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1999 SESSION

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HB 2570 Standards of Learning assessments.

Introduced by: Mary T. Christian | all patrons    ...    notes | add to my profiles

SUMMARY AS PASSED HOUSE: (all summaries)

Standards of Learning assessments. Provides that the results of any Standards of Learning (SOL) assessments shall not constitute the sole basis for the promotion or retention of students. Technical amendments to Standard 3 correct errors addressing the phase-out of the Literacy Passport Test.

Currently, the Standards of Accreditation (SOAs) state that the SOL assessments “shall constitute the primary evaluation of student academic achievement” (8 VAC 20-131-40) and achievement of a passing score on the SOL tests shall be considered in “promotion/retention policies adopted by the local school board.” In addition, schools are to “use the SOL test results as part of a multiple set of criteria for determining advancing or retaining students in grades 3, 5, and 8. No promotion/retention policy shall be written in a manner as to systematically exclude students from membership in a grade or participation in a course in which SOL tests are to be administered.” (8 VAC 20-131-30)

Finally, the SOAs clearly state that schools shall be accredited “primarily” based on pupil achievement, as evidenced by scores on the SOL tests and other assessments. In the elementary grades, accreditation will be based on the percentage of eligible students in grades 3 and 5 achieving passing scores on the SOL tests in the four core subject areas; in middle schools, SOL tests in the four core subjects for 8th graders and end-of-course tests “where applicable” will determine accreditation. End-of-course SOL test scores will support secondary school accreditation. (8 VAC 20-131-280 D; 8 VAC 20-131-300)

Pursuant to Standard 1 of the Standards of Quality, students who fail to pass all of the SOL tests in grades 3, 5, and 8 are now required to attend summer school or participate in another form of remediation. Students who fail any of the SOL tests in these grades are also the target of prevention and intervention programs in Standard 1.


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