Graduation
Overview
Graduation Supports within the Virginia Department of Education's School Performance Support Framework are designed to improve student outcomes by providing targeted interventions and resources that support students on their path to graduation and reduce the risk for dropout. These supports prioritize identifying and addressing barriers to student success early, fostering academic achievement, attendance, engagement, and social-emotional development with the goal of ensuring all students graduate college and career ready.
Aligned with the framework's commitment to continuous improvement and high expectations for every learner, Graduation Supports integrate systemic strategies and collaborative efforts across schools, families, and communities. By leveraging data-driven approaches and tailored support plans, schools can proactively meet individual student needs, promote persistence, and celebrate milestones that lead to successful completion of high school and postsecondary readiness. This approach reflects the broader goals of the School Performance Support Framework to build strong foundations and close opportunity gaps for all Virginia learners.
Graduation Requirements
In order to earn a diploma and graduate from a Virginia high school, students must earn standard units of credit and verified units of credit. The Board of Education’s Virginia Standards of Accreditation (SOA) at 8VAC20-132, provide the requirements for graduation in Virginia. The number of standard and verified credits required varies by diploma type and the year in which the student entered ninth grade. More information on the number of credits required can be found on the webpages for each diploma type:
Graduation Requirement Resources
- Standard Credit - In accordance with 8VAC20-132-110(A) of the Standards of Accreditation (SOA), a "standard unit of credit" or "standard credit" is a credit awarded for a course in which the student successfully completes 140 clock hours of instruction and the requirements of the course.
- Verified Credit - In accordance with 8VAC20-132-110(B) of the Standards of Accreditation, a "verified unit of credit" or "verified credit" is a credit awarded for a course in which a student earns a standard unit of credit and completes one of the following:
- Achieves a passing score on a corresponding end-of-course SOL test.
- Achieves a passing score on an additional test, as defined in 8VAC20-132-10, as a part of the Virginia Assessment Program.
- Meets the criteria for the receipt of a locally awarded verified credit (see below) when the student has not passed a corresponding SOL test.
- Locally Awarded Verified Credit - To be eligible to earn locally awarded verified credits in English, mathematics, science, or history/social science, a student must:
- Pass the high school course,
- Score within a 375-399 scale score range on any administration of the Standards of Learning test after taking the test at least twice, and
- Demonstrate achievement in the academic content through an appeal process administered at the local level.
Graduation Resources
Below are options for meeting the Commonwealth's graduation requirements.
- Credit Accommodations for Students with Disabilities
Credit accommodations provide alternatives for students with disabilities in earning the standard and verified credits required to graduate with an Advanced or Standard Diploma. - Substitute Tests for Verified Credit
As permitted by the Virginia Standards of Accreditation (8VAC20-132-110), the Virginia Board of Education has approved various “substitute” tests and set the minimum score that must be achieved for the purpose of awarding verified credit to students. Substitute Tests Approved for Awarding Verified Credit (PDF) - Project Graduation
Project Graduation funding is available to school divisions to provide instructional support for students in need of verified credits for graduation. Instructional support activities provide intervention and/or remediation to assist targeted students who have received passing grades for standard credit-bearing course(s) but failed the required Standards of Learning (SOL) assessment needed to earn verified credit(s) to complete their diploma requirements. Support activities may be offered by individual school divisions or by regional partnerships of school divisions. - Information for Transfer Students
Section 8VAC 20-132-60 of the Virginia Standards of Accreditation (SOA) prescribes certain requirements applicable to students transferring into Virginia public schools.
- Diploma Seals
Students meeting specific requirements for graduation and demonstrating exemplary performance may receive diploma seals for recognition. Section 8VAC20-132-51 of the Standards of Accreditation establishes the requirements for diploma seals. VDOE provides the following seals to local school divisions. - Academic & Career Plan
In the Virginia Standards of Accreditation (SOA), section 140 describes provisions for each middle and high school student to have a personal learning plan and course of study that aligns with the student’s academic and career goals. - Graduation Frequently Asked Questions on Verified Credits, Transfer Students, and Assessments
Supports and Resources for All Schools
(A Starting Point for Distinguished and On Track Schools)
These resources are ideal starting points for those schools who are in distinguished and on track categories and are designed for continuous improvement.
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Trends, Challenges, and Evidence-Based Strategies for School Dropout Prevention in Virginia |
This MERC research and policy brief explores school dropout prevention by focusing on recent trends and research. It addresses the following questions:
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Preventing Dropout in Secondary Schools (What Works Clearing House) |
This practice guide provides school educators and administrators with four evidence-based recommendations for reducing dropout rates in middle and high schools and improving high school graduation rates. Each recommendation provides specific, actionable strategies; examples of how to implement the recommended practices in schools; advice on how to overcome potential obstacles; and a description of the supporting evidence. |
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National Dropout Prevention Center |
Since 1986, the National Dropout Prevention Center (NDPC) has conducted and analyzed research; sponsored workshops and national conferences; and collaborated with researchers, policymakers, and practitioners to further the mission of reducing America’s dropout rate by meeting the needs of youth in at-risk situations, including students with disabilities. |
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Panorama Education’s comprehensive toolkit gives district leaders key resources they need to support school teams in driving student success:
Whether you’re dealing with complex tracking systems or looking for actionable strategies and templates to fine-tune existing processes, this toolkit provides real solutions for real challenges—no matter where your district stands today. |
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Multi-Tiered System of Supports (MTSS) is a systemic, data-driven approach that allows divisions and schools to provide targeted, evidence-based interventions to meet the needs of their students. This is done through a clearly defined process that is implemented to fidelity by all stakeholders within the school and/or division. The vision of technical assistance provided by the Virginia Tiered Systems of Supports (VTSS) is to build a sustainable MTSS through collaboration with divisions, schools, families, communities, and students that results in equitable and improved academic, behavioral, and social emotional outcomes for all. |
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Virtual learning programs offer flexibility to students while providing instruction aligned with the Standards of Learning. A number of Virginia school divisions provide opportunities for their students to take online courses as a part of their regular course offerings. |
Supports and Resources for Off Track, TSI, and ATSI Schools
These resources are ideal starting points for those schools who need targeted assistance with groups of students or grade bands. Resources are targeted, specific and have an opt-in approach so those schools that need them receive more intense collaboration than the above tools and professional learning.
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This is a one-page checklist from Your Complete Guide to Transition Planning and Services (Morningstar & Clavenna-Deane) outlining six evidence-based recommendations (e.g. using data systems, assigning adult advocates, academic support, behavioral/social skills, personalization, and rigorous/relevant instruction) for schools to implement dropout prevention strategies. Each recommendation is accompanied by specific, actionable “check” items that schools can use to track whether they’ve adopted those practices. |
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The Superintendent's ActionKit for Improving Attendance is a roadmap designed for school divisions to intentionally review and expand their school division's attendance planning. Superintendents and school leaders can use this four-step roadmap to design customized attendance strategies that meet their school and division needs. |
Supports & Resources for Schools in Need of Intensive Supports and CSI
These resources are ideal starting points for those schools who need intensive, schoolwide support. Resources are tailored to provide robust interventions to ensure that strong instruction is delivered every day and that students are growing and achieving in grade level content. While most resources are designed with opt-in approach, some will be required of those schools who need the most support and professional learning.
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Community Schools |
Community schools are schools that intentionally form strong partnerships with families and the community to prepare each student for success. The Virginia Community School Model is powered by shared leadership and focused on four branches of support: basic student needs, emotional and mental health, family and community engagement, and student engagement and motivation. By addressing barriers to learning and strengthening family-school-community partnerships, community schools create conditions where students are better positioned to succeed academically and socially.
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