1. Introduction
Virginia has recently enacted a significant shift in its educational policy by mandating the inclusion of Standards of Learning (SOL) test results as a component of students' final grades. This change, slated to take effect during the 2026-2027 academic year, will see SOL scores constitute 10% of a student's overall grade in relevant subjects.1 This bipartisan initiative aims to elevate student achievement levels and improve overall test performance across the Commonwealth.1 Previously, while passing a minimum of five SOL tests was a prerequisite for graduation, these standardized test scores did not directly influence a student's final grades in individual courses.1 The decision to integrate SOL scores into final grades reflects a broad agreement among policymakers regarding the necessity of educational reform, particularly in light of recent trends in student achievement. Data from the National Assessment of Educational Progress indicate that Virginia students have shown limited progress in test scores following a sharp decline after the COVID-19 pandemic.1 This shared concern across political lines underscores the perceived urgency to address stagnant educational outcomes. The specific weight of 10% suggests a considered approach, seeking to provide a meaningful incentive for students to perform well on these standardized assessments without allowing a single test to disproportionately determine their academic standing. This percentage likely represents a balance between enhancing accountability and maintaining a more comprehensive evaluation of student learning that includes classroom-based work and other assessments. This report endeavors to provide a balanced, expert-level analysis of the potential benefits and drawbacks associated with this significant policy alteration.
2. Background and Context of SOL Assessments in Virginia
The Virginia Standards of Learning (SOL) assessments serve as the state's standardized testing program for public education, evaluating student proficiency in essential subjects such as English, mathematics, science, and history/social science.2 These assessments are administered to students in grades 3 through 12, with the format varying by grade level. High school students typically take end-of-course (EOC) tests upon completion of specific subjects like Algebra I or Biology, while students in grades 3 through 8 participate in grade-level tests covering the curriculum taught during those years.2 The content of these SOL tests is directly aligned with the Virginia Standards of Learning, a comprehensive set of academic standards developed by the Virginia Department of Education (VDOE).2 These standards outline the expected knowledge and skills students should acquire in each subject at each grade level, guiding teachers' instructional practices throughout the academic year.2 Beyond measuring individual student learning, SOL assessments play a crucial role in state and federal accountability systems, including the accreditation of schools.2 A scaled score ranging from 0 to 600 is used to report student performance, with a score of 400 considered the minimum for acceptable proficiency and 500 indicating advanced performance.2
Currently, SOL scores serve primarily as a requirement for graduation, where students must pass at least five SOL tests to receive a diploma.1 However, these scores do not factor into the calculation of students' final grades in their courses.1 The results of SOL tests are provided to families, offering insights into their child's performance relative to state standards.7 Furthermore, the data generated from SOL assessments are utilized to identify achievement disparities among various student subgroups, such as those based on race, ethnicity, or socioeconomic status.8 The recent policy shift to include SOL scores in final grades is driven by several key objectives. A primary goal is to invigorate student effort and improve overall test results across the Commonwealth.1 This change is also a response to concerns about the slow progress in student test scores observed since the significant disruptions caused by the COVID-19 pandemic.1 Proponents of the policy believe that making SOLs a component of the final grade will incentivize students to take the tests more seriously, fostering greater engagement and a stronger sense of responsibility towards these assessments.1 Additionally, the new law includes a change in the reporting of SOL scores, shifting from the 600-point system to a 100-point scale, which is intended to enhance transparency and facilitate a clearer understanding of student performance for parents.1
3. Potential Benefits of Integrating SOL Scores into Final Grades
Integrating SOL scores into students' final grades carries several potential benefits. Primarily, it could lead to increased student motivation and accountability regarding their performance on these standardized tests.1 When SOL results have a direct impact on their academic standing, students may be more inclined to prepare thoroughly and exert greater effort during the assessments. This heightened sense of responsibility towards standardized testing could ultimately contribute to the overarching goal of improved student achievement across the state.1 Furthermore, incorporating SOL scores into the final grade can provide a more comprehensive evaluation of a student's overall performance in a subject.11 Alongside classroom-based assignments, projects, and other assessments, the SOL score offers an additional data point reflecting a student's mastery of state-defined learning standards. This could provide a broader perspective on a student's academic standing, potentially revealing strengths or weaknesses that might not be fully evident through traditional grading methods alone.11 This policy also aligns with broader efforts to raise academic standards and expectations within the Virginia education system.11 By making SOL performance a factor in final grades, the state reinforces the significance of meeting these established learning objectives, potentially fostering a school-wide and student-wide culture that values higher academic attainment.6 This may encourage students to aim for proficient and advanced levels on the SOLs, aligning with the state's commitment to educational excellence.
4. Potential Drawbacks and Concerns
Despite the potential benefits, integrating SOL scores into final grades also raises several significant drawbacks and concerns. A major worry is the potential for increased student stress and test anxiety.1 Attaching academic consequences to performance on a high-stakes standardized test like the SOL could significantly elevate anxiety levels, particularly among students who already experience nervousness around testing situations.17 This heightened anxiety could have negative emotional and psychological repercussions for students, potentially hindering their overall learning and well-being. Another critical concern is the risk of narrowing the curriculum and encouraging "teaching to the test".18 Facing pressure to ensure their students perform well on the SOLs, teachers might feel compelled to prioritize instruction on tested content and question formats, potentially at the expense of other valuable aspects of the curriculum. This could ultimately undermine the development of essential skills such as critical thinking, problem-solving, and creativity if classroom instruction becomes overly focused on rote memorization and test-taking strategies.2
Furthermore, there are concerns about the potential for an inequitable impact on certain student populations.1 Standardized tests have been shown to potentially disadvantage minority students, students with learning disabilities, English learners, and economically disadvantaged students due to factors such as test bias, disparities in access to resources, and varying levels of test anxiety. If SOL scores, which may be influenced by these factors, now directly affect final grades, it could exacerbate existing achievement gaps. Finally, questions arise regarding the validity and reliability of using a single standardized test score as a significant determinant of a final grade.2 A student's performance on one test taken on a specific day may not accurately reflect their overall understanding and mastery of the subject matter throughout the entire course. Standardized tests, particularly those employing multiple-choice formats, might not fully capture the depth of critical thinking, problem-solving abilities, and application skills that can be assessed through more comprehensive classroom-based evaluations.26 The concern about increased bullying also emerges 1, as students who perform poorly on SOLs, now that these scores contribute to their grades, might become targets for negative social interactions from their peers.
5. Perspectives of Stakeholders
The Virginia Department of Education (VDOE) views the integration of SOL scores into final grades as a strategic move to enhance student progress and elevate overall test results within the state.1 The VDOE anticipates that this policy will serve as a stronger incentive for students to engage with and take ownership of their performance on the SOL assessments, ultimately leading to improved accountability and achievement.1 In support of this change, the department emphasizes its commitment to providing necessary resources and promoting transparency. This includes initiatives such as releasing past SOL tests for practice and transitioning to a more easily understandable 100-point scoring system.1
The Virginia Education Association (VEA), while not explicitly stating its position on this specific policy in the provided materials, has a history of advocating for reforms to the SOL assessment system. The VEA generally supports reducing the total amount of testing and ensuring that assessments provide formative feedback to guide instructional practices.53 The organization has also voiced broader concerns regarding the validity of SOL scores as a sole measure of student learning and the potential negative impacts of high-stakes testing environments.49 This suggests that while the VEA may share the goal of improved student outcomes, they might have reservations about the approach of directly linking SOL scores to final grades.
Similarly, the Virginia PTA's specific stance on this policy is not detailed in the provided snippets. However, the organization generally supports comprehensive assessment systems that utilize multiple measures to evaluate student growth and achievement, reflecting a broad range of knowledge and skills.8 The PTA also advocates for reducing the overall testing burden on students and ensuring that assessment data is timely and informative for students, parents, and educators.8 This focus on a multi-faceted approach to assessment indicates a potential preference for a more holistic view of student performance than one heavily reliant on a single standardized test.
From the perspective of students, initial reactions to the policy shift reveal concerns about the potential for increased stress and the feeling of being defined solely by their performance on the SOL tests.1 Some students worry about the consequences for those who may possess a strong understanding of the course material but struggle with the format or pressure of standardized testing.1
The VDOE's emphasis on addressing learning loss incurred during the pandemic 1 suggests that this policy change is seen as a tool to accelerate academic recovery by increasing student engagement with the SOLs. However, the absence of explicit endorsement from the VEA and PTA in the provided materials could imply underlying concerns about the policy's potential negative consequences or a preference for alternative strategies to improve student achievement.
6. Research and Evidence on High-Stakes Testing and Grading
Research on the impact of high-stakes testing offers insights relevant to Virginia's policy shift. Studies suggest that attaching significant consequences to standardized test performance can paradoxically decrease student motivation and contribute to higher dropout rates.20 The pressure associated with these tests can lead to a narrowing of the curriculum as educators prioritize tested content, potentially neglecting other crucial areas of learning.18 Furthermore, high-stakes testing environments are often linked to increased test anxiety among students, which can negatively affect their performance and overall well-being.19 Some research even indicates that external rewards and sanctions tied to test results can undermine students' intrinsic motivation to learn and their capacity for critical thinking.20
The relationship between standardized test scores and classroom grades is also a key consideration. Research indicates that these two measures of academic achievement are only moderately correlated, suggesting that they capture different aspects of a student's learning.61 Factors such as variations in grading practices across schools and teachers, the level of a student's engagement in the classroom, and the subjective judgment inherent in teacher-assigned grades can contribute to discrepancies between how a student performs on standardized tests and in the classroom.61 Notably, some studies suggest that a student's high school GPA is a stronger predictor of their success in college than their standardized test scores.64
The impact of test anxiety and bullying on academic performance is also well-documented. Elevated test anxiety can significantly hinder a student's ability to perform well on standardized tests.1 Additionally, bullying has been shown to lead to lower academic achievement, increased absenteeism, and a decreased overall engagement in the learning process.65 Research even suggests a correlation between a school's overall bullying climate and lower passing rates on standardized exams.67
These findings underscore the potential for unintended negative consequences arising from the increased stakes associated with SOL scores now contributing to final grades. The evidence suggests a need for careful consideration of how this policy might affect student well-being and the overall educational environment.
7. Alternative Assessment and Grading Practices in Virginia
Virginia's educational landscape already incorporates several alternative assessment methods alongside the SOL tests. Local Alternative Assessments (LAAs) are mandated in place of SOL tests for subjects such as Grade 3 History, Grade 3 Science, Grade 5 Writing, and US History.72 These LAAs can include performance tasks and other authentic measures, allowing local school divisions to evaluate student achievement in these specific areas through methods beyond standardized testing.72 For students with significant cognitive disabilities, the Virginia Alternate Assessment Program (VAAP) provides an alternative to the SOL tests, evaluating performance based on modified academic standards (VESOLs and ASOLs) through multiple-choice tests and collections of evidence (COE).73 Additionally, Growth Assessments in reading and mathematics are administered to students in grades 3-8 throughout the school year to measure individual student progress over time, supplementing the end-of-year SOL tests.75
Beyond state-mandated assessments, some educational institutions in Virginia are exploring alternative grading practices. Several universities in the state have experimented with pass/fail options and other non-traditional grading policies, particularly in response to the disruptions caused by the pandemic.78 George Mason University (GMU) and the Virginia Community College System (VCCS) offer learning communities that provide a space for educators to investigate and discuss alternative grading approaches such as ungrading, specifications grading, and contract grading.79 At the K-12 level, some school divisions, like Fairfax County Public Schools (FCPS), grant teachers the flexibility to determine quarter and final grades based on a student's learning trends and mastery of content, rather than relying solely on numerical averaging of all grades earned.80 Furthermore, standards-based grading, which focuses on what students know and can do relative to specific learning standards, is implemented in divisions like Arlington Public Schools.81 The requirement for LAAs in certain subjects indicates a recognition at the state level that standardized tests may not be the most appropriate method for evaluating all aspects of learning. The exploration of alternative grading systems in higher education and within some Virginia school divisions reflects a broader interest in identifying more equitable and effective ways to assess student learning that move beyond traditional grading models.
8. Conclusion and Recommendations
The integration of SOL scores into Virginia students' final grades presents a complex issue with both potential advantages and disadvantages. The policy holds the promise of increasing student motivation and providing a more comprehensive evaluation of academic performance, potentially aligning with efforts to raise academic standards across the Commonwealth. However, significant concerns exist regarding the potential for heightened student stress and test anxiety, the risk of narrowing the curriculum to focus solely on tested content, and the possibility of an inequitable impact on certain student populations. Furthermore, questions remain about the validity of relying heavily on a single standardized test score as a substantial component of a student's final grade.
To mitigate potential negative consequences and maximize the intended benefits of this policy shift, several recommendations are warranted:
For policymakers:
It is crucial to invest in robust professional development programs for teachers. These programs should equip educators with strategies to effectively integrate SOL scores into final grades in a way that complements, rather than dictates, their instructional practices. Emphasis should be placed on avoiding overemphasis on testing and preventing the narrowing of the curriculum.1
Additional resources and support mechanisms must be provided for students who may face challenges with standardized testing. This includes targeted interventions for students experiencing test anxiety, those with learning disabilities, and English learners, ensuring they have the necessary accommodations and support to demonstrate their knowledge effectively.24
The impact of this policy on student motivation, academic achievement, and equity should be continuously monitored through data collection and stakeholder feedback. This will allow for timely adjustments and modifications to the policy as needed to ensure it is achieving its intended goals without causing undue harm or exacerbating existing disparities.1
Exploring and potentially expanding the use of alternative assessment methods alongside SOLs could provide a more comprehensive and nuanced understanding of student learning, acknowledging the limitations of standardized tests in capturing all aspects of academic achievement.72
For educators and schools:
Clear and transparent communication with students and parents is essential. Schools should articulate precisely how SOL scores will factor into final grades, the rationale behind this policy change, and the relative weight of this component compared to other forms of assessment.7
It is important to continuously emphasize the value of classroom learning, projects, and other diverse assessment methods in providing a holistic picture of student understanding and mastery, ensuring that SOL performance does not overshadow these crucial aspects of education.80
Schools should proactively implement strategies to mitigate test anxiety among students. This can include providing ample opportunities for practice tests, teaching stress-reduction techniques, and fostering a supportive and low-pressure classroom environment during SOL testing.17
SOL results should be utilized as one source of data among many to inform instructional practices and identify specific areas where students may require additional support or intervention. This data should be used to tailor teaching strategies and provide targeted assistance to students based on their individual needs.75
The implementation of this policy marks a significant shift in Virginia's approach to student assessment and accountability. The timeline for its enactment provides a valuable opportunity for careful planning and preparation to ensure a smooth and equitable transition that ultimately benefits all students.
Works cited
Virginia aims to boost progress in SOLs by making it part of students' final grades - WVEC, accessed May 13, 2025, https://www.13newsnow.com/article/news/education/virginia-aims-to-boost-progress-in-sols-by-making-it-part-of-students-final-grades/291-cd9eba31-47e5-43a3-af42-79982b06240d
Virginia SOL: A Comprehensive Guide to the VA Test in 2025 - Teacher Made, accessed May 13, 2025, https://classwork.com/virginia-sol-comprehensive-guide/
Virginia Standards of Learning (SOL) Assessments - Prince George County Public Schools, accessed May 13, 2025, https://www.pgs.k12.va.us/apps/pages/sol_assessments
Standards of Learning - Wikipedia, accessed May 13, 2025, https://en.wikipedia.org/wiki/Standards_of_Learning
Accountability & Assessment - WJCC Schools, accessed May 13, 2025, https://wjccschools.org/about-wjcc/school-data/accountability-assessment/
Frequently Asked Questions about SOL Test Scores - Prince William County Public Schools, accessed May 13, 2025, https://www.pwcs.edu/departments/accountability/testing/understanding_sols/frequently_asked_questions_about_sol_test_scores
SOL Test Results | Fairfax County Public Schools, accessed May 13, 2025, https://www.fcps.edu/academics/student-tests-assessments/types-student-assessment/virginia-assessment-program/sol-test-9
POSITION STATEMENT - Virginia PTA, accessed May 13, 2025, https://vapta.org/~documents/route%3A/download/2691/
New changes coming to Virginia's Standards of Learning tests - YouTube, accessed May 13, 2025, https://www.youtube.com/watch?v=TE0d6bWqtkc
January 2024 NAEP Results Validate SOL Scores: Amid Signs of Progress, Learning Loss Remains Persistent and Work Remains to Return Students to Pre-Pandemic Achievement - News Releases | Virginia Department of Education, accessed May 13, 2025, https://www.doe.virginia.gov/Home/Components/News/News/451/227
Virginia overhauls SOL testing to boost student achievement - FFXnow, accessed May 13, 2025, https://www.ffxnow.com/2025/05/12/virginia-overhauls-sol-testing-to-boost-student-achievement/
NEWS - School Board Member Alliance of Virginia, accessed May 13, 2025, https://mysbma.org/news?pg=1
VA School Divisions Still Using Inflated SOL Scores, but Change Is Coming, accessed May 13, 2025, https://www.mysbma.org/news/13476063
Feature - Virginia Tech Magazine, accessed May 13, 2025, https://www.archive.vtmag.vt.edu/sum06/feature1.html
SOL testing brings fatigue, frustration for many - WSLS, accessed May 13, 2025, https://www.wsls.com/education/2019/05/23/sol-testing-brings-fatigue-frustration-for-many/
SOL pressure : r/nova - Reddit, accessed May 13, 2025, https://www.reddit.com/r/nova/comments/12ykh7l/sol_pressure/
Helping Students Beat SOL Testing Anxiety - SURN, accessed May 13, 2025, https://surn.pages.wm.edu/2014/02/20/helping-students-beat-sol-testing-anxiety/
The Dangerous Consequences of High-Stakes Testing, FairTest, the National Center for Fair and Open Testing - IDRA, accessed May 13, 2025, https://www.idra.org/resource-center/the-dangerous-consequences-of-high-stakes-testing/
The Psychological Toll of High-Stakes Testing | Edutopia, accessed May 13, 2025, https://www.edutopia.org/article/psychological-toll-high-stakes-testing/
A Research Report / The Effects of High-Stakes Testing on Student Motivation and Learning, accessed May 13, 2025, https://www.ascd.org/el/articles/-the-effects-of-high-stakes-testing-on-student-motivation-and-learning
Full article: 'Until now, nobody's ever actually said straight out how do you feel about them': children's experiences of the impact of high-stakes testing through participatory methods - Taylor & Francis Online, accessed May 13, 2025, https://www.tandfonline.com/doi/full/10.1080/03004279.2024.2419471
More on Opting Out of SOL Exams in Virginia | PWC Education Reform Blog, accessed May 13, 2025, https://pwceducationreform.wordpress.com/2013/05/14/more-on-opting-out-of-sol-exams-in-virginia/
Virginia overhauls SOL testing to boost student achievement | New law will tie test scores to final grades, shift test timing, and give parents clearer results. - Reddit, accessed May 13, 2025, https://www.reddit.com/r/Virginia/comments/1kkqpmk/virginia_overhauls_sol_testing_to_boost_student/
What an SOL Test Opt Out Means For You and Your School | Virginia is for Teachers, accessed May 13, 2025, https://www.virginiaisforteachers.com/2016/06/what-sol-test-opt-out-means-for-you-and.html
Virginia Standards of Learning and the No Child Left Behind Act - state.gov, accessed May 13, 2025, https://2001-2009.state.gov/m/dghr/flo/c21998.htm
The Truth About the SOLs - Fairtest, accessed May 13, 2025, https://fairtest.org/truth-about-sols/
Education Reform, High-Stakes Assessment, and Students with Disabilities One State's Approach - ResearchGate, accessed May 13, 2025, https://www.researchgate.net/publication/258183586_Education_Reform_High-Stakes_Assessment_and_Students_with_Disabilities_One_State's_Approach
High Stakes Testing for Students: Unanswered Questions and Implications for Students with Disabilities - University Digital Conservancy, accessed May 13, 2025, https://conservancy.umn.edu/bitstreams/2031594b-3897-4089-9667-767f2f5795fd/download
Consequences of High-Stake Testing - Fisher Digital Publications, accessed May 13, 2025, https://fisherpub.sjf.edu/cgi/viewcontent.cgi?article=1307&context=education_ETD_masters
Reading and Math SOL Test Outcomes in Virginia | Center for Community Partnerships, accessed May 13, 2025, https://communitypartnerships.virginia.edu/research/reading-and-math-sol-test-outcomes-virginia
The Need to Read: What 3rd Grade SOL Test Scores Say About Virginia's Children, accessed May 13, 2025, https://vakids.org/posts/the-need-to-read-what-3rd-grade-sol-test-scores-say-about-virginias-children
2021 SOLs Don't Tell Us Much of Anything | Bacon's Rebellion -, accessed May 13, 2025, https://www.baconsrebellion.com/2021-sols-dont-tell-us-much-of-anything/
2022-2023 Test Results Show Virginia Students Continue to Struggle with COVID-Related Learning Loss in Reading and Math - News Releases | Virginia Department of Education, accessed May 13, 2025, https://www.doe.virginia.gov/Home/Components/News/News/314/227
Equitable Access to Literacy Plan - Fairfax County Public Schools, accessed May 13, 2025, https://www.fcps.edu/about-fcps/leadership/district-performance-transparency/diversity-equity-inclusion/equitable-0
2020-2021 SOL Test Results Reflect National Trends, Unprecedented Challenges - News Releases | Virginia Department of Education, accessed May 13, 2025, https://www.doe.virginia.gov/Home/Components/News/News/182/227?arch=1&npage=5
Yes, students of color in DC, Virginia saw a sharper decrease in test scores - WUSA9, accessed May 13, 2025, https://www.wusa9.com/article/news/verify/verify-test-scores-for-students-of-color-post-covid/65-687b043f-6b0b-429b-834e-acaeace77440
State Board of Education 2023 Annual Report on the Condition and Needs of Public Schools in Virginia, accessed May 13, 2025, https://rga.lis.virginia.gov/Published/2023/RD842/PDF
How Virginia's new accreditation could affect IW, Surry schools - Smithfield Times, accessed May 13, 2025, https://www.smithfieldtimes.com/2024/05/01/how-virginias-new-accreditation-could-affect-iw-surry-schools/
Closing the Racial Discipline Gap in Classrooms by Changing Teacher Practice - PMC, accessed May 13, 2025, https://pmc.ncbi.nlm.nih.gov/articles/PMC5302858/
Changing Gears: Addressing Virginia's Persistent Lack of Support for English Learner Students - The Commonwealth Institute, accessed May 13, 2025, https://thecommonwealthinstitute.org/tci_research/changing-gears-addressing-virginias-persistent-lack-of-support-for-english-learner-students/
The Association between Socioeconomic Status and High School Mathematics Scores and Enrollment Rates in Virginia Public Schools., accessed May 13, 2025, https://dc.etsu.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=3271&context=etd
Inclusive, Innovative Assessments for Students With Learning Disabilities, accessed May 13, 2025, https://ncld.org/wp-content/uploads/2023/08/Inclusive_Innovative_Assessments_for_Students_With_Learning_Disabilities.NCLD_.Final_.pdf
The Impact of High-Stakes Testing for Individuals with Disabilities: A Review Synthesis - ERIC, accessed May 13, 2025, https://files.eric.ed.gov/fulltext/EJ1140225.pdf
High Stakes Testing - Articles, Cases, News, Free Publications - Wrightslaw, accessed May 13, 2025, https://www.wrightslaw.com/info/highstak.index.htm
(PDF) Determining Appropriate Testing Methods for Students with Learning Disabilities: Comparing Virginia Standards of Learning and Woodcock-Johnson Tests of Achievement - ResearchGate, accessed May 13, 2025, https://www.researchgate.net/publication/360382109_Determining_Appropriate_Testing_Methods_for_Students_with_Learning_Disabilities_Comparing_Virginia_Standards_of_Learning_and_Woodcock-Johnson_Tests_of_Achievement
Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective - PMC, accessed May 13, 2025, https://pmc.ncbi.nlm.nih.gov/articles/PMC5487000/
Teacher perspectives on the impact of high-stakes testing on students with disabilities : a grounded theory study - UND Scholarly Commons, accessed May 13, 2025, https://commons.und.edu/context/theses/article/2072/viewcontent/Mayer__Tammy___Teacher_perspectives_on_the_impact_of_high_stakes_testing_on_students_with_disabilities.pdf
Reading and Math SOL Test Outcomes in Virginia - Equity Center, accessed May 13, 2025, https://www.virginiaequitycenter.org/research/reading-and-math-sol-test-outcomes-virginia
VEA Challenges Administration Spin on SOL Test Results - Virginia Education Association, accessed May 13, 2025, https://www.veanea.org/vea-challenges-administration-spin-on-sol-test-results/
The Effect of Per-Pupil Expenditures on SOL Pass Rates - TRACE: Tennessee, accessed May 13, 2025, https://trace.tennessee.edu/cgi/viewcontent.cgi?article=3262&context=utk_chanhonoproj
What Virginia's Anti-Equity Executive Order 1 and Reports Mean for K-12 Schools and Students - IDRA, accessed May 13, 2025, https://www.idra.org/wp-content/uploads/2022/11/What-Virginias-Anti-Equity-EO1-Means-IDRA-2022-Nov.pdf
Effects of Standardized Testing on Students & Teachers: Key Benefits & Challenges, accessed May 13, 2025, https://soeonline.american.edu/blog/effects-of-standardized-testing/
2024 VEA Legislative Agenda - Virginia Education Association, accessed May 13, 2025, https://www.veanea.org/take-action/legislation-policy/legislative-agenda/
Virginia Education Association Reacts to SOL Results - VEA Website, accessed May 13, 2025, https://www.veanea.org/virginia-education-association-reacts-to-sol-results/
We Need a Deeper Dive: Test Scores Alone Don't Tell Us What We Really Need to Know - VEA Website - Virginia Education Association, accessed May 13, 2025, https://www.veanea.org/we-need-a-deeper-dive-test-scores-alone-dont-tell-us-what-we-really-need-to-know/
VanValkenburg's Reduction in Testing Bill Wins Senate Finance Committee Approval - VEA Website - Virginia Education Association, accessed May 13, 2025, https://www.veanea.org/vanvalkenburgs-reduction-in-testing-bill-wins-senate-finance-committee-approval/
Few Virginia school divisions see bright spots in SOL scores - Cardinal News, accessed May 13, 2025, https://cardinalnews.org/2023/09/09/few-virginia-school-divisions-see-bright-spots-in-sol-scores/
The Effects of High-Stakes Testing on Student Motivation and Learning. - Find People, accessed May 13, 2025, https://people.wou.edu/~girodm/611/testing_and_motivation.pdf
EJ660880 - The Effects of High-Stakes Testing on Student Motivation and Learning., Educational Leadership, 2003 - ERIC, accessed May 13, 2025, https://eric.ed.gov/?id=EJ660880
The Effects of High-Stakes Testing on Student Motivation and Learning - ResearchGate, accessed May 13, 2025, https://www.researchgate.net/publication/234603783_The_Effects_of_High-Stakes_Testing_on_Student_Motivation_and_Learning
Grades and Test Scores: Accounting for Observed Differences | Request PDF - ResearchGate, accessed May 13, 2025, https://www.researchgate.net/publication/227515931_Grades_and_Test_Scores_Accounting_for_Observed_Differences
Getting High School Students Ready for College: A Quantitative Study of Standards- Based Grading Practices - ERIC, accessed May 13, 2025, https://files.eric.ed.gov/fulltext/EJ1168171.pdf
The Association Between Standards-Based Grading and Standardized Test Scores as an Element of a High School Reform Model - AWS, accessed May 13, 2025, https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/81434/Lehigh_Univ._High_School_Study.pdf
Test scores don't stack up to GPAs in predicting college success - UChicago News, accessed May 13, 2025, https://news.uchicago.edu/story/test-scores-dont-stack-gpas-predicting-college-success
Litigating Against Schools – Bullying Victims – Virginia - Lento Law Firm, accessed May 13, 2025, https://www.studentdisciplinedefense.com/litigating-against-schools-bullying-victims-virginia
National Bullying Prevention Month - Prince William County Public Schools - PWCS, accessed May 13, 2025, https://www.pwcs.edu/departments/student_services/when_your_student_needs_assistance/bullying_prevention/national_bullying_prevention_month
Virginia School Climate Studies, accessed May 13, 2025, https://www.dcjs.virginia.gov/sites/dcjs.virginia.gov/files/publications/law-enforcement/virginia-school-climate-studies.pdf
The Impact of Bullying Climate on Schoolwide Academic Performance - Youth Today, accessed May 13, 2025, https://youthtoday.org/2011/09/the-impact-of-bullying-climate-on-schoolwide-academic-performance/
Bullying may contribute to lower test scores - American Psychological Association, accessed May 13, 2025, https://www.apa.org/news/press/releases/2011/08/bullying-test
Bullying - Virginia Rules, accessed May 13, 2025, https://virginiarules.org/varules_topics/bullying/
Bullying Prevention | Virginia Department of Education, accessed May 13, 2025, https://www.doe.virginia.gov/programs-services/student-services/prevention-strategies-programs/bullying-prevention
Performance Tasks and Local Alternative Assessments | Virginia Department of Education, accessed May 13, 2025, https://www.doe.virginia.gov/teaching-learning-assessment/student-assessment/virginia-sol-assessment-program/performance-assessments-local-alternative-assessments
Virginia Alternate Assessment Program (VAAP) Information | Fairfax County Public Schools, accessed May 13, 2025, https://www.fcps.edu/academics/student-tests-assessments/types-student-assessment/virginia-alternate-assessment-0
Virginia Alternate Assessment Program, accessed May 13, 2025, https://www.doe.virginia.gov/teaching-learning-assessment/student-assessment/virginia-sol-assessment-program/virginia-alternate-assessment-program-vaap
Growth Assessments | Virginia Department of Education, accessed May 13, 2025, https://www.doe.virginia.gov/teaching-learning-assessment/student-assessment/virginia-sol-assessment-program/growth-assessments
HB 2027 Standards of Learning; reading and mathematics assessments for grades three through eight. - legacy LIS, accessed May 13, 2025, https://legacylis.virginia.gov/cgi-bin/legp604.exe?211+sum+HB2027
VGA: Alternative Assessments | Virginia Department of Education, accessed May 13, 2025, https://www.doe.virginia.gov/teaching-learning-assessment/student-assessment/virginia-sol-assessment-program/growth-assessments/vga-alternative-assessments
Some Virginia universities stick to alternative grading system following pandemic - VPM, accessed May 13, 2025, https://www.vpm.org/news/2022-10-14/some-virginia-universities-stick-to-alternative-grading-system-following
Alternative Grading Learning Communities - The Scholarship of Teaching and Learning, accessed May 13, 2025, https://sotl.gmu.edu/alt-grading-flc/
Determining Quarter and Final Grades (Secondary Grading and Reporting) | Fairfax County Public Schools, accessed May 13, 2025, https://www.fcps.edu/academics/grading-and-reporting/secondary/determining-quarter-and-final-grades
Standards-Based Grading and Reporting - Arlington Public Schools, accessed May 13, 2025, https://www.apsva.us/curriculum/standards-based-grading/
Virginia overhauls SOL testing to boost student achievement - Henrico Citizen, accessed May 13, 2025, http://www.henricocitizen.com/virginia-overhauls-sol-testing-to-boost-student-achievement/
SOL Test Scoring & Performance Reports - Virginia Department of Education, accessed May 13, 2025, https://www.doe.virginia.gov/teaching-learning-assessment/student-assessment/virginia-sol-assessment-program/sol-test-scoring-performance-reports
Virginia SOL Assessment Program, accessed May 13, 2025, https://www.doe.virginia.gov/teaching-learning-assessment/student-assessment/virginia-sol-assessment-program
Here's what alternative grading models could look like - K-12 Dive, accessed May 13, 2025, https://www.k12dive.com/news/what-alternative-grading-models-could-look-like/744810/
The Four Pillars of Alternative Grading - UVA Teaching Hub - The University of Virginia, accessed May 13, 2025, https://teaching.virginia.edu/collections/grading-for-growth/527
Alternative Approaches to Assessment | The Derek Bok Center for Teaching and Learning, accessed May 13, 2025, https://bokcenter.harvard.edu/beyond-the-grade
GRADING PROCEDURES Handbook for Teachers - Norfolk Public Schools, accessed May 13, 2025, https://www.npsk12.com/cms/lib/VA02208074/Centricity/Domain/728/22-23%20Grading%20Procedures%20Handbook.pdf
Alternative Grading Systems: Is it Time for a Change? - NASSP, accessed May 13, 2025, https://www.nassp.org/publication/principal-leadership/volume-18-2017-2018/principal-leadership-october-2017/alternative-grading-systems-is-it-time-for-a-change/
Primer on Traditional and Equitable Grading Practices - GovDelivery, accessed May 13, 2025, https://content.govdelivery.com/attachments/VADOE/2021/01/25/file_attachments/1670340/01-25-21%20Primer%20on%20Traditional%20and%20Equitable%20Grading%20Practices.pdf
Virginia Run Weekly Message 2/26/25 - GovDelivery, accessed May 13, 2025, https://content.govdelivery.com/accounts/VAEDUFCPS/bulletins/3d453df
News Releases | Virginia Department of Education, accessed May 13, 2025, https://www.doe.virginia.gov/Home/Components/News/News/385/227
Deer Park Elementary News and Information May 8, 2025 - GovDelivery, accessed May 13, 2025, https://content.govdelivery.com/accounts/VAEDUFCPS/bulletins/3dea944
SOL Review Resources - Hampton Middle School, accessed May 13, 2025, https://hamptonms.pwcs.edu/about_us/sol_review_resources
VDOE TeacherDirect March 27, 2024 - GovDelivery, accessed May 13, 2025, https://content.govdelivery.com/accounts/VADOE/bulletins/392c0e7
Assessment | Virginia Department of Education, accessed May 13, 2025, https://www.doe.virginia.gov/parents-students/parent-resources/assessment
No comments:
Post a Comment