0
World Language
3
0
Fine Arts or C.T.E.
1
0
Economics & Personal Finance
1
0
Electives
3
0
Student Selected Test
0
1
Total Credits
26
9
Advanced Studies Diploma: First-time ninth graders 2018-2019 and beyond
Subject Area
Standard Credits
Verified Credits
English
4
2
Mathematics
4
1
Laboratory Science
4
1
History and Social Sciences
4
1
Health and P.E.
2
0
World Language
3
0
Fine Arts or C.T.E.
1
0
Economics & Personal Finance
1
0
Electives
3
0
Total Credits
26
5
How will school divisions determine whether students have met the graduation requirement of demonstrating the Five C’s? The Five C’s (critical thinking, creative thinking, collaboration, communication and citizenship) are embedded in the Standards of Learning for all subject areas. Student acquisition of the Five C’s is evaluated at the local level based on locally developed criteria. VDOE has launched a two-year initiative to increase the capacity of school divisions to create performance assessments, which are especially suited for evaluating mastery of the Five C’s. In addition, VDOE will support the sharing of best practices among divisions.
Student Testing
What is a performance assessment?
Performance assessments measure subject-matter proficiency and the ability of students to apply the content and skills they have learned. Performance assessments generally require students to perform a specified task or create a product and often include tasks or challenges that mirror those that might occur in a “real-life” situation. Performance assessments are scored with a rubric and evaluation of student mastery may be based on a single performance assessment or on a series of performance assessments in the content area or subject. Performance assessments also assess acquisition of the “Five C’s” – critical thinking, creativity, communication, collaboration and citizenship — that are components of the Board of Education’s Profile of a Virginia Graduate. Performance assessments are designed to encourage deeper learning and are an essential component of a balanced assessment system. VDOE is developing resources and regional and statewide professional learning opportunities to help school divisions develop the capacity to design valid and reliable performance assessments and provide instruction that supports deeper learning.
How should schools assist students who fail the performance assessments used for the awarding of verified credit toward graduation?
Students who fail the performance assessments should be given additional instruction and support as occurs now when students fail an end-of-course SOL test. Best practices from divisions already using performance assessments include reviewing areas of student proficiency, providing interventions in areas of difficulty and allowing students additional opportunities to demonstrate mastery in the content area or course.
Are school divisions required to have an alternate assessment for students with significant cognitive disabilities who are not able to participate in a performance assessment? Yes. The federal Individuals with Disabilities Education Act requires school divisions to develop and implement alternate assessments for children with significant disabilities who cannot participate in regular assessments — even with accommodations — as indicated in their respective Individualized Education Programs. This applies to students who were participating in the Virginia Alternate Assessment Program (VAAP). The local alternate should continue to be a collection of evidence using the school division’s VAAP process. See the Board of Education’s Local Alternative Assessment Guidelines 2016–2017 through 2018-2019-This is a PDF document. (PDF) for more information.
May students, regardless of graduation cohort, choose to take a performance assessment for verified credit in history/social science or English writing?
If a school division decides to use a performance assessment for the awarding of verified credit, all students would participate in the performance assessment, regardless of when a student entered the ninth-grade for the first time and which set of graduation requirements applies. Conversely, if a school division decided to continue to administer end-of-course SOL tests in history/social science and English writing, all students would take these assessments to earn verified credits toward graduation.
May a school division administer performance assessments to award verified credits in history/social science for the 2018-2019 school year?
No. Due to language in the 2018 Appropriation Act, the methods of awarding verified credits in history/social science will remain the same for the 2018-2019 school year.
What options for earning verified credits are available to students?
Students must pass the course (earn a standard credit) and one of the following:
Pass an SOL end-of-course test;
Earn a score on a Board of Education-approved substitute test consistent with passing the comparable SOL EOC test;
Earn a locally awarded verified credit; or
Successfully complete a performance assessment to earn a verified credit in history and writing.
Who makes the decision as to whether performance assessments will be used to verify credits in history/social science and English writing?
School divisions must make a division-wide decision as to whether performance assessments will be used to verify credits in history/social science and English writing. However, all school divisions must plan to provide valid and reliable performance assessments after 2021-2022.
Does the provision exempting students from additional end-of-course Standards of Learning tests in a subject once they have earned the required number of verified credits in that subject apply to all students regardless of when they entered the ninth grade? Yes. However, federal requirements under the federal Every Student Succeeds Act (ESSA) may require additional end-of-course testing in the subject area regardless of the exemption under the revised SOA. For example, a student who earned the required verified credit in mathematics by passing the Algebra I test as an eighth grader would have to take either the Geometry test or Algebra II test as the federal law requires the testing of students in mathematics at least once during high school. In addition, students who began their high school careers prior to 2018-2019 must be provided the assessment opportunities needed to earn required verified credits under the graduation requirements that apply to them.
If a school division ties incentives (such as exam exemptions) to scores on the SOL tests, can the school division offer opportunities to take additional SOL tests to students who do not need the verified credits?
No.
What technical assistance will be provided by VDOE for the development and evaluation of performance assessments by school divisions?
VDOE has launched a multiyear initiative to build the capacity of school divisions to create valid and reliable performance assessments. This initiative includes regional training events, a framework for the sharing of expertise and best practices among school divisions, as well as tools, guidance documents and other resources to support school divisions in the creation of performance assessments.
Instruction
How should instruction in high school history/social science courses be approached when available end-of-course SOL tests are based on the 2008 standards rather than on the 2015 standards? School divisions must make adjustments to local curriculum guides as they transition from the use of SOL tests to performance assessments. If a division decides to continue using end-of-course SOL tests, the following steps must be taken:
Full implementation of the 2015 History and Social Science SOL and Curriculum Framework;
Adjustment of local curriculum to include necessary content from both the 2008 and 2015 standards and curriculum frameworks; and
Adjustment of local curriculum to emphasize social science skills (.1a-j) from the 2015 History and Social Science SOL and Curriculum Framework.
VDOE is preparing charts identifying content from the 2008 curriculum frameworks that must be covered by divisions electing to continue use of end-of-course SOL tests in history/social science.
Workplace Experiences and Career Investigations
Under the revised SOA effective with the 2018-2019 school year, must every student complete an internship or other workplace experience in order to graduate?
The revised SOA requires secondary instructional programs to provide opportunities for work-based learning experiences in order for students to attain workplace and citizenship skills. These experiences may include internships or externships with local employers or other opportunities, such as job shadowing and participation in simulated workplaces. The revised SOA does not require a minimum number of hours of participation for individual students. Nor do the regulations require that schools offer a minimum variety of workplace experiences. VDOE will provide further guidance and support the sharing of best practices among divisions.
Will all 2018-2019 first-time ninth-graders seeking a Standard Diploma be responsible for earning an industry credential as stated in 8VAC20-131-50.B?
No. Students entering the ninth grade for the first time in 2018-2019 and beyond, whether pursuing a Standard or Advanced Studies Diploma, must either:
Complete an Advanced Placement, honors or International Baccalaureate course: or
Earn a career and technical education credential approved by the board.
Does the career investigations content have to be delivered in a traditional classroom setting?
No. School divisions may seek alternate means of delivering career investigations course content provided they are equivalent in scope and rigor and provide the foundation for students to develop their academic and career plans. Possible alternative means include online instruction, middle school exploratory courses and embedding career investigations content in other courses.
Does the new middle school career investigations requirement apply to all middle school students in 2018-2019?
No. The requirement that all middle school students complete a career investigations course or the equivalent is effective with students entering the sixth grade for the first time in 2018-2019.
Will VDOE provide guidance on the career investigations requirement and alternate methods of delivering the content?
Yes. A guidance document is being prepared and will be posted on the VDOE website.
