The Virginia Department of Education is facing calls for greater transparency regarding plans to raise academic benchmarks for students.
Education leaders and critics said that while they understand the need to raise expectations, they are concerned that the results of adjusting cut scores — used to determine whether K-12 students are meeting proficiency levels — could negatively impact equitable access to education, lead to teacher burnout, and decrease graduation rates.
Before seeking the Board of Education’s final approval, VDOE stated at the board’s Aug. 28 business meeting that it plans to provide a modeling and impact analysis using this year’s assessment results to determine how each school division would have performed under the proposed recommended cut scores.
The objective, established by Gov. Glenn Youngkin’s administration, is to better align the cut scores with the rigor of the National Assessment of Educational Progress (NAEP) to help students improve their thinking skills and use different skills together when solving problems.
The action is part of a larger plan approved by the General Assembly and Youngkin to revise the state Standard of Learning assessments (SOLs) but it has met pushback from some including school division superintendents who say they don’t have enough information about the process.
“Without a thorough understanding of how these cut scores were developed and determined and their impact, our students, parents and educators will not have the transparency needed to fully embrace these new goals,” Scott Brabrand, executive director of the Virginia Association of School Superintendents, said at the board’s Aug. 28 business meeting.
During the spring, a standards-setting committee comprising teachers and instructional specialists was established to develop cut-score recommendations for review by the Board of Education in June, with a final decision anticipated in July.
In response, Board of Education President Grace Creasey, a Youngkin appointee, told the Mercury that the work was not completed under the leadership of former superintendent Lisa Coons, who resigned in mid-March.
“The work was never done and that was uncovered,” Creasey said, adding that once the board and agency started the process of setting new standards, they realized “going to look for that work, it hadn’t been done.”
However, Creasey said she believes the board will approve the cut scores no later than October. The board’s subsequent two business meetings are on Sept. 25 and Oct. 23.
The recommendations
As projected, the standards setting committee and Superintendent of Public Instruction Emily Anne Gullickson proposed a significant number of proficiency increases, mostly for reading.
A score of 400 has been the standard for passing the assessments for several years.
However, in grade 4 reading, the committees recommended increasing the proficiency minimum to 444, up from 400. The superintendent recommended raising it to 449. In Algebra I, the committees recommended increasing the proficiency minimum to 445, up from 400. The superintendent recommended raising it to 453.
The updated performance standards will not take effect until spring 2026.
