SOA: Impact on Schools & Impact on Students
The revisions to the Standards of Accreditation (SOA) 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.
Impact on Schools
School Accountability
The school accountability requirements included in the Standards of Accreditation (SOA) measure performance on multiple school quality indicators. School quality indicators provide information on overall student achievement, achievement gaps and student engagement.
Elementary and middle schools are evaluated on the following indicators:
- Overall proficiency in English reading/writing achievement and growth in reading (including progress of English learners toward English-language proficiency)
- Overall proficiency and growth in mathematics
- Overall proficiency in science
- Achievement gaps among student groups in English
- Achievement gaps among student groups in mathematics
- Chronic Absenteeism
High schools are evaluated on the following school-quality indicators:
- Overall proficiency in English reading/writing and progress of English learners toward English-language proficiency
- Overall proficiency in mathematics
- Overall proficiency in science
- Achievement gaps among student groups in English
- Achievement gaps among student groups in mathematics
- Graduation and Completion Index
- Dropout rate
- Chronic Absenteeism
- College, career and civic readiness (effective with 2022-2023 accreditation ratings)
School-Quality Indicators
Performance on each school quality indicator is rated at one of three performance levels: Level One (meets or exceeds the state standard for the indicator or making adequate improvement), Level Two (near the standard or making sufficient progress) or Level Three (below the standard).
Achievement of All Students
| Indicator | Level One | Level Two | Level Three |
|---|---|---|---|
| English Combined Rate | At least 75% OR Between 66-74% and 10% improvement in failure from previous year |
66-74% OR Between 50-65% and 10% improvement in failure from previous year |
65% or lower OR Level Two for more than four consecutive years |
| Math Combined Rate (elementary & middle) and Math Pass Rate (high schools) | At least 70% OR Between 66-69% and 10% improvement in failure from previous year |
66-69% OR Between 50-65% and 10% improvement in failure from previous year |
65% or lower OR Level Two for more than four consecutive years |
| Science Pass Rate | At least 70% OR Between 66-69% and 10% improvement in failure from previous year |
66-69% OR Between 50-65% and 10% improvement in failure from previous year |
65% or lower OR Level Two for more than four consecutive years |
Achievement Gaps
| Indicator | Level One | Level Two | Level Three |
|---|---|---|---|
| English Achievement Gaps | No more than one student group at Level Two | Two or more student groups at Level Two; no more than one at Level Three | Two or more student groups at Level Three |
| Math Achievement Gaps | No more than one student group at Level Two | Two or more student groups at Level Two; no more than one at Level Three | Two or more student groups at Level Three |
Student Engagement
| Indicator | Level One | Level Two | Level Three |
|---|---|---|---|
| Graduation and Completion Index (high schools) | At least 88 OR Between 81-87 and 2.5% improvement from previous year |
81-87 OR 80 or lower and 2.5% improvement from previous year |
80 or lower OR Level Two for more than four consecutive years |
| Dropout Rate (high schools) | No more than 6% OR Greater than 6% but less than 9% and 10% improvement from previous year |
Greater than 6% but no more than 9% OR 9% or higher and 10% improvement from previous year |
Greater than 9% OR Level Two for more than four consecutive years |
| Chronic Absenteeism | No more than 15% OR Greater than 15% but less than 25% and 10% improvement from previous year |
Greater than 15% but no more than 25% OR Greater than 25% and 10% improvement from previous year |
Greater than 25% or higher OR Level Two for more than four consecutive years |
| College, Career and Civic Readiness (high schools) | At least 85% | 71-84% | 70% or lower OR Level Two for more than four consecutive years |
All schools must develop a multi-year improvement plan that shall be reviewed annually by divisions. The plan should include actions to support continuous improvement on each school quality indicator, regardless of the performance level.
In addition, depending on the performance level of each school quality indicator, the following actions may also be required:
- LEVEL ONE — Continue to monitor data associated with the indicator and review and revise multi-year improvement plan.
- LEVEL TWO — Revise multi-year improvement plan and implement revisions to improve performance on the indicator. Conduct an academic review (or other appropriate review) for overall Level Two indicators in English, Math, or Science.
- LEVEL THREE — Implement a corrective action plan to improve performance on the indicator following an academic review (or other appropriate review) conducted by the Virginia Department of Education, or under its guidance. Progress subject to regular monitoring by the Virginia Department of Education.
SOL Performance Levels and Growth
Because students are assessed annually in reading and mathematics in grades 3-8, it is possible to compare year-to-year performance. Non-passing students who demonstrate sufficient growth in performance are included in the combined rate.
Achievement of All Students
When possible, school quality indicators for English and mathematics express proficiency and growth through a combined rate that provides credit for students who passed SOL tests in the content area and for students who didn’t pass but met or exceeded progress benchmarks. Ratings are based on performance during the most recent year or on a three-year average.
English
- The combined rate for English for elementary and middle schools includes students who passed SOL tests in reading or writing and students who didn’t pass the reading tests but showed growth, including English learners who made progress toward English proficiency.
- The combined rate for English for high schools includes students who pass SOL tests in reading or writing and English learners who made progress toward English proficiency.
Mathematics
- The combined rate for math for elementary and middle schools includes students who passed SOL tests in math and students who didn’t pass but showed growth.
- Math indicators for high schools are based on the percentage of students passing SOL tests in Algebra I, Geometry and Algebra II.
Science
The school quality indicator for science is the overall pass rate on all science SOL tests administered within the school. Ratings are based on performance during the most recent year or on a three-year average.
Achievement Gaps in English and Mathematics
Ratings on English and mathematics school quality indicators are calculated for the following student groups: Asian, black, economically disadvantaged, English learners, Hispanic, Multiple Races, students with disabilities and white. Schools are rated as follows based on the performance of these student groups:
- LEVEL ONE — No more than one student group at Level Two
- LEVEL TWO — Two or more student groups at Level Two and no more than one at Level Three
- LEVEL THREE — Two or more student groups at Level Three
Student Engagement
Graduation and Completion Index
Ratings on the Graduation and Completion Index are based on performance for the most recently graduating cohort of students, or on a three-year average.
- LEVEL ONE — Schools with a Graduation and Completion Index of at least 88 or schools with an index between 81 and 87 and demonstrating a 2.5 percent improvement from the previous year
- LEVEL TWO — Schools with a Graduation and Completion Index of 81-87 or schools with an index 80 or lower and demonstrating a 2.5 percent improvement from the previous year
- LEVEL THREE — Schools with a Graduation and Completion Index of 80 or lower or Level Two for more than four consecutive years
Dropout Rate
A high school’s four-year, cohort dropout rate is based on performance during the most recent year or on a three-year average.
- LEVEL ONE — Schools with a dropout rate of no more than 6 percent or schools with a rate greater than 6 percent but no more than 9 percent and demonstrating a 10 percent improvement from the previous year
- LEVEL TWO — Schools with a dropout rate of greater than 6 percent but no more than 9 percent or schools with a rate 9 percent or higher and demonstrating 10 percent improvement from the previous year
- LEVEL THREE — Schools with a dropout rate greater than 9 percent or at Level Two for more than four consecutive years
Chronic Absenteeism
Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Performance on this indicator is based on a current year or 3-year rate and rated as follows:
- LEVEL ONE — Schools with a chronic absenteeism rate of no more than 15 percent (that is, no more than 15 percent of the students missing 10 percent of the school year), or schools with a rate greater than 15 percent but no more than 25 percent and demonstrating 10 percent improvement from the previous year
- LEVEL TWO — Schools with a chronic absenteeism rate greater than 15 percent but no more than 25 percent, or schools with a rate greater than 25 percent and demonstrating a 10 percent improvement from the previous year
- LEVEL THREE — Schools with a chronic absenteeism rate of greater than 25 percent or schools with a Level Two rating for more than four consecutive years
College, Career and Civic Readiness
The College, Career and Civic Readiness Index will be a school quality indicator for high schools effective with the 2022-2023 accreditation year ratings using the 2021-2022 cohort data. The index will measure the extent to which students successfully complete advanced coursework, Career and Technical Education coursework and credentialing, and work-based and service learning.
School Accreditation Ratings
Under the SOA, schools earn one of the following three ratings:
- Accredited — Schools with all school quality indicators at either Level One or Level Two
- Accredited with Conditions — Schools with one or more school quality indicators at Level Three
- Accreditation Denied — Schools that fail to adopt or fully implement required corrective actions to address Level Three school quality indicators. A school rated as Accreditation Denied may regain state accreditation by demonstrating to the Board of Education that it is fully implementing all required corrective action plans.
Sample School: South Middle School earned a rating of Accredited
| Indicator Area | School-Quality Indicator | Performance Level |
|---|---|---|
| Academic Achievement | English Combined Rate | Level One |
| Academic Achievement | Math Combined Rate | Level One |
| Academic Achievement | Science Pass Rate | Level One |
| Achievement Gaps | English Achievement Gaps | Level Two |
| Achievement Gaps | Math Achievement Gaps | Level Two |
| Student Engagement | Chronic Absenteeism | Level Two |
Sample School: North High School earned a rating of Accredited with Conditions
| Indicator Area | School-Quality Indicator | Performance Level |
|---|---|---|
| Academic Achievement | English Combined Rate | Level One |
| Academic Achievement | Math Pass Rate | Level One |
| Academic Achievement | Science Pass Rate | Level One |
| Achievement Gaps | English | Level Two |
| Achievement Gaps | Math | Level Three |
| Student Engagement | Chronic Absenteeism | Level Two |
| Student Engagement | Graduation & Completion | Level One |
| Student Engagement | Dropout Rate | Level Two |
| Student Engagement | College, Career & Civic Readiness | (Effective 2022-2023) |
Impact on Students
Profile of a Virginia Graduate
The SOA maintains high expectations for learning in English, math, science and history and social science while reducing the number of SOL tests students must pass to earn a high school diploma. The SOA also implements the “Profile of a Virginia Graduate,” which includes knowledge, skills, attributes and experiences identified by employers, higher education and the Virginia Board of Education as critical for future success in the workplace and in college. These include academic content knowledge, workplace skills, community and civic responsibility and career planning.
Also embedded within the Profile of a Virginia Graduate is the expectation that students will demonstrate foundational skill in what are known as the “Five C’s”: critical thinking, creative thinking, communication, collaboration and citizenship.
The new graduation requirements place increased emphasis on the practical application of learned skills and content knowledge by expanding the use of performance-based assessments for the awarding of verified credits.
In addition, the career-planning component of the new graduation requirements provides the opportunity for students to learn about employment options aligned with their interests in their own communities and elsewhere. While there is no specific activity that a student must experience (such as an internship, job-shadowing assignment or participation in a career fair) to graduate, school divisions are required to provide opportunities for students to learn about workplace expectations and career options aligned with their interests in their own communities and elsewhere.
School divisions also must ensure that students understand and demonstrate civic responsibility and community engagement.
Course Requirements and Verified Credits
The new graduation requirements are effective with students entering the ninth grade in the fall of 2018 (class of 2022). The number of standard credits for a Standard Diploma remains the same (22), but the number of required verified credits — earned by passing a course in the content area and associated end-of-course assessment — is reduced from six to five (one each in English reading, English writing, mathematics, science and history and social science).
For an Advanced Studies Diploma the number of standard credits remains the same (26), but the number of required verified credits is reduced from nine to five (one each in English reading, English writing, mathematics, science and history and social science).
Standard Diploma (Class of 2022)
| Subject | Standard Units of Credit Required | Verified Credits Required |
|---|---|---|
| English | 4 | 2 |
| Mathematics | 3 | 1 |
| Science | 3 | 1 |
| History and Social Science | 3 | 1 |
| Health & Physical Education | 2 | 0 |
| World Language, Fine Arts or Career & Technical Education | 2 | 0 |
| Economics & Personal Finance | 1 | 0 |
| Electives | 4 | 0 |
| TOTAL | 22 | 5 |
Advanced Studies Diploma (Class of 2022)
| Subject | Standard Units of Credit Required | Verified Credits Required |
|---|---|---|
| English | 4 | 2 |
| Mathematics | 4 | 1 |
| Science | 4 | 1 |
| History and Social Science | 4 | 1 |
| World Language | 3 | 0 |
| Health & Physical Education | 2 | 0 |
| Fine Arts or Career & Technical Education | 1 | 0 |
| Economics & Personal Finance | 1 | 0 |
| Electives | 3 | 0 |
| TOTAL | 26 | 5 |
Students have additional flexibility in how they can earn verified credits under the new graduation requirements. Students may verify course achievement in the following ways:
- By passing the end-of-course SOL test corresponding with the course or a Board of Education-approved substitute assessment;
- By earning a locally awarded verified credit in English, mathematics, science or history and social science in accordance with criteria established by the Board of Education (a student may earn no more than one locally awarded verified credit); and
- By passing a local performance-based assessment in English writing in lieu of the end-of-course SOL test.
In addition, beginning with the class of 2022, all students must either earn a career and technical education credential or complete an Advanced Placement, International Baccalaureate or honors course to graduate.