This bill sounds helpful, but it actually makes special education disputes more complicated, slower, and more centralized. Instead of fixing problems early at the school or division level, it creates a new, state-designed dispute system with multiple tiers, mandatory mediation pressure, expanded oversight, surveys, training requirements, and four new regional ombudsman offices. That means more paperwork, more process, and more people involved before a student’s needs are resolved. Mediation can be useful when both sides freely agree to it. This bill pushes mediation as the preferred path, even in cases where parents or schools may need a clear decision quickly. For families seeking timely services, that can mean delays rather than solutions. It also blurs the role of ombudsmen. Ombuds are supposed to be neutral helpers. This bill turns them into monitors and compliance enforcers, which can undermine trust and make disputes more adversarial, not less. Finally, the bill shifts authority away from local schools and boards and into state offices, without showing that existing processes have failed or that these changes will improve outcomes for students. It builds a larger system without proving it will work better. In short, the bill adds layers of bureaucracy, slows decision-making, and risks turning support services into enforcement mechanisms—all while pulling time and resources away from students who need help now.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

I am in support of removing the provision requiring SOL tests to count for 10% of a student's grade. Students are already required to earn 5 verified credits to graduate from high school, which shows that Virginia high school students already meet rigorous requirements to graduate. Additionally, local school districts should have the autonomy to establish their own final assessment and course grading guidelines in line with cognitive science and educational research.