Louisiana High School
Redesign Commission
Jo Lynne DeMary
Director of the Center for School
Improvement
December 15, 2006
Architecture of Virginia’s
Accountability System
 Standards of Learning, K-12, in all core academic content areas
 An assessment program that measures student achievement of the
Standards of Learning
 Accountability for student achievement results for schools and students
(SOA)
 Support for schools in need of improvement
 High quality standards for instructional personnel through licensure
regulations aligned with Standards of Learning program
 Annual School Performance Report Card to inform parents and the
community on how our schools are doing
Implementation Timeline
 Content rich standards – Adopted by BOE in 1995
 Criterion Referenced Tests based on SOL contentAdministered for the first time in 1998
 Standard credits for graduation effective with ninth
graders in 1998-99 and later
 Verified credits effective with ninth graders in
2000-01 and later
(A verified credit is credit awarded for a course in which a student earns a
standard unit of credit and achieves a passing score on a corresponding end of
course test.)
Graduation Requirements
 Standard Diploma
– To graduate with a Standard Diploma, students must earn at least 22
standard units of credit by passing required courses and electives, and
earn at least six verified credits by passing end-of-course SOL tests or
other assessments approved by the Board of Education.
 Advanced Studies Diploma
– To graduate with an Advanced Studies Diploma, students must earn at
least 24 standards units of credit by passing required courses and
electives, and earn at least nine verified credits by passing end-of course
SOL tests or other assessments approved by the Board of Education.
 Adjustments made for transfer students from other states.
 Other diploma options – modified standard diploma and IEP diploma
available only to students with disabilities; General Achievement
Diploma (limited use)
Standard Diploma
Discipline Area
Standard Credits
Verified Credits
English
4
2
Mathematics
3
1
Lab Science
3
1
History/SS
3
1
Health/PE
2
FA/CTE
1
Electives
6
Student Selected Test
Total
1
22
6
Advanced Studies Diploma
English
4
2
Mathematics
4
2
Lab Science
4
2
History/SS
4
2
Foreign Language
3
Health/PE
2
Fine Arts/CTE
1
Electives
2
Student Selected
Test
Total
1
24
9
End of Course Tests
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English: Reading*
English: Writing*
Algebra I
Algebra II
Geometry
Earth Science
Biology
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Chemistry
World History I
World History II
Virginia & US
History
 World Geography
End of Course Tests
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Criterion referenced
Untimed
Multiple choice, except for writing
Must take EOC test if take course
May be counted as part of grade
Paper/pencil and online
Expedited retakes
Costs Involved
 Annual Testing Contract - $39 million dollars a year (includes item/test
development, field testing, comparability studies,
online/paper/writing/alternative, multiple forms, special forms, scoring,
reports by district, school and student)
 Administrative cost per student/per test – $3.00
 Online tests
Administered over 1 million tests online during 2005-2006 school year
(47,000 in a single day.)
$56 million dollars a year for technology infrastructure improvements
(equipment notes issued by the Virginia Public School Authority; 20%
matching funds by school divisions.)
The Tests Count for Students
 The BOE set 2004 as the year when students
would have to demonstrate proficiency on a least
six SOL tests in order to earn a diploma.
 Transition period (2004-2006)– 2 (reading and
writing) + 4 (Student selected)
 After 2006 – two tests in reading and writing, one
test each in mathematics, science, history and one
of their own choosing.
The Tests Count for Schools
 A school must have at least 70% of its
students pass the SOL tests in each of the
four SOL content areas (mathematics,
science, English, and history/SS) in order for
that school to retain its accreditation (75% in
English grades 3 through 5; 50% for grade 3
science and history).
 No individual school lost its accreditation
because of poor performance by its students
until the 2006-07 school year.
Project Graduation
We will maintain standards and walk the extra mile
with our students. Former Gov Mark R. Warner
 Brochures and videos
 Regional academies – multiple opportunities for
retesting
 Online Tutorials – include diagnostic tool with
lessons and exercises tailored to the needs of
each student (Princeton Review)
 Practice tests/released test items
 Special Project Graduation Web site
 Continuation academies
District/School Supports
.
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Standards of Learning Curriculum Frameworks for
English, Mathematics, Science, History and Social
Science
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Standards of Learning Enhanced Sample Scope and
Sequence Guides for English, Science, Mathematics,
History and Social Science
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Standards of Learning Test Blueprints
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Virginia Electronic Practice Assessment Tool
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Standards of Learning Released Test Items
How Do We Know It’s Working
 High school graduation rate has held steady – 94.3%
 The percentage of students enrolled in the 9th grade
and graduating four years later – 73.5%
 The percentage of Virginia students who graduated
with an Advanced Studies Diplomas increased for a
third consecutive year (50.7 %)
 Nine out of ten Virginia schools are fully accredited
 The Commonwealth, 72% of its divisions, and 73 % of
its schools met or exceeded NCLB achievement
objectives
It’s Working
 Virginia has one of the highest participation rates in the
nation on the SAT (73%).
 The number of students taking advanced placement
examinations and qualifying for college credit, including
students who tend to be underrepresented in these
courses, has increased significantly. (12% in 2005-2006)
 The average ACT composite score among Virginia high
school graduates increased significantly this year as the
number of test takers in the state continued to rise.
 Commonwealth was the only state in the nation in which
students on the national science test (NAEP) increased
their level of achievement on all three components of the
test (Earth science, physical science, life science)
Lessons Learned
 Real reform takes time – Educators, parents, business
and community leaders, legislators and other stakeholders
have to be an integral part of the reform effort.
 Listen to legitimate concerns and be receptive to changes
that strengthen reform policy
 Prepare public for early failure rates – In 1998, the first
year of SOL testing, only 2 percent of the schools met the
standard for full accreditation.
 Resist efforts to lower the bar or postpone the
consequences
Lessons Learned
 Instructional supports to schools should
come early in the reform.
 Validity and reliability of tests are critical in a
high stakes environment.
Never doubt that a small group of
thoughtful, committed citizens
can change the world. Indeed,
it’s the only thing that ever has.
Margaret Mead