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Virginia students will soon face tougher academic expectations. Nearly a month after school leaders demanded greater transparency, the State Board of Education voted Thursday to support raising the benchmarks — or cut scores — for math and English, setting off a debate over how the changes will affect classrooms.
The decision to raise the cut scores, which determine whether K-12 students meet proficiency standards — has been a priority for Gov. Glenn Youngkin’s administration. The goal is to align Virginia’s benchmarks with the rigor of the National Assessment of Educational Progress (NAEP), a move officials say will help students develop deeper problem-solving skills.
Youngkin’s appointed Board of Education is weighing concerns from education leaders who warn the changes could harm equitable access,contribute to teacher burnout, and lower graduation rates. The current cut scores for math and English were set in 2016 and 2017.
“We’re measuring today’s proficiency expectations using outdated benchmarks,” said Board of Education President Grace Creasey. “Approving new cut scores are necessary to reflect proficiency expectations for mastery of our more rigorous 2023 mathematics and 2024 English standards.”
On Thursday, the board endorsed the recommendation by Superintendent of Public Instruction Emily Anne Gullickson and the standards setting committee to raise the cut scores, capping off a yearslong process that included adopting tougher academic standards in 2023 and 2024 and aligning state assessments.
The initiative is part of Youngkin’s push to close the “honesty gap,” the disparity between Virginia’s proficiency standards and NAEP benchmarks, which often show students performing worse on the national exam than on state tests.
For several years, a score of 400 has been enough to pass. But the new recommendations push proficiency minimums higher: in grade 4 reading, the committee proposed 444, up from 400, and the superintendent 449; in Algebra I, the committee recommended 445 and the superintendent.
The new performance standards will not take effect until spring 2026.
Tiara Booker-Dwyer, the Virginia Department of Education’s deputy superintendent of Student Outcomes and School Quality, told the board that the department will meet directly with school leaders to discuss the impacts of the new cut scores and develop support plans. The board is expected to vote on a phased implementation model — lasting no fewer than four years — at its Oct. 24 meeting.
“We have impact data by divisions, and we’re going around the month of October to each division, to share that impact data with them, to talk through strategies on the support that’s needed,” Booker-Dwyer said. “That’s why we’re coming back to the board in October for approval of the phase-in model because we can make tweaks, we want to make sure we’re doing what’s right for the school divisions and honoring requests that they have made.”
Gullickson emphasized the importance of the vote, adding that it was “the most critical” action because it reaffirms Virginia’s commitment to its students and their future.
“I am excited that every parent in the commonwealth and teacher and principal and superintendent and, most importantly, students will have the confidence that as they walk across that stage, they know that it means that they are truly ready for the pathway that they are being called to pursue,” Gullickson said.
Ahead of the October vote, the board will also consider a policy plan to add a temporary ”approaching” category to recognize progress toward proficiency during the phase-in. The plan would also revise score reports for parents to include details such as “score earned, performance level, content mastery, growth areas, and strategies and resources to advance learning,” while expanding professional development and resources for teachers and families.
Rodney Jordan, a representative for the Virginia School Boards Association, said the group supports higher expectations but stressed they must come with adequate resources.
“VSBA remains dedicated to support excellent student outcomes for each and every public school student,” Jordan said. “Critical to achieving that goal is communicating with clarity and transparency the current reality for students and the instruction resources and support necessary to ensure student success.”
Phillip Abou-Zaki, who identified as having experience in the plumbing pipeline industry, said raising proficiency expectations will better prepare students for the workforce, because graduates are currently not ready to step into specific fields, including plumbing, which supports hospitals and universities.
“We hire promising young people who are motivated and hardworking, but they struggle with the math needed to do the job that slows down their progress, creates frustration and ultimately limits their earning potential,” Abou-Zaki said.
“When we raise expectations, we send a message to students, families and schools that we believe in our kids and know they are capable of more. High standards are about preparing young people for real-world success.”
