In early July, a veteran teacher opens her email while sitting at her kitchen table. She’s spent ten years in the classroom. She followed every rule. She didn’t resign. She planned childcare. She turned down other job leads because the law said she was secure after June 15. The message is short: her contract won’t be continued. Hiring season is over. Positions are filled. Health insurance is suddenly uncertain. She didn’t fail her students, and she didn’t fail her school. The system failed her. That is exactly what HB 125 makes possible. HB 125 changes a long-standing, fair rule: right now, both teachers and school boards must give notice by June 15 if a continuing contract will not be renewed. The bill keeps that deadline for teachers—but removes it for employers. Teachers must commit early. School boards no longer have to. That is not balance. That is not fairness. This bill weakens worker protections at a time when educators are already stretched thin. Democrats have always stood for notice, predictability, and equal treatment in the workplace. HB 125 undermines all three. Without a firm deadline, teachers can be left in limbo deep into the summer, unable to seek other jobs or plan for their families. That isn’t flexibility; it’s insecurity. It also rewards poor management. School divisions already have evaluation systems, budgets, and staffing projections. Removing deadlines doesn’t improve planning; it encourages delay. Last-minute nonrenewals create chaos for schools and classrooms right before the year begins, hurting students and staff alike. And it invites inequity and disputes. Open-ended timelines lead to inconsistent decisions, grievances, and due-process concerns. Clear rules protect workers and employers. Unclear ones shift power in only one direction. Supporters may argue this bill gives boards flexibility. But budget and enrollment challenges already exist, and they should never be solved by stripping workers of basic job security. The call to action is simple: If you believe in dignity at work, fair notice, and stable schools, vote NO on HB 125. This bill takes protections away from educators and shifts all the risk onto workers. Democrats who stand for workers’ rights, fairness, and respect for teachers should reject HB 125—because no one who did everything right should lose their job after the deadline passed.

The Virginia Assocation of School Superintendents is in support of HB 189 and HB 1410.

I respectfully oppose HB 189, which removes the requirement that Standards of Learning (SOL) assessments count for at least 10 percent of a student’s final course grade in grades 7–12. While intended to reduce pressure, this change weakens equality, transparency, and accountability in Virginia’s public schools. A modest SOL weight provides an objective, statewide reference point that helps ensure grades reflect actual mastery of content, particularly for students in under-resourced schools who are most vulnerable to being passed along without adequate preparation. Removing this requirement also reduces transparency for parents and students, increases grading disputes for teachers, and makes it harder for policymakers to identify achievement gaps and target support early. Clear, consistent expectations are not harmful to student well-being; uncertainty and late academic surprises are. Virginia should focus on improving assessments and using data for timely intervention—not disconnecting grades from objective measures altogether. For these reasons, I urge the Committee to reject HB 189. Thank you for the opportunity to submit comments.

I just heard about this plan to repeal HB189, and I think that is fantastic. Why would anyone think it is a good idea to base students' grades on test scores? As someone who struggled with standardized tests in school, but worked really hard to achieve straight As and a placement of 5th in my graduating class of over 400 students, I think the idea of incorporating SOL scores in their overall grade is ridiculous. Standardized tests do NOT reflect the learning that a student has accomplished. Educated individuals know that they need to be used as a companion to student achievement, because there are so many different factors that can affect a student's performance on a standardized test. Thank you for your efforts to repeal this law.

I just heard about this plan to repeal HB189, and I think that is fantastic. Why would anyone think it is a good idea to base students' grades on test scores? As someone who struggled with standardized tests in school, but worked really hard to achieve straight As and a placement of 5th in my graduating class of over 400 students, I think the idea of incorporating SOL scores in their overall grade is ridiculous. Standardized tests do NOT reflect the learning that a student has accomplished. Educated individuals know that they need to be used as a companion to student achievement, because there are so many different factors that can affect a student's performance on a standardized test. Thank you for your efforts to repeal this law.

We should not be adding these test to our students grades. We already know that many students deal with test anxiety and some of these test are not an accurate depiction of what the students have covered. We need to back to midterms and end of the year or semester testing per subject. A test thats created by the teachers so they truly understand the scope and sequence that needs to be taught in order for a student to be successful.

I strongly oppose the requirement that an SOL score count as 10% of a student’s final course grade for students in grades 8–12. This policy gives standardized tests even more power than they already hold and shifts the focus away from meaningful, year-long learning. SOLs measure performance on a single day, not a student’s growth, effort, creativity, or mastery of course content over time. Tying such a high-stakes test to course grades disproportionately harms students with test anxiety, learning differences, IEPs, 504s, language barriers, or outside challenges beyond their control. Even with accommodations, standardized tests often fail to accurately reflect what students with IEPs or 504 plans truly know and can do. This requirement places students with disabilities at a systemic disadvantage by allowing a single exam to override months of instruction, support, and demonstrated progress. It also contradicts the intent of individualized education plans, which are designed to recognize diverse learning needs and multiple ways of demonstrating understanding. Instead of promoting equity, this policy reinforces inequities and adds unnecessary stress to students who already face barriers within the education system. It also undermines professional educators by reducing their year-long assessment of student learning to a number generated by one exam. House Bill 189 was introduced to repeal this requirement and restore balance and fairness to student evaluation. Allowing the mandate to remain in place prioritizes test scores over authentic learning, undermines professional educators’ assessments, and disproportionately harms students with disabilities and other vulnerable populations. Our education system should value multiple measures of achievement, honor individualized learning needs, and recognize that students are more than a test score. For these reasons, HB189 should advance out of committee and be supported.

As a high school educator in the Commonwealth, I am writing to urge the General Assembly and the Board of Education to prohibit the use of Standards of Learning (SOL) scores as a component of a student’s final course grade. While I understand the desire for "buy-in," the current trajectory—specifically the push for these tests to count as 10% of a student’s grade—will exacerbate an already critical mental health crisis in our schools without improving authentic literacy or numeracy. 1. The "Verified Credit" Pressure Cooker Our students already face immense pressure: the SOL is the gatekeeper to their diploma. Adding a GPA penalty to this high-stakes requirement creates a "double jeopardy" scenario. I witness students experiencing "SOL paralysis,” where test anxiety triggers a physiological stress response that shuts down cognitive recall. In these moments, we aren't measuring their knowledge of the curriculum; we are measuring their nervous system's ability to handle the threat of failure. 2. Growth Over Snapshot Performance A final grade should be the aggregate of 180 days of laboratory work, essays, critical thinking, and incremental growth. The SOL is a four-hour snapshot. One "bad day" due to illness, trauma, or anxiety should not have the power to override a year of demonstrated proficiency. Recommendation: Keep the SOL as a state accountability tool and a graduation milestone if necessary, but keep it out of the grade book. Let the final grade remain a reflection of a student's total body of work, managed by the professional educators who see their growth every day—not a standardized algorithm.

I agree that incorporating SOL scores into final grades is a slippery slope and will force teachers to teach to the test even more than they already do. I support this bill, and ask that SOL scores not be included in final grades. They already hold enough weight in the VA education system.

SOL scores should not be a factor in these kids grades for the year. You should start worrying about security in the schools, the abysmal lunches you feed these kids, the burnt out and underpaid educators... not this. Do better.

The SOLs should NOT be a part of a student’s grade.

Please eliminate the incorporation of SOL score into class grade. Teachers provide differentiated instruction to engage all students in the ways those students can understand and retain the material. To then require all students grades be tied to a single assessment type doesn't capture the true comprehension levels across the students, and encourages teachers to spend more time "teaching to the test" rather than teaching to the students.

I support this proposed bill to not allow an SOL to factor in the students final course grade.

The SOL scores should not dictate a student's overall grade. Students stress about these scores enough and this reflects in their performance. Students with testing issues will feel more discouraged about school. Teachers will feel more pressure to teach to a test limiting their own curriculum and this will impact learning as a whole. They are not the whole picture of a student, Teacher or a school and they shouldn't hold any weight let alone for student grades.

As an neuropsychologist who sees many children in Virginia for psychoeducational testing to assess for learning disorders and neurodevelopmental conditions, I fully support HB189. Including standardized testing as part of a child’s class grade is not fair. Standardized tests are designed to measure performance under narrow, timed, high-pressure conditions—not to reflect a child’s overall understanding, growth, or effort throughout a school year. When these scores are folded into classroom grades, they distort what grades are meant to represent: a student’s learning over time. This practice is especially harmful for children with learning disorders, ADHD, or processing speed challenges. These students may understand the material and work hard all year, yet struggle in testing environments that demand quick recall, sustained attention, or heavy reading loads. Even with accommodations, standardized tests often fail to level the playing field. Penalizing these students by tying test performance to their grades effectively punishes them for how their brains work—not for what they know. Beyond issues of equity, grading based on standardized tests significantly increases anxiety for many children. High-stakes testing environments can trigger stress responses that interfere with thinking, memory, and problem-solving. For some students, test anxiety becomes so overwhelming that it undermines performance entirely, creating a cycle where fear of failure leads to lower scores, which then reinforce that fear. When test results affect grades, that anxiety doesn’t stay in the testing room—it spills into classrooms, homes, and a child’s self-esteem. Standardized tests may have a role as one data point for system-level evaluation, but they are not an accurate measure of individual learning. Including them in class grades undermines fairness, further disadvantages students with learning differences, and places unnecessary emotional strain on children who are still developing academically and emotionally. Education should support learning—not sort, label, or penalize kids for factors beyond their control.

SOL, growth assessments, district given testing should never be allowed to be a part of the child’s final grade. We have made our children and teachers into robots. They are no longer teaching content but teaching to a test. Our children are the ones being sacrificed. The wording on the SOL and district testing is so far complex no wonder they can get through it. There are children who have developed severe test anxiety from your extensive testing at such a young age. Why would you ever think it would be ok to penalize them and count any of your SOL or district tests as their grades???? In my opinion get rid of the testing! Get rid of the chromebooks. Let the teachers get back to real educating. You will find your data and numbers might drastically change.

Please do NOT allow SOL scores to be part of a student’s grade. They are stressful, not reflective of what they need to know and this is completely unnecessary. Have we learned nothing from the reform in SAT scores and how colleges view them?

HB189 | Convirs-Fowler | Certain student assessment requirements; calculation of final course grade. SOLs are cumbersome and an unnecessary way to measure academic performance. They are causing undue stress on our educators and students. They should not be mandated as part of a students grade.

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.

I am writing in support of HB189 to remove SOL scores from having an impact on the final grades of our students. As the parent of an 8th grader and a 5th grader in Chesapeake Public Schools, I do not see the value in increasing pressure for our children by having the SOLs count towards final grades. Having to take the SOLs creates a lot of stress and anxiety in the first place, particularly for children with disabilities. It does not increase their comprehension or ability to retain information & adds nothing of value for individual students. They are data points for districts to understand where their weaknesses are in conveying information and properly preparing their students. Do not pass this burden onto our children. Please pass HB189.

The amount of stress we are placing on students is detrimental to their health. My daughter is in advanced classes and does well, however she suffers from anxiety and ADHD and has great difficulty passing the SOL tests. It already brings down her confidence and self esteem; there is no reason for it to bring down her grade as well. I oppose having the SOL assessment factor into a students grade. Students are so much more than an SOL score.

I support HB189 because I do not believe standardized test scores should be directly tied to a student’s course grade. As a parent of a 3rd grader and a 1st grader in Chesapeake Public Schools, I am concerned about giving SOL tests even more influence over how children are evaluated. SOLs are a single snapshot in time and do not fully reflect a student’s understanding, growth, effort, or learning style. Teachers should have the flexibility to assess students using classroom work, projects, participation, and ongoing evaluations, not be required to assign a percentage of a final grade to one high-stakes test. Rescinding the mandate that SOL scores count toward grades protects students from unnecessary pressure and allows educators to use their professional judgment. I urge the committee to support HB189 and support teachers by not requiring them to teach to a single test.

Please rescind using SOL scored as part of grades. Not all children are great standardized test takers. The goal of just passing should be enough, without adding extra anxiety of how their scores will affect t grades. Grades should be based on coursework. We don’t base grades on SAT/ACT/AP scores, SOLs should be treated similarly.

The intense focus on SOLs is not helping to improve our VA student outcomes. Teachers and students spend much too much time worried about a single test peformace rather than the process of learning and developing critical thinking skills. Adding even more power to the SOL by influencing a students grade was a misguided law that moves education in the wrong direction. I support this proposed bill to not allow an SOL to factor in the students final course grade. There are myriad reasons unrelated to a student's actual grasp of the material that can lead to low SOL scores. The classroom teachers have the best ability to craft assessments that adequately measure knowledge retention by their students.

I support HB 189. Standardized tests like the Virginia SOL tests are a good measurement of grade progress and student progress, but they should not be taken into account a final or intermediate grade for a course. Teachers should be the best arbiter of what kind of a grade their students should receive, based on teachers' assignments/tests and students' knowledge and application of lessons learned. But Standardized tests, like Virginia SOLs (or even national standardized tests like the SAT and ACT) should not be a factor in student's grades for courses on their report cards.

I do not want to see SOL scores become any portion of a student's grade. These standardized tests are meant to capture data points across large groups of students. Allowing them to impact individual student grades will be harmful to students and teachers.

Please bear with me as I am a high school drop out with a GED and dyslexia. As a parent of two children with IEP's I do not believe the SOLIS should be any part of their grade. These test are an added steps, worry and disappointment to most students as it is. NO religion should be posted on school property. NO TEN COMMANDMENTS. And truths from all sides of history should be taught including January 6th. Our children deserve the truth.

SOL, growth assessments, district given testing should never be allowed to be a part of the child’s final grade. We have made our children and teachers into robots. They are no longer teaching content but teaching to a test. Our children are the ones being sacrificed. The wording on the SOL and district testing is so far complex no wonder they can get through it. There are children who have developed severe test anxiety from your extensive testing at such a young age. Why would you ever think it would be ok to penalize them and count any of your SOL or district tests as their grades???? In my opinion get rid of the testing! Get rid of the chromebooks. Let the teachers get back to real educating. You will find your data and numbers might drastically change.

I oppose HB 359 because it takes away real educational freedom from families who already carry the full responsibility of educating their children. Parents who choose private schools, religious schools, or homeschooling still pay the same taxes as everyone else. They are not avoiding the system — they are stepping in when the system does not work for their child. For many families, this is not a preference. It is a necessity for safety, disability support, health, or deeply held religious beliefs. HB 359 says private and religious schools may receive public support only if they give up the very identity that makes families choose them. That is not choice. That is coercion. If public schools are strong, safe, and effective, families will stay. Limiting alternatives does not improve education — it only traps children who need something different. Education should serve children, not preserve bureaucratic control. HB 359 narrows freedom and punishes responsible parenting, and for those reasons it should be rejected.

My name is Barbara Tevelev, and I am here to express my opposition to HB 359. At its core, this bill represents government overreach into private education. Private schools exist precisely because families seek educational freedom, diversity of thought, and alternative approaches to learning. When the state imposes public-school standards, testing regimes, and accountability frameworks onto private institutions, it erodes the very purpose of private education. Private schools should be left alone. They are not public entities, and they should not be treated as extensions of the public-school system. Families choose private schools because they want something different—different curricula, different values, different pedagogical approaches. HB 359 moves us in the opposite direction by forcing uniformity where diversity should be protected. Education thrives when there is choice, innovation, and independence. A one-size-fits-all model—especially one driven by shifting political priorities—stifles creativity and undermines trust between families and educators. Public education agendas often change with each administration, and private schools should not be compelled to conform to those political winds. True educational freedom means allowing parents—not the government—to decide what kind of education best serves their children. Oversight already exists through parental choice, tuition investment, accreditation, and community accountability. Additional state control is unnecessary and counterproductive. HB 359 risks discouraging private schools from operating or participating in educational partnerships altogether, ultimately reducing options for families, not expanding them. For these reasons, I respectfully urge you to oppose HB 359 and to protect the independence, diversity, and freedom that private education provides. Thank you for your time and consideration.

My name is Barbara Tevelev, and I am here to express my opposition to HB 359. At its core, this bill represents government overreach into private education. Private schools exist precisely because families seek educational freedom, diversity of thought, and alternative approaches to learning. When the state imposes public-school standards, testing regimes, and accountability frameworks onto private institutions, it erodes the very purpose of private education. Private schools should be left alone. They are not public entities, and they should not be treated as extensions of the public-school system. Families choose private schools because they want something different—different curricula, different values, different pedagogical approaches. HB 359 moves us in the opposite direction by forcing uniformity where diversity should be protected. Education thrives when there is choice, innovation, and independence. A one-size-fits-all model—especially one driven by shifting political priorities—stifles creativity and undermines trust between families and educators. Public education agendas often change with each administration, and private schools should not be compelled to conform to those political winds. True educational freedom means allowing parents—not the government—to decide what kind of education best serves their children. Oversight already exists through parental choice, tuition investment, accreditation, and community accountability. Additional state control is unnecessary and counterproductive. HB 359 risks discouraging private schools from operating or participating in educational partnerships altogether, ultimately reducing options for families, not expanding them. For these reasons, I respectfully urge you to oppose HB 359 and to protect the independence, diversity, and freedom that private education provides. Thank you for your time and consideration.

I VOTE NO on HB 359!

Part of my choosing for private education for my children is to have Christian principles reinforced at school that my children also learn at home and church. I homeschooled my children until their father became terminally ill and couldn’t work and he has now passed away so I have to work and can no longer homeschool. I have therefore chosen a Christian school where my children can receive the care and love and education that they need to live in this fallen world. I ask that you please vote NO to HB359 so those parents that choose private education for their children can continue to do so without government stipulations on their learning. If you look at our nations public education system compared to other nations around the world, the results are simple, our current public education system is not working, and the last thing I would want to see is additional government input into private schools. We choose to have our children attend these schools for very specific reasons that we are very passionate about and we hope and are praying diligently that those reasons will remain and this house bill will NOT be passed. Please vote NO to HB359. Thank you and God Bless.

The HB 359 bill would shatter my child's confidence and self-esteem. My daughter attends a private school and it's the best decision we've ever made for her. She attended public for the first 3 years and not only was she forgotten while struggling with her work, she was bullied into giving up her lunch. At Jefferson, not only is she in a smaller classroom where she can get the one on one help that she needs, she is not bullied into giving up her lunch. The religious base is what encourages our children to be good, caring and compassionate people which is what the world needs.

I am writing on behalf of Wise County Christian School, a private Christian school serving families in Southwest Virginia, to respectfully oppose House Bill 359. While accountability in education is important, HB 359 would create significant concerns regarding administrative burdens and educational choice. For small, community-based schools, particularly in rural regions, these mandates would impose disproportionate compliance and financial costs, which would discourage participation altogether and limit the freedom of educational choice for our Virginia families. The likely result would be fewer educational options for families, rather than increased access. Private schools already maintain accountability through state and national accreditation, financial oversight, and direct accountability to parents and stakeholders. Schools accredited by organizations such as the National Association for Private Schools (NAPS), the Association for Christian Schools International (ACSI), and the Virginia Council for Private Education (VCPE) are required to adhere to comprehensive academic, operational, and governance standards in order to seek and maintain accreditation. Additional state-level requirements risk undermining the independence and diversity that define private education and make it a viable choice for many Virginia families as it does not align with our mission. For these reasons, we respectfully urge the Committee to oppose HB 359. Thank you for your consideration and service to the Commonwealth.

I attended private school growing up. My daughter is currently in second grade at that same private school. The impact of private, Christian education has truly been life-changing to me which is why my husband and I have chosen the same education for our daughter and will do the same for our son when he is old enough. Not only did I receive a wonderful education (graduating in the top of my class), but the opportunity to grow spiritually during some of my most impressionable years made all the difference. The method for receiving an education is not one-size-fits all and it is so important that parents have choices when it comes to deciding on those methods. This bill will underhandedly remove that choice by marring the distinction between public & private education. Choosing private education has been a sacrifice financially, but so incredibly rewarding to our family. Thank you for the opportunity to speak out about this.

I respectfully oppose HB 359. I am a parent of two children who attend a religious school, and I believe their education should align with our family’s faith and values. Parents should retain the freedom to choose educational environments that reflect their beliefs and priorities. Private and religious schools exist to serve families seeking a specific mission-driven education, and this bill would interfere with their ability to operate according to those missions and values. I urge you to consider the importance of parental choice and religious freedom in education and to oppose HB 359.

This new article and its associated sections introduces a radical take over of private religious (e.g., Christian) schools and VA school choice!!! House Bill No. 359 (HB 359) in the 2026 Virginia General Assembly session amends the Code of Virginia by adding a new Article 1.1 to Chapter 8 of Title 22.1, consisting of entirely new sections numbered § 22.1-101.2 through § 22.1-101.16. “§ 22.1-101.4. Standards of Learning assessments and accountability. A. Each participating private school shall require all enrolled students, including each public assistance student and each other student, to participate in the Standards of Learning assessments, or any successor statewide assessments, at the grade levels and in the subjects required of public school students.” Laughable considering the comparison of standards at Christian Schools in particular compared to the SOLs! This effectively puts private schools under the Va Department of Education for compliance and would require lowering standards (even though they have punishments for not meeting SOLs to look fair and impartial on the surface)! I would gladly compare the Christian Schools assessments against SOLs any day. My kids went to private and public and the curriculum and requirements in private school are 10x more than anything PWCS can offer! § 22.1-101.6. Nondiscrimination and admissions. “A. Participating private schools shall not discriminate in admissions, enrollment, discipline, retention, or access to educational programs and services on the basis of race, color, religion, national origin, sex, sexual orientation, gender identity or expression, disability, special education status, language proficiency, or socioeconomic status. B. Each participating private school shall publicly state on its website, in enrollment materials, and in any promotional literature, that it admits students without regard to the characteristics listed in subsection A and will affirm the identities of all students while providing appropriate accommodations.” Absolute nonsense! This section would require affirmation of non-biological and non-religious beliefs which removes first Amendment rights for all religions (mostly Christian’s)! This is an absolute attack and I do not see how any religious educational program would tolerate this. How could this even be introduced? I highly doubt that a Muslim, Jewish, Christian (any sect) would agree with the affirmation required. This portion needs to be stripped “ sexual orientation, gender identity or expression” and this section I part b as well “and will affirm the identities of all students while providing appropriate accommodations.” All Christian Schools have a non-discrimination policy however the above requirement on Gender Ideology or expression and orientation totally violates Christian and other major religions beliefs and doctrinal positions!

I urge you to vote no on this bill and protect our private schools. As a parent whose children have attended both private and public schools, I can tell you objectively the benefit of attending a school that’s values, beliefs, and standards reinforce the beliefs that are taught at home. As a free country we should have the right to choose what we believe is in the best interest of our children. In addition to that the public school that my children would attend otherwise is listed as needs intensive support under the Virginia quality review for public schools. I have heard many stories about student behavior, poor learning environments, and other issues from former teachers and staff. If you want to do something worth while during your tenure I would suggest supporting the local public schools in our area who are struggling so that every child receives a quality education and leave the private schools to operate in the way that best serves them and their students.

To whom it may concern: I do not vote in favor of this bill; private schools should remain separate from state funding and state curriculum. They should not operate under the guidance of the VDOE.

Vote NO on this bill. As a parent, I want the choice to determine my child's education. Shame on the MORON who is proposing this bill! Another shameful attempt to trample on our religious rights!

I am a parent and constituent in District 19, and I respectfully oppose HB 359. This bill would interfere with the ability of private and religious schools to operate according to their mission and values. Parents should retain the freedom to choose educational environments that align with their beliefs and their children’s needs. I urge you to vote NO on HB 359.

This bill represents a heinous act of overreach by state legislators. To demand that private schools accepting state funds follow many of the same requirements as public schools is to strip them of much of what parents prefer in the private school experience. Worse, low-income students will be disproportionately affected by this bill, as many private schools will have to stop accepting scholarship students, making private education a privilege only for those who can afford it without assistance. For religious private schools, mandatory opt-outs undermine the entire purpose of the institution, which is to provide an educational experience undergirded by religious traditions. This is particularly ridiculous to demand because parents sending their students to such an institution must have desired this experience, or they would have chosen otherwise. This is an example of gross overreach that seems to be motivated solely by the desire to force more students back into the failing public schools system. Legislative power would be much better spent in solving the many problems with public schools rather than forcing more regulation onto private ones.

Please vote NO on HB 359

This bill has no business even being voted on. Parents choose schools which fit the values of the family and the government needs to keep out! Parents who choose public schools do so out of choice. Parents who chose private schools do so out of choice. Parents who choose faith based schools do so out of choice. Vote NO on this horrible overreach!

I ask you to oppose HB 359. Here are several reasons to oppose HB 359. 1. The bill contradicts Supreme Court precedent. In the 2011 case Arizona Christian School Tuition Organization v. Winn, which challenged the tax credit model School Choice program on Establishment Clause grounds, the U.S. Supreme Court found that the plaintiffs lacked standing because the program was funded with private donations. Additionally, the court found that the “[r]espondents’ contrary position – that Arizonans benefiting from the tax credit in effect are paying their state income tax to STO’s – assumes that all income is government property, even if it has not come into the tax collector’s hands. That premise finds no basis in standing jurisprudence.” Some of the logic used in HB 359 appears to be based on the same faulty premise and therefore on similarly shaky legal ground. https://supreme.justia.com/cases/federal/us/563/125/ 2. School Choice programs save the taxpayers money, rather than costing them money. According to the same Supreme Court Decision, although “[t]he costs of education may be a significant portion of Arizona’s annual budget, …the tax credit, by facilitating the operation of both religious and secular private schools, could relieve the burden on public schools and provide cost savings to the State.”2 Furthermore, in a statement released on January 25, 2022, the federal House Committee on Education and the Workforce concluded that School Choice programs lower costs for taxpayers, based on an extensive study of many School Choice programs. https://supreme.justia.com/cases/federal/us/563/125/ https://edworkforce.house.gov/news/documentsingle.aspx?DocumentID=408030 3. The bill represents an effort of the state to control curricula of private schools for the first time. Virginia has a long-standing policy of separation between public and private education with regard to curricula. Standards of Learning assessments are available to public schools only. Private schools enjoy curricular autonomy. Does the state really desire a direct achievement comparison between public school and private school students by mandating SOL tests to both? Does the Virginia Department of Education have the resources to assume the responsibility of oversight of private school curricula and assessments? What will be the fiscal impact of the bill to VDOE? HB 359 would establish direct VDOE control of private schools for the first time in Virginia history. This policy change would do extreme harm to academic freedom in the Commonwealth. 4. Religious protections provided in the bill are extremely weak. Although HB 359 pays lip service to maintaining the mission of religious private schools, the establishment for the first time of direct VDOE oversight of religious schools renders that promise moot. All ODACS schools are integral ministries of local Independent Baptist churches. An attempt to control our schools is a serious violation of the principle of Separation of Church and State and undermines our freedom under the First Amendment of the United States Constitution. In our view, it is no different from an attempt to establish VDOE Control over teachings of the local church.!

A single mom works two jobs. Her child is falling behind in reading. Through a small scholarship, she enrolls her child in after-school tutoring at a local provider; it's just a few hours a week. The difference is immediate. Homework stops being a battle. Confidence returns. School becomes manageable again. HB 359 would take that option away. This bill is being sold as accountability, but in reality it creates such heavy regulations that many tutoring programs and small private providers will stop serving students who rely on public assistance. When those providers leave, low-income families lose access to the extra help that actually works. HB 359: Shrinks options for struggling students, instead of expanding support Treats tutoring and small providers like full public schools, without public funding Pushes community-based and faith-based programs out of reach Adds bureaucracy without improving student outcomes This isn’t equity. It’s fewer doors open for the families who need flexibility the most. If we care about student success, mental health, and practical solutions that meet kids where they are, we should be expanding access to tutoring, not regulating it out of existence. Protect families. Protect flexibility. Protect what works. Vote NO on HB 359.

Please vote NO on this bill.

Vote no for HB359

Vote NO! HB359 is another step of the STATE to try and FORCE everyone into Government Schools. This is a continued attack on parental rights by this General Assembly. Where does it stop? It will stop when either every Virginia Family bows their knee to kiss the ring of the state or there is a revolt.

Please vote NO!

Sending on behalf of my children and their classmates who attend private school. As a student at a private, faith-based school, HB359 puts us in an impossible position. It asks our school to choose between maintaining its moral and educational autonomy—or continuing to serve classmates who rely on financial aid to be here. Our school community is built on shared values, trust, and independence. Forcing our school to adopt government-mandated policies in order to keep tuition assistance threatens that foundation. But if our school refuses, it’s not administrators who suffer—it’s students. Friends who depend on scholarships may be forced to leave, not because they did anything wrong, but because their school chose to remain true to its mission. No student should have to wonder whether their education will come at the cost of losing classmates—or whether staying true to their school’s principles means leaving friends behind. HB359 creates a moral dilemma where none should exist, and students are caught in the middle. We deserve both school autonomy and inclusive access—not a choice between the two. We ask respectfully that you please OPPOSE HB359. For our schools and our education but especially for our friends/classmates. Thank you! The Thompson girls from Community Christian Academy in Charlottesville, Va

Looking at every single previous comment on this bill, it is clear that Virginians are not fooled by Delegate Helmer's vapid attempt to dig his scabby claws into the homes of Virginians who want to privately educate their children. Keep government out of our private and homeschools! Keep Helmer and his sick supporters away from our children! Vote NO on HB359.

I VOTE NO to HB 359

VOTE NO on HB359 to support academic and religious freedom! Public and private schools have always operated independently in VA and this needs to remain in the best interest of our students and their families. School choice programs save tax payers money. This is a violation of the First Amendment rights in the United States Constitution.

I VOTE NO to HB 359

vote NO on HB 359. religious freedom is our constitutional right.

Vote NO on HB359. All families should be free to choose schools that align with their values, regardless of whether they use public funds for tuition. Redefining students based on funding sources and requiring private schools to adopt public school assessments and accountability systems undermines the independence that makes private education a meaningful choice. Public funds should strengthen public schools, while private schools should remain free to operate according to their missions and values.

Vote NO on HB 359. HB 359 contradicts Supreme Court precedent (e.g., Arizona Christian School Tuition Organization v. Winn). HB 359 seeks to remove School Choice programs, but School Choice programs save taxpayers money, rather than costing them money. HB 359 represents an unprecedented and authoritarian effort by the state of Virginia to control the curricula of private schools. Does the state really desire a direct achievement comparison between public and private school students by mandating SOL tests for both? HB 359 violates the principle of Separation of Church and State and seeks to undermine First Amendment protections of religious freedom. Vote NO on HB 359.

I strongly oppose Virginia House Bill 359. This bill threatens school choice, parental rights, and private school independence by imposing public-school testing, accountability systems, and regulations on private schools that accept tuition assistance. HB 359 does not protect families — it limits options, especially for low- and middle-income parents who rely on scholarship programs to access schools that align with their values, faith, or their child’s unique learning needs. If a private school is forced to follow public-school mandates, it is no longer truly private. Families should decide where and how their children are educated — not the state. Virginia should support educational freedom, not restrict it.

I am writing to urge you to vote NO on HB359. This bill represents a clear and troubling example of government overreach into religious institutions, and it directly threatens fundamental freedoms that should never be subject to political control. Religious institutions are not extensions of the state. They exist to serve their communities according to sincerely held beliefs, and they must remain free from government interference, coercion, or compelled speech. HB359 undermines the core principles of religious liberty and freedom of expression by inviting the government to dictate how religious organizations operate, speak, or govern themselves. This is not only inappropriate—it is unconstitutional in spirit and dangerous in precedent. Once the state is allowed to regulate the beliefs, speech, or internal decisions of religious institutions, no faith community is truly safe from infringement. Regardless of political affiliation, this should concern anyone who values the First Amendment. Religious freedom does not exist only when it aligns with government-approved viewpoints. It exists precisely to protect beliefs and speech that are independent of — and sometimes inconvenient to — those in power. I strongly urge you to stand for constitutional rights, protect religious institutions from government intrusion, and vote NO on HB359. Sincerely, A Concerned Constituent

Please vote NO on this bill, the whole point of having my children in private/religious school is because they are different than public school, I do not agree with some of the curriculum of public school, SOL testing, I like that my children are learning about the bible and about Jesus while in school, and that their school follows and is in line with my Christian faith. Thank you.

I want to encourage the committee to vote NO on this bill. HB 359 seeks to create a broad and conflated definition for the term public funds and then uses that legally flawed definition as a pretext to place as many Virginia private schools as possible under the direct control of the Virginia Department of Education. Among the dangerous provisions in the bill are curriculum control, SOL testing requirements, VDOE control of faculty and staff, VDOE oversight of finances, VDOE control of disciplinary policies, a parent opt-out provision for religious instruction, and expanded “non-discrimination” requirements. The bill poses a serious threat to the Religious Freedoms that our churches and schools enjoy under the First Amendment and would violate the principle of Separation of Church and State. The bill also poses a potential threat to home school families.

OPPOSE HB359 it will eliminate educational choices and erode parental rights for hard working families in Virginia. it attacks private education by forcing private schools to follow public school rules or deny low-income students access to a quality private education. Additionally, it destroys curriculum freedom, faculty standards, admissions policies, religious identity, and covenantal models. Over 5,000 students living in poverty would be forced back into failing public schools. Please vote NO!

I would strongly urge you to vote NO on this bill

I am completely opposed to this bill and it needs to be voted NO on. HB359 is an overbroad and improper expansion of state authority that intrudes directly into private and faith-based education, and more importantly, into the rights of parents to direct the education of our children. This bill goes far beyond any reasonable definition of accountability and instead attempts to extend public school governance, standards and enforcement mechanisms into private institutions through coercion. The bill authorizes the Board of Education to require private schools to administer SOLS assessments, receive state accountability ratings, and comply with broad regulatory conditions simply because a family accesses limited public programs. This is not transparency--it is a regulatory capture. It allows an unelected board to exert control over curriculum, instruction and assessment in schools that are not public, not funded as public, and not accountable to the state in the same manner. The breadth of HB359 is particularly alarming. ITs language is expansive, open-ended and invites future rulemaking that would further erode private school independence. Once authority is granted, it will be expanded. That is not speculation--its is legislative reality. Most troubling, this bill treats parental rights as conditional. It tells families that we may choose private education only so long as the state ultimately dictates how that education is delivered. That directly contradicts the long-recognized principle that parents--not the government--are the primary decision-makers in their children's education. Private schools already operate under real accountability: accreditation, mission alignment, safety requirements, and parental choice. When private schools fail, families leave. Public schools do not face that consequence. If the Commonwealth is concerned about accountability, it should focus on fixing its public schools, many of which continue to struggle with learning loss, weak outcomes, and structural avoidance of accountability via loopholes. Extending a flawed public accountability system into private education will not improve outcomes--it will only reduce choice and undermine what already works. Parents often choose private education for a reason. Private schools hold students to rigorous academic standards that prepare them to succeed not just in Va., but anywhere in the country and world. Many private schools adopted phonics-based instruction and the science of reading decades before the VA literacy Act required public schools to do so, precisely because they are responsible to evidence, outcomes, and parent expectations--not political cycles. Families like mine chose private schools because they deliver results, adapt quickly, and educator the whole child. HB359 threatens to dismantle that success by forcing private schools under a system they intentionally outperformed. HB359 is unnecessary, overreaching, and harmful. If passed many will continue to leave the state as a result of this. It should be rejected in its entirety. Stay out of private education.

Please Oppose HB359 It attacks private education in Virginia, forcing private schools to follow public school rules or deny low-income students access to a quality private education. It is an atempt to elimiate education choices and parental rights to get a quality education for minority students. This bill destroys curriculum freedom, faculty standards, admissions policies, religious identity, and covenantal models. Over 5,000 students living in poverty would be forced back into failing public schools. Constitutionally, this is a clear violation of the Supremacy Clause and the First Amendment.

As a parent and constituent, I urge you to oppose House Bill 359. You and your colleagues owe the parents of your communities the freedom to choose an education for their children that is not controlled by the Virginia Department of Education. Parents who desire a VDOE-controlled education already have that option through public schools, provided at no cost to them. That choice already exists and is fully protected. Parents who choose private schools do so deliberately because they believe schools unhampered by VDOE control provide a better educational experience for their children. This is a matter of parental choice, not government oversight. Families are not seeking special treatment — they are simply asking to be left free to make the best decisions for their own children. Historically, private schools, including those not subject to VDOE certification, have demonstrated strong results in academic achievement, student behavior, and long-term college success. These schools succeed precisely because they are independent, flexible, and accountable directly to parents rather than to state bureaucracies. Virginia should be thankful for the work private schools do to educate students without placing additional burdens on state resources. Even with the availability of education savings accounts and scholarship granting organizations, every student educated in a private school represents a net savings for Virginia taxpayers. These families are contributing to the solution, not creating a problem. House Bill 359 moves Virginia in the wrong direction by limiting parental freedom and expanding unnecessary government control. I respectfully ask you to stand with parents, protect educational choice, and vote NO on HB 359.

Oppose HB359. This bill is a sinister attempt by the Virginia Education Association to destroy private education. It violates the Virginia and the US Constitution a. Free exercise of religion –HB359 imposes requirements that go far beyond fiscal accountability. The SCOTUS decision in Carson v. Makin makes clear that a state may not impose conditions that effectively force religious schools to secularize to participate. b. Unconstitutional Conditions Doctrine – Constitutional law prohibits conditioning public benefits on the surrender of constitutional rights. c. Parental Rights – are you familiar with VA Code 1-240.1? The spirit of this bill clearly violates the VA code. d. Equal Protection Act – In this bill, private schools are treated more harshly than public schools. If this bill is passed, it will cost Virginia a lot of money to defend it because it will be challenged legally and Virginia will lose.

Vote NO on this bill. Public education in Virginia continues to be substandard and private schools are filling the gaps. Why force them to adopt the same standards as the failing public schools?

Please support academic freedom by voting NO on HB 359. The bill contradicts Supreme Court precedent. In the 2011 case Arizona Christian School Tuition Organization v. Winn, which challenged the tax credit model School Choice program on Establishment Clause grounds, the U.S. Supreme Court found that the plaintiffs lacked standing because the program was funded with private donations. Additionally, the court found that the "[r]espondents' contrary position - that Arizonans benefiting from the tax credit in effect are paying their state income tax to STO's - assumes that all income is government property, even if it has not come into the tax collector's hands. That premise finds no basis in standing jurisprudence." Some of the logic used in HB 359 appears to be based on the same faulty premise and therefore on similarly shaky legal ground. School Choice programs save the taxpayers money, rather than costing them money. According to the same Supreme Court Decision, although "It]he costs of education may be a significant portion of Arizona's annual budget,...the tax credit,by facilitating the operation of both religious and secular private schools, could relieve the burden on public schools and provide cost savings to the State."2 Furthermore, in a statement released on January 25, 2022, the federal House Committee on Education and the Workforce concluded that School Choice programs lower costs for taxpayers, based on an extensive study of many School Choice programs.3 The bill represents an effort of the state to control curricula of private schools for the first time. Virginia has a long-standing policy of separation between public and private education with regard to curricula. Standards of Learning assessments are available to public schools only. Private schools enjoy curricular autonomy. Does the state really desire a direct achievement comparison between public school and private school students by mandating SOL tests to both? Does the Virginia Department of Education have the resources to assume the responsibility of oversight of private school curricula and assessments? What will be the fiscal impact of the bill to DOE? HB 359 would establish direct DOE control of private schools for the first time in Virginia history. This policy change would do extreme harm to academic freedom in the Commonwealth. Religious protections provided in the bill are extremely weak. Although HB 359 pays lip service to maintaining the mission of religious private schools, the establishment for the first time of direct DOE oversight of religious schools renders that promise moot. All ODACS schools are integral ministries of local Independent Baptist churches. An attempt to control our schools is a serious violation of the principle of Separation of Church and State and undermines our freedom under the First Amendment of the United States Constitution. In our view, it is no different from an attempt to establish VDOE control over the teachings of the local church!

VOTE YES! The base question here is if we as a Commonwealth should require accountability if an entity uses public funds/tax dollars. The answer for that is an unequivocable YES! The answer to the question posed by this bill is simple. If private, religious schools don't want to be accountable for public money then don't accept those funds. Then the school's religious freedom is perfectly preserved. Please vote YES for accountability for use of public tax dollars.

HB 359 seeks to create a broad and conflated definition for the term public funds and then uses that legally flawed definition as a pretext to place as many Virginia private schools as possible under the direct control of the Virginia Department of Education. Among the dangerous provisions in the bill are curriculum control, SOL testing requirements, VDOE control of faculty and staff, VDOE oversight of finances, VDOE control of disciplinary policies, a parent opt-out provision for religious instruction, and expanded "non-discrimination" requirements. The bill poses a serious threat to the Religious Freedoms that our churches and schools enjoy under the First Amendment and would violate the principle of Separation of Church and State.

Please vote NO on this bill. It would greatly restrict the ability for private schools to function as other viable options for parents seeking an alternative to public schools. This bill would also have a major negative impact on the freedom of religion in private schools.

HB 359 poses a serious threat to the religious freedoms that our churches and schools enjoy under the First Amendment. By allowing the state to regulate religious instruction, internal policies, and governance, this bill would violate the long-standing principle of separation of church and state. Religious schools should not be forced to surrender their beliefs, mission, or autonomy in exchange for participation in programs that merely provide families with educational options. Virginia has a long history of protecting religious liberty and parental choice. HB 359 undermines both. I respectfully ask you to stand for families, faith communities, and constitutional freedoms by voting NO on HB 359.

Please vote NO on this bill.

I vehemently oppose HB 359. It is a direct and unprecedented assault on private education and the rights of families to choose the best educational option for their own children. This bill mandates that any school enrolling even one child receiving tuition assistance must comply with the same mandates imposed on public schools. This would effectively eliminate meaningful private schooling and destroy what makes private schools private. Schools would say farewell freedom in choosing curriculum, establishing faculty standards and admissions policies, and practicing religious convictions. The consequences would be severe, forcing private schools to adopt the mandates that public schools impose and with which they largely disagree: mandatory SOL testing, eligibility and compliance mandates, admissions and non-discrimination requirements, and religious instruction restrictions. Children belong to families, not the state, and parents have the right to direct the upbringing, care, and education of their children. This bill represents an egregious infringement on those rights. The General Assembly has no budget except the one provided by the taxpayers of Virginia, including those who exercise the freedom to choose their own path in the education of their children, some with a tiny portion of those tax dollars. Educational freedom is a bedrock principle of the Commonwealth and the United States. Please vote NO on this bill.

Vote no!

NO!

Please vote no on HB359

No one has the right to tell mothers where, who, or what to teach their children. Public schools have gotten away with things that was normal right biblically. Those who have made these decisions for us need prayer. The Bible and God’s word is all we need. Let’s stand up for our rights but mostly stand for Jesus Christ, author and finisher of our faith.

Please vote NO on HB 359. HB359 seeks to create a broad and conflated definition for the term public funds and then uses that legally flawed definition as a pretext to place as many Virginia private schools as possible under the direct control of the Virginia Department of Education. Among the dangerous provisions in the bill are curriculum control, SOL testing requirements, VDOE control of faculty and staff, VDOE oversight of finances, VDOE control of disciplinary policies, a parent opt-out provision for religious instruction, and expanded "non-discrimination" requirements. The bill poses a serious threat to the Religious Freedoms that our churches and schools enjoy under the First Amendment and would violate the principle of Separation of Church and State.

Comments Document

Vote No HB359

Please vote NO for this bill! Education should be in the hands of the parents.

Please vote No on HB 359! The best interest of a child’s education should be decided upon by the parent/ guardian. Private school’s’ curriculum and funding do not need to be regulated by the DOE. Thank you for your serious consideration of this!

The bill represents an effort of the state to control curricula of private schools for the first time. Virginia has a long-standing policy of separation between public and private education with regard to curricula. Standards of Learning assessments are available to public schools only. Private schools enjoy curricular autonomy. Does the state really desire a direct achievement comparison between public school and private school students by mandating SOL tests to both? Does the Virginia Department of Education have the resources to assume the responsibility of oversight of private school curricula and assessments? What will be the fiscal impact of the bill to VDOE? HB 359 would establish direct VDOE control of private schools for the first time in Virginia history. This policy change would do extreme harm to academic freedom in the Commonwealth.

Hello please vote NO on this bill HB359. This is over reach of separation off church and state. To target private schools and homeschool groups strips parental rights and belief in what is best for their children. There are may reasons parents choose private or homeschool education and the state trying to control education is just one of many possible reasons.

Please vote NO on HB359 titled: Private elementary or secondary school; use of public funds for tuition, standards. Thank you very much.

I urge members of the House Education Committee to vote NO on HB 359. Thank you for considering my request.

I urge members of the House Education Committee to vote NO on HB 359. Thank you for considering my request.

Please vote NO on HB359 titled: Private elementary or secondary school; use of public funds for tuition, standards. Thank you very much.

Comments Document

ODACS urges members of the House Education Committee to vote NO on HB 359. A rationale for our request is attached. Thank you for considering our perspective.

I oppose this bill. Please vote no.

I respectfully ask that the legislators vote no on this bill. Private schools that receive funding through programs such as the Virginia Education Tax Credit Program have their own missions, goals, and priorities -- that may not align 100% with public schools -- but which produce diverse, extremely well-educated, and successful students ready for that next step in life. This bill would require these private schools to dedicate time, labor, and money to revise their curriculum and make other significant changes, solely to look and feel more like a public school. It is a solution in search of a problem that does not exist. Finally, many (if not all) private schools are certified by or members of organizations such as the VAIS, which reviews the school's curriculum, facilities, and governance periodically to ensure compliance. I point that out to underscore that the private schools receiving state/federal monies are not the rogue institutions that this bill seems to think they are. Again, this bill is searching for a problem to solve, and I ask that you vote no.

It's my understanding that this will hurt my children's school. I'd like to respectfully submit my opposition.

I’m against this bill, it will strip away rights from parents, and places administrative and financial burdens on private schools, the government and taxpayers.

This bill strips away parental rights and religious freedoms from the people. It also places a larger burden on private schools, administrators, government officials, and the taxpayers. Please vote NO on HB359.

I am writing this feedback as a Democrat who believes that federal and state tax dollars should be spent on public schools. I do not believe that Delegate Helmer's bill , HB359, will keep more state tax money in public schools. It has the strong likelihood of doing the opposite. If enacted, who will monitor the administration of accreditation of private schools? Surely the cost of "administering" the SOLs paid by private schools provided in the bill would not fully cover the salaries of the state employees required to keep tabs on every private school in the Commonwealth. If it were sufficient, which state agency's employees would determine how much each private school owes and would be tasked with collecting the monies? How would the Commonwealth handle the funds if a profit was to be made from private education? What is the cost of one SOL test, scoring, and correspondence worth in a private setting? This measure could put small schools out of business. For example, North Star Academy in Henrico, a school for children with special needs, many of whom have IEPs, would be greatly affected and would likely close down. Their whole model is to educate special needs children who cannot thrive in a public school environment. Surely there are many such schools in your district which take in children placed by school districts because the districts cannot provide for them. Many of these children avail themselves of equitable services. Should they opt out of those resources to conform or subject their students to the state standards they have been released from by the school districts themselves? The same goes with the Rudlin Torah Academy (RTA) in Richmond. Those children attend RTA because that education allows for many of them to pursue religious secondary education in other cities. This is an educational path made unavailable to them with a public school education. The school cannot pay the cost associated with administering SOLs given that the vast majority of children are there on scholarships provided by the school. This might shutter the only Jewish elementary educational institution in the Richmond region. Perhaps this bill is in response to the impending federal tax credits from the Trump administration and the state opt-in by Governor Youngkin on his way out the door. However, this measure fails to consider the contribution of Free and Fair Education Equitable Services and voluntary school district placement in its calculus. The bill is a highly problematic, creating increased effort from the State Education Department and placing undue and punitive burdens on small private schools catering to populations which require alternatives. Respectfully, Lizzie Drucker

Dear Members of the Virginia Legislative Committee, I am writing to express my strong support for HB 1204, which enables local governing bodies to appropriate local school funds to families for compulsory student attendance in nonpublic school settings. As a parent who has homeschooled my own children, I understand the profound impact that educational choice can have on a child’s development, and I believe this bill offers a vital opportunity for families across Virginia to access the best education for their children. HB 1204 addresses a critical need by providing financial support to families who may not otherwise have the means to choose nonpublic education options, such as private schools or homeschooling, for their children. This legislation recognizes that one-size-fits-all education does not meet the diverse needs of every student. By allowing local funds to be directed toward nonpublic settings, the bill empowers parents to make decisions that align with their children’s unique learning styles, values, and aspirations. Moreover, this bill promotes equity in education by leveling the playing field for families with limited resources. Many parents, unlike myself, lack the financial means or time to provide alternative education options as required under Code 1-240.1. HB 1204 ensures that these families are not left behind, granting them the flexibility to pursue the educational paths that best serve their children. This is not just about funding; it is about fostering an environment where every child has the chance to thrive through personalized education. Personally, homeschooling my children was a transformative experience, made possible because I had the resources and time to dedicate to their education. I tailored their learning to suit their individual needs, something many parents long to do but cannot afford. I have seen firsthand how empowering parents with choice can unlock a child’s potential, and I am deeply invested in seeing other families gain access to similar opportunities through HB 1204. This bill directly impacts my community by ensuring that neighbors and friends who struggle financially are not forced into educational systems that may not suit their children’s needs. In closing, I urge your support for HB 1204. This legislation is a significant step toward educational freedom and equity, ensuring that all Virginia families, regardless of income, can choose the best path for their children’s future. It matters deeply to me and to countless others who believe in the power of parental choice in education. Sincerely, Craig DiSesa

A senior stays after school almost every day, paint under her fingernails, rehearsing lines in an empty auditorium, building a portfolio that represents years of discipline and creativity. Her fine arts diploma seal means something real: commitment, excellence, and talent. But now imagine her family being told that seal is also a “workforce credential.” They assume it signals job readiness. Counselors check a box. Policymakers count it toward graduation pathways meant to prepare students for employment. She graduates believing she’s been set up for success, only to discover later that the credential never meant what it sounded like. That quiet misrepresentation is the problem with HB 478. This bill doesn’t just celebrate the arts. It relabels artistic achievement as career preparation, blurring a line students and families rely on to make informed decisions about their futures. Workforce credentials are supposed to reflect skills tied to real labor-market demand. Artistic excellence is valuable, but it is not the same thing, and pretending otherwise risks misleading the very students we claim to support. There’s also a serious equity issue. Access to advanced fine arts programs depends heavily on ZIP code. Some schools offer orchestras, studios, and specialized instructors. Others barely have a single art elective. Turning a fine arts seal into a graduation pathway rewards access, not opportunity, and pressures schools to expand programs without funding. Even more troubling, HB 478 gives the Board of Education broad authority to define the criteria later, through regulation, not statute. That means graduation requirements can quietly shift without legislative debate, transparency, or public input. Supporting the arts matters. Recognizing student excellence matters. But honesty matters more. Students deserve credentials that clearly help them move forward, not give them false confidence or symbolic substitutes for real readiness. Please vote no to HB478.

On behalf of the Virginia Music Educators Association, I am writing today in support of this bill. Fine Arts education is an essential part of a full and well-rounded education. Students involved in the arts practice their craft and collaborate in an innovative way that aligns with any other academic discipline. Students prepare countless hours of work and skill that can translate into real world applications and pursuits whether that is teaching, performance or continuation of practice. I echo the many comments already left here for this bill and would be repeating many of the same comments that were already shared. I wholeheartedly support this bill and represent the voice of support from music teachers from early childhood to secondary education throughout our Commonwealth.

As Vice President of the Virginia Education Association, I strongly support HB 478, which establishes a Diploma Seal for Excellence in Fine Arts and recognizes it as an industry-recognized workforce credential. This legislation sends a clear and necessary message: the arts are not peripheral to education, they are a legitimate and powerful pathway for student success. Fine and performing arts education develops critical thinking, creativity, collaboration, discipline, and problem-solving, skills that are essential for college, careers, and civic life. HB 478 appropriately acknowledges these outcomes by providing formal recognition for students who demonstrate sustained excellence in the arts. This bill is also personally meaningful to me. I was the type of student who would have graduated with a Fine Arts Diploma had such an option existed. The arts were not an extracurricular interest, they were my academic strength and my primary mode of learning. That foundation led to a meaningful and impactful career in the arts and in arts education, where I now work to support students and teachers across the Commonwealth. HB 478 ensures that students like me are seen, valued, and recognized for their achievements while they are still in school. By including this diploma seal on the Board of Education’s uniform list of industry-recognized credentials that may satisfy graduation requirements, HB 478 expands equitable pathways to graduation and honors diverse student strengths. It places artistic excellence alongside other recognized academic and career credentials, reinforcing that multiple pathways can lead to success. HB 478 strengthens Virginia’s commitment to a well-rounded, future-ready education system that values the full range of student talent. The Virginia Education Association urges the General Assembly to pass HB 478 and affirm that the arts are a vital pillar of student opportunity and workforce readiness.

Dear Chairwoman and members of the Early Childhood and Innovation Subcommittee, On behalf of the Virginia Association of Music Education Administrators (VAMEA), I write in strong support of HB478, which would establish a Fine Arts Diploma Seal within Virginia’s Standards of Accreditation. This seal recognizes students who have demonstrated sustained excellence in music, theatre, dance, or visual art—disciplines that do more than enrich: they equip students with the creative and critical thinking skills that fuel innovation across all sectors. Fine arts education is a proven catalyst for interdisciplinary learning, design thinking, and original problem-solving. By adding a diploma seal for the arts, alongside existing seals for STEM, CTE, and Biliteracy, Virginia affirms that the creative economy is a vital part of our students’ future-readiness. HB478 not only acknowledges student achievement but also encourages deeper participation in advanced coursework, opening new postsecondary and career pathways. Thank you for your consideration and for your commitment to innovation and student opportunity in Virginia’s public schools. Sincerely, Christopher Moseley President, Virginia Association of Music Education Administrators

I am writing to wholeheartedly support HB478 which “requires the Virginia Department of Education to establish criteria for awarding a high school diploma seal for excellence in fine arts, which may include a sequence of coursework, cumulative grade point average in such sequence of coursework, or any other performance-based criteria that the Board deems appropriate”. In my work as Executive Director of the Virginia Music Educators Association (VMEA), this seal supports and advocates for the work of our educators by giving students meaningful recognition for sustained achievement in music. Music education builds creativity, collaboration, innovation, and critical thinking, all skills and habits of mind that support technological and artistic synthesis, innovation, and original creation and that are catalysts for developing new ideas across disciplines and solving complex “real world” problems. Virginia already offers seals in other areas such as Career and Technical Education, STEM, Civics, and Biliteracy. Adding a fine arts seal ensures that students who excel in the arts are also honored for their exemplary work and affirms that the arts are an essential part of a well-rounded education. This legislation will enable the recognition of advanced fine arts students for exemplary work, strengthen expanded pathways to student success, and perhaps motivate additional students to pursue higher level fine arts courses. The fine arts seal will also support career and college readiness by providing a way for students to communicate their achievements to postsecondary employers or higher education institutions. As a product of Virginia K-12 and higher education institutions, a 26 year educator in Virginia music education, a parent of three young Virginia public school artists, and as a representative of music educators in Virginia through my work with VMEA, I ask you to support HB478 to ensure the best and brightest artists have the opporunity to be recognized for their commitment and excellence in the Fine Arts.

The Virginia Fine Arts Seal proposed in HB478 is an important step toward recognizing the essential role arts education plays in preparing students for success in school and beyond. Participation in visual art, music, theatre, dance, and media arts strengthens creativity, critical thinking, collaboration, and communication—skills that are vital in today’s workforce and higher education environments. The seal would formally acknowledge students who demonstrate sustained achievement and commitment to artistic excellence, validating talents that are often underrepresented in traditional academic recognition.

I want to reiterate the points made in the VCFAE’s position statement updated on February 2nd. The seal would give students meaningful recognition for sustained achievement in dance, music, theatre or the visual arts- disciplines that build creativity, collaboration, and critical thinking, all skills and habits of mind that support technological and artistic synthesis, innovation and original creation and that are catalysts for developing new ideas across disciplines and solving complex “real world” problems. Virginia already offers seals in other areas such as Career and Technical Education, STEM, Civics, and Biliteracy. Adding a fine art’s seal ensures that students who excel in the arts are also honored for their exemplary work and affirmative that the arts are an essential part of a well-rounded education. This legislation will enable the recognition of advanced fine arts students for exemplary work, strengthen expanded pathways to student success, and perhaps motivate additional students to pursue higher level fine arts courses. The fine art’s seal will also support career and college readiness by providing a way for students to communicate their achievements to post secondary employers or higher education institutions. Please support HB478 and ensuring that students who excel in the arts receive the recognition they deserve.

My name is Annie Ray, and I am a public school music educator in Virginia. In 2024 I was honored to receive the GRAMMY Music Educator Award for innovation in music education. I was also formally recognized by the Virginia House of Delegates and Senate for this work. That recognition reflects what is already happening across the Commonwealth, where fine arts classrooms are spaces where innovation in education is practiced daily by students. That is why I am here in strong support of HB478. HB478 reflects an encompassing understanding of student achievement. By establishing a Diploma Seal for Excellence in Fine Arts, this bill recognizes learning that is performance based, sustained over time, and rooted in real-world application. Let me briefly share what that looks like in practice. I have a group of students currently in my program who created a performing club that is entirely student run. They manage communication, scheduling, rehearsal planning, and coordination with community partners with me keeping a watchful eye. They perform throughout the community, solve problems in real time, and hold one another accountable. No adult runs any part of it. That is innovation. Another alumnus of mine began experimenting with music composition while in high school. That exploration grew into formal study, and today that student is double majoring in music performance and music composition at James Madison University, and already gigging professionally and contributing to the Commonwealth workforce. What began as exploration became a clearly defined academic and career pathway. That is pathway-building. I also previously taught a double bass student who wrote every college entrance essay about her experience playing in orchestra. She connected discipline, collaboration, and perseverance directly to engineering. She is now a fourth year student at MIT on a significant scholarship. That is readiness. None of these students followed the same path, but all of them developed the skills higher education and employers consistently say they need but were previously unrecognized. HB478 elevates this work by creating a statewide framework that recognizes depth of learning without adding new mandates or unfunded requirements. It builds on Virginia’s existing diploma seal structure and allows innovation to remain locally driven. This bill sends a clear message that innovation in education includes creativity, applied learning, and student engagement. I respectfully urge your support of HB478. Thank you for your time and leadership.

As a theatre educator for over two decades, I overwhelmingly support the elevation of performing arts through a diploma seal. The life skills and level of commitment arts students garner through their commitment to the arts is so valuable. There has been too much focus on students in front of screens, when we must focus on skills that center around human connections, experiences, and commitment to a process. Please, show students, families, and educators that the arts are an integral component of a well-rounded and essential education. Vote yes on this bill. It's time!

I support this game changer for our kids!

Music is where my son feels most himself. Drumming isn’t just a hobby for him—it’s how he focuses, expresses his emotions, and finds joy. Whenever he has free time, that’s where you’ll find him.” Recently, he has started to use his music to overcome the grief of losing his father. This distraction has made the difference between total depression and his ability to move beyond his grief.

So many kids benefit from and excel in music and other fine arts. It is important to be recognized.

Adding a Fine Arts seal to Virginia High School diplomas is an excellent idea. Quality Fine Arts are the hallmark of high-quality civilizations. In my opinion, placing this seal on all of our High School diplomas in Virginia will achieve two things. First, it will demonstrate that the Commonwealth of Virginia values and supports Fine Arts. Second, and what I believe is most crucial, it will serve as a reminder to all Virginia High School graduates of the importance of Fine Arts in education.

I support a fine arts deal on high school diploma.

I urge the committee to vote YES on HB478 to create a FINE ARTS SEAL for the diploma. I have spent 33 years as a high school choir director in Virginia. It is my life's work and greatest blessing. Every single day, I have the joy of working with teenagers who are giving their all in class and on stage. When I first read about the possibility of this bill, it brought tears to my eyes. What a beautiful way to recognize the future leaders of Virginia as they create, collaborate, and innovate! Our audiences only experience the product, but the real magic is in the process. Visit any music classroom and you will see. Every child is fully engaged, every voice adds immeasurable value, and we create art that you can hear. That's what deserves the "seal" of approval! When this Bill passes, we would love to come and SING to celebrate! Contact Lara Brittain at Forest Park High School BrittaLM@pwcs.edu

Please vote for this Diploma Seal for excellence in the fine arts. Virginia students are competing against all students from other states, and this seal, where warranted will allow them to have competitive resumes and applications in the highly rigourous College and post high school process. It creates an inscentive for students to not only add fine arts courses to their elective options, but encourages excellence within the fine arts communities at high schools throughout the Commonwealth of Virginia. The fine arts seal motivates the fine arts student as a community are challenged to rise to a new standard. In a world where there can be much division, the arts brings everyone together no matter their politics.

Students in the Fine Arts show dedication to their activity, while maintaining passing grades in their academic classes; demonstrating time management skills. Many Fine Arts students also participate in sports or hold jobs. These students are among some the most well equipped people upon graduation to enter the adult world having learned how to navigate interpersonal skills. Having their dedication recognized upon graduation would be a testament to the hard work and level of preparedness these students have to offer.

When I was in high school, our salutatorian lost the race to valedictorian because she took four years of band instead of taking an AP class. Though she could have chosen to take a different class, she was passionate about being in band and even found her core friend group through this class. Adding a Fine Arts seal to the diploma would encourage students to continue to advance in the fine arts in addition to their academics. Students who take fine arts classes learn vital skills, so encouraging students to continue with their fine arts elective increases the ability for these students to thrive in their chosen future pathway. As a teacher, I watch my students struggle to choose between the different electives because of the pressure they face of choosing advanced electives instead of any fine arts class. I beleive that this seal would showcase that we do not see any area as "lesser than" another and focus instead on ensuring a well rounded student who can succeed in whatever path they choose after graduation.

My son is in high school marching band and drama club. I know how much he loved and enjoyed these activities. I support Diploma seal for excellency in fine art.

HB478 recognizes the vital role that fine arts education plays in developing well-rounded, creative, and engaged students by establishing a Fine Arts Seal on high school diplomas. This seal would honor students who demonstrate dedication and achievement in disciplines such as music, visual arts, theater, or dance, while encouraging schools to continue offering robust arts programs. Participation in the arts has been shown to strengthen critical thinking, collaboration, and communication skills—qualities that benefit students in college, careers, and civic life. By formally acknowledging artistic accomplishment, HB478 sends a strong message that fine arts are not extracurricular luxuries, but an essential component of a complete education.

I support the inclusion of a Fine Arts Diploma in the state of Virginia. My daughter is a gifted vocalist and is pursuing higher education in the Fine Arts, as well as, a potential career in the industry. It would very meaningful for her to graduate with recognition in the field.

As a Theatre Educator, I strongly support HB478, which would establish a Fine Arts Diploma Seal to recognize students who complete a rigorous course of study in the arts. Along with Theatre, ALL Fine arts students work incredibly hard, often dedicating countless hours to practice, rehearsal, and performance while balancing their academic responsibilities. By making this commitment, they develop valuable skills such as discipline, creativity, collaboration, and perseverance—skills that serve them well in college, careers, and life. A Fine Arts Diploma Seal would appropriately honor their dedication and highlight the importance of the arts in a well-rounded education.

I support fine arts in schools.

I would love to see this bill pass. I have a child at Gainesville High looking to make a career in the arts. As of right now, I am trying to pull as many video clips, still images, and anything I can get my hands on to build her portfolio for college applications and potential roles after high school. Her college dream is NYU Tisch and it’s very difficult to get into. She works hard to get great grades and does well in her theater/drama courses. I’m currently finding it difficult to pull together things for her portfolio due to licensing of the plays and musicals she’s been a part of. This seal on her diploma would help show her college interests that she’s been dedicated to the arts throughout her educational career. NYU Tisch only had an acceptance rate of 7.7% in 2025. Anything that can help her achieve her life goals is so appreciated! This bill would be an amazing addition to her college applications! Thank you for the consideration of this; it’s huge for our Arts children!

Please approve the diploma seal of excellence for fine arts; established, industry-recognized workforce credential. Thank you!

Students in performing arts put lots of time and effort into their art of choice, recognizing that commitment on their diplomas would be very beneficial and show how dedicated they are. Arts are very important and a seal option like this one could open lots of opportunities for students, and it rewards them for their achievements!

I strongly support HB478, which would establish a Fine Arts Diploma Seal to recognize students who complete a rigorous course of study in the arts. Fine arts students work incredibly hard, often dedicating countless hours to practice, rehearsal, and performance while balancing their academic responsibilities. Through this commitment, they develop valuable skills such as discipline, creativity, collaboration, and perseverance—skills that serve them well in college, careers, and life. A Fine Arts Diploma Seal would appropriately honor their dedication and highlight the importance of the arts in a well-rounded education.

Please support the inclusion of a fine arts diploma seal. Fine arts coursework develops essential work based readiness skills that translates directly to post secondary education and the workforce. This diploma seal would appropriately recognize students who commit to a consecutive art focused course of study and demonstrate sustained engagement in a discipline that requires both technical and creative skills and thinking. Recognizing this commitment, affirms the value of arts, education, and sends a clear message that the skills developed through arts courses are both relevant and transferable beyond the classroom.

Hello, I am writing today to have a fine arts seal added to diplomas to recognize student achievements in the fine arts. My daughter is a Junior at Forest Park HS, where she is a part of the FPHS Marching Band. As a band mom, I've seen the sweat, tears, and dedication my child (and countless others) have put in to their music and craft. Having a seal on her diploma would be a forever recognition of the achievements she worked so hard for in high school. I know that music has become something so important to her during her teen years, my husband decided to retire from the military so that she could continue to pursue it. It would be mean a lot to our family, and I know countless others. Please consider passing this bill for our kiddos. Thank you! Samantha McKeogh

Adding a diploma seal for excellence in fine arts highlights the value of creativity and hard work. Students who would qualify often go above and beyond practicing their craft. This kind of recognition also highlights this strength to prospective colleges and employers. Help students show the skills they have acquired in HS on their diploma!

I support bill 478 - Fine Arts diploma. Our ninth grader has been active in drama (elementary school) and theater (middle and high school). We are so fortunate that Prince William County has a strong Performing Arts program from Kindergarten! The students work hard and the teachers are so committed to student engagement and success. The academic value of auditions, rehearsals and performances is priceless. Great life skills like listening, teamwork, commitment and competition are developed through theater.

I strongly support HB 478. There are multiple avenues for careers in the Fine Arts. This industry-recognized workforce credential would be a huge step in recognizing the hard work, dedication, and skill development of those students during their high school years and giving them a wonderful foundation for post-graduation opportunities.

I write in strong support of the proposed Diploma Seal for Fine Arts. Participation in fine arts education-music, visual arts, theater, and dance-develops the very skills Virginia’s employers consistently seek: creativity, collaboration, communication, discipline, and problem-solving. Students engaged in the arts are not only better learners, but also more engaged citizens and adaptable members of the workforce. The Diploma Seal for Fine Arts recognizes students who commit to rigorous artistic study while balancing academic demands. These students demonstrate perseverance, time management, and excellence-qualities that directly benefit higher education, local economies, and the Commonwealth as a whole. Across Virginia, the connection is clear: strong communities invest in the arts, strong schools sustain robust arts programs, and strong school systems produce well-rounded graduates prepared to contribute meaningfully to society. Supporting the Diploma Seal for Fine Arts affirms Virginia’s commitment to developing innovative, skilled, and culturally literate citizens.

Music is one of the few disciplines in K-12 education where all students are included in an activity, they strive for personal excellence while learning collaboration and leadership skills. A special recognition on a high school diploma signals to institutions of higher education and employers that the recipient possesses skills, traits, and practices that prepare students for life. I am a music educator who empowers students to learn and lead well beyond their time in my class.

HB478 deserves strong support because it formally recognizes the rigor, commitment, and real-world value of fine arts education. Fine arts students meet high standards, master technical and creative skills, and develop habits—such as perseverance, collaboration, and critical thinking—that directly translate to college, careers, and today’s economy. This bill ensures their achievements are recognized as a legitimate and respected pathway to workforce readiness and postsecondary success. Moreover, HB478 promotes student engagement, educational equity, and a more innovative, well-rounded workforce.

As a middle school band teacher, I see every day how music challenges my students academically, creatively, and personally. A diploma seal for excellence in the fine arts would recognize their dedication, discipline, and growth, highlighting music as a rigorous and meaningful field of study. HB478 would honor the countless hours students invest in their craft and inspire them to continue striving for excellence. I fully support this initiative.

This proposed seal aligns with similar initiatives in other states (such as Florida and Georgia) that recognize fine arts mastery as a valuable skill for future careers in the creative industry. Virginia has amazing programs and our creative, hardworking, and dedicated students deserve this opportunity.

The Diploma Seal for Excellence in the Fine Arts, as outlined in House Bill 478, recognizes the rigor, depth, and sustained commitment required of students engaged in comprehensive fine arts pathways. Rigorous arts courses require ongoing assessment, performance-based evaluations, and the demonstration of skill mastery over time - expectations that are comparable to those found in Advanced Placement, International Baccalaureate, Dual Enrollment, and Career and Technical Education certification programs. By formally acknowledging this level of rigor, the Fine Arts Seal affirms the academic value of arts education and ensures that students’ achievements are visible and meaningfully recognized on their diplomas. The Fine Arts Diploma Seal also supports college and career readiness by reinforcing the connection between high-quality arts instruction and sustainable career pathways within the arts and cultural sector. Through sequential coursework and authentic, performance-based learning, students develop discipline-specific skills while also gaining fluency in industry-relevant language, technologies, and professional practices. These experiences help students better understand potential postsecondary options, clarify future goals, and envision viable pathways into creative industries or related fields. The skills cultivated through rigorous arts study - critical thinking, creativity, collaboration, adaptability, and problem-solving - transfer directly to both higher education and the modern workforce. Additionally, the Fine Arts Diploma Seal promotes student engagement, persistence, and success across a broad range of learners. It encourages students to remain enrolled in standards-aligned, sequential arts coursework rather than selecting unrelated classes solely to earn acceleration points, creating a positive outcome for both students and schools. Research suggests that sustained participation in arts programs is associated with improved school attendance (and therefore, less chronic absenteeism) and higher graduation rates. By rewarding perseverance and excellence over time, the Seal recognizes diverse learning styles and pathways to achievement while positioning Virginia as a leader in valuing artistic accomplishment as an integral component of a well-rounded, future-ready education system.

Our fine arts programs are rigorous and meaningful, and students work for years to earn their skills. HB478 recognizes that commitment by establishing clear, performance-based criteria and by valuing the fine arts seal as an industry-recognized workforce credential alongside other CTE pathways. This bill affirms that excellence in the arts matters and that there are multiple, valid paths to student success. I urge support for HB478 and appreciate the continued investment in our students and schools. Thank you for your time.

As a mother of four and a music educator for over 20 years, I have seen the endless positive impact of arts-focused education, and I therefore strongly support HB478. This bill provides critical recognition for the rigor and discipline of fine arts study, placing it on equal footing with other academic distinctions. By establishing a Diploma Seal for Excellence in Fine Arts, Virginia joins many states in using proven, recognition-based incentives to motivate students and strengthen advanced arts participation. Importantly, HB478 ensures statewide consistency while maintaining local flexibility and avoiding unfunded mandates. I respectfully urge the House Education K-12 Subcommittee to report HB478 favorably to affirm the value of a well-rounded education for all Virginia students. Thank you for your consideration of this worthy bill.

If you were a student if the arts, or you went to see a play or band concert and felt moved by the collaboration, or you had children who were motivated to go to school because of an art class, then you know the value of Arts Education. The arts are vital to the development of any future leader. They are the one subject that authentically fosters the 21st Century Skills: Creativity, Critical Thinking, Communication, Collaboration and Citizenship. At a time when arts programs are being replaced by general electives or early release from school, the introduction an Arts Diploma Seal will give school staff more reason to promote the arts and influence more students to participate in these integral programs.

I strongly support HB478, which establishes a Diploma Seal for Excellence in Fine Arts. I submit this comment as the President of the Virginia Association of Music Education Administrators, a representative on the National Association for Music Education’s Music Program Leaders Council, a parent, and a former band and orchestra director. HB478 meaningfully recognizes the rigor, discipline, and transferable skills developed through sustained fine arts study. A Fine Arts Diploma Seal elevates student achievement in the arts in a way that students, families, and school counselors understand, while placing fine arts on equal footing with other areas of academic and career recognition. Nationally, many states already offer similar diploma seals or graduation distinctions, and these recognitions have proven effective in motivating students and strengthening participation in advanced arts coursework. Importantly, HB478 is recognition-based rather than prescriptive. By allowing the Virginia Board of Education to establish statewide criteria, the bill ensures consistency while maintaining local flexibility and avoiding unfunded mandates for school divisions. As both an educator and a parent, I have seen firsthand how formal recognition motivates students, affirms the value of a well-rounded education, and reinforces the importance of sustained engagement in the arts. I respectfully urge the House K-12 Subcommittee to report HB478 favorably.

I strongly support creating a seal for excellence in fine arts. A fine arts seal would recognize the dedication and discipline required to improve individual skills related to visual and performing arts as well as recognize the extensive hours spent sharing their art through school and community events. The fine arts seal will communicate to employers and colleges that students earning this designation have developed skills in collaboration, creative thinking, self-discipline, and individual responsibility.

Comments Document

I think it is extremely valuable to bring in industry experts to the classroom. Students can see an accurate, up-to-date snapshot of the industry. In my experience, when I work with schools to bring special guests, it adds a lot of insight for the students, builds bridges from eduction to the work force, helps students learn how to converse with relevant industry-specific language as well as technology, keep informed of industry trends, can learn a path for themselves to enter the industry/industries post-education, picture more of a future for themselves, and/or add clarify for their future goals, and gain so many more skills/knowledge that transfers into the education environment. Furthermore, adding the Diploma seal for excellence in fine arts adds to those opportunities. It allows arts students' work to be seen, recognized, and for those who wish to pursue these fields or contribute to them in some way of the future, this starts their journey towards excellence, mastery, and/or skill acquisition. Without the diploma, students may not have the ability nor motivation to add that extra class, take a summer opportunity, etc. We can set ourselves apart from other states who do not have this option and help students have a leg up when applying to higher education institutions or other professional opportunities. Please see the attached document sighting studies, professional articles, and more with the benefits of students participating more in arts programs in schools.

My daughter has taken music all through middle school and high school. She spends hours practicing and preparing for events. She is interested in pursuing music education. I support HB478 | Watts bill. The fine arts seal on her diploma would be a wonderful opportunity to recognize her dedication.

We support House Bill 478 to establish a Fine Arts Diploma Seal for Virginia to formally recognition to our young artists for their years of dedication, practice, and performance. These students practice for hours and push through nerves to share their art with their community while representing their community with pride.

Establishing a seal for excellence in fine arts will formally recognize students who have completed the coursework necessary to maintain the highest level of ability in visual and performing arts. This recognition would also validate the hours of practice and performance that musicians give back to their local communities. A seal for excellence in fine arts will also convey to employers and higher education the self discipline and rigor of the graduate.

My two oldest girls have attended and currently attend Forest Park High School in Prince William County. They were each part of the wind ensemble, marching band, jazz band, and symphonic band throughout high school. They both put in hours of practices outside of school, performed in countless concerts and competitions, and met lifelong friends in band. It is so important for their efforts and all of those participating in choir, band, and orchestra to get this recognition on their diploma. The skills and leadership learned in band will be carried with them for life.

Recognizing fine arts achievement alongside other diploma seals validates the arts as a vital subject in Virginia. The arts motivate students, strengthen programs, and opens pathways for success in college, career and life. The fine arts seal will also support career and college readiness by providing a way for students to communicate their achievements to postsecondary employment and higher education. As the parent of a child highly active in her school's performing arts department, I want to see her dedication to her craft recognized in the same way as her peers in STEM. We need to be supporting more students to pursue their passion for the arts to perpetuate a continued appreciation and cultivation of the arts within our culture for the future. This is the first step in doing so!

As Chairperson of the Virginia Coalition for Fine Arts Education, I respectfully submit this written testimony in support of House Bill 478, which establishes a High School Diploma Seal in Fine Arts. The proposed Fine Arts Diploma Seal would recognize students who demonstrate sustained commitment, achievement, and proficiency in arts disciplines such as music, visual arts, theatre, and dance. This distinction affirms the arts as an essential component of a well-rounded education and acknowledges the rigor and discipline required to achieve excellence in these fields. Fine arts education develops critical thinking, creativity, collaboration, and communication skills—competencies that are essential for success in higher education, military service, the workforce, and civic engagement. A Diploma Seal in Fine Arts provides meaningful recognition of these transferable skills while encouraging students to pursue high academic and artistic standards through sustained coursework and performance-based learning. The Fine Arts Diploma Seal would also offer colleges, employers, and service organizations a clear and consistent indicator of student dedication, perseverance, and creative problem-solving ability. By formally recognizing excellence in the fine arts, the Seal allows schools to celebrate student achievement, strengthen arts programs, and reinforce the important role the arts play in preparing well-rounded, engaged, and innovative graduates. Establishing a Diploma Seal in Fine Arts reflects Virginia’s commitment to educational excellence and to developing the full potential of its students.

I encourage your support of HB478 to establish a Fine Arts diploma seal. Students engaged in Fine Arts study spend significant time in and out of the classroom applying the skills and knowledge acquired. Often this knowledge and skills lead to further study at higher education and/or jobs. The intensity of study and skill acquisition is equivalent to students studying the trades. Thank you for your careful consideration.

In favor of giving diplomas to graduates who have earned the distinction of a Fine Arts Seal of Excellence for students dedicating themselves to the fine arts is a positive move of encouraging young adults in future successes. This measure will identify students as individuals who display responsibility, teamwork and dedication to activities that have a positive impact on others as well as themselves. If other programs have been identified as worthy for this distinction, fine arts should be included because of a students dedication of time, effort, and responsibility not only with their participation but in conjunction with their academic success. These efforts are creating the type of young people that will shape all our futures and also be the employees that the work force wants to hire. This will be a great impact on graduates to come and improve educational outcomes, I believe. Please make this a reality.

HB478 This testimony is in favor of the enactment of a Fine Arts Seal of Excellence on high school diplomas. In considering the Fine Arts Seal of Excellence on a diploma, a lot is to be considered. Guidelines and criteria should reflect the dedication students have given to the Fine Arts Program of their school district to receive such an honor. This honor would be not only an encouragement to the dedication and participation of the programs that really compliment the educational experience students receive academically, This recognition would not only serve to encourage the students participating and dedicating themselves, but also be a lighthouse to beacon prospective students to participate in such programs. We have long known the value of such programs to improve academic improvement, aid in responsibility through punctuality and taking ownership of being a part of team effort. These skills are valuable and carry young people into adulthood and through the rest of their lives. To recognize their significant dedication to such programs for most of their formidable high school years will I believe shape stronger intellect and success in our future graduates. Please deeply consider the positive impact this will have on future graduates when approving this measure. Respectfully, Mrs. O’Neill

“Learning to play an instrument offers a child the opportunity for creative self expression and the development of an identity. Our children have worked so hard and have donated so much of their time and effort. Waking up early, staying practicing late. Going to different competitions and worrying about how their performance will be. Also teachers,School staff and parents donate their time and resources to help out children. They are our future Doctor , Nurses, Teachers or President of our Country. Is fair for them to have a recognition for all that hard work.

As the mother of children who have shown artistic talent and dedication to their arts, it would be lovely to see recognition of that in the form of a seal.

I wholeheartedly support the bill to add a Fine Arts award to the high school diploma of students who have participated in Fine Arts activities, including music, through their high school years. Music study teaches immeasurable life skills and instills lifelong regard for others and compassion for all. This clearly deserves recognition along with academic achievement. Thank you for your consideration.

This is the year, and from here on, to recognize the commitment of arts students through their K-12 education by enacting a Fine Arts graduation certificate. Their attendance, responsibility, grade point average, and their wellbeing has been enhanced by their many years of dedication to their art form, whether it be dance, music, theater arts, and the visual arts. We appreciate your support for this recognition of student excellence.

As an artist, educator, and parent of students in our public schools I strongly support the proposal to provide a pathway for a Fine Arts diploma seal. The Fine Arts are vital to Virginia’s culture and represent over 2.6% of the GDP, with over 6000 jobs in this sector and around $20 billion of economic activity. It stands to reason that students who are invested in Fine Arts as high school students should be recognized for their accomplishments formally, as this may grow their commitment towards higher education and career goals. The VA state profile of a graduate, encourages all students to excel in skills that are required in any realm of Fine Arts. These students actively engage in communication, collaboration, creativity and citizenship as they excel in their chosen craft, whether it be theatre, dance, music, performing arts or visual arts.

I urge you to support HB478, which creates a diploma seal for excellence in fine arts and directs the Board of Education to define meaningful criteria for earning it. This seal would celebrate students who dedicate themselves to music, theatre, dance, or visual arts and acknowledge the discipline, creativity, and resilience these programs foster. As a product of Prince William County schools and a 23 year teacher in Fairfax county, I have first hand experience with the positive effects an arts education can have on a student’s overall public school experience. The time and dedication put into participating in these programs deserves recognition. Recognizing fine arts achievement alongside other diploma seals sends a clear message that the arts matter in Virginia. It motivates students, strengthens programs, and opens new pathways for success in college, career, and life. The fine arts seal will also support career and college readiness by providing a way for students to communicate their achievements to postsecondary employers or higher education. Please join me in supporting HB478 and ensure that students who excel in the arts receive the recognition they deserve. Thank you for your consideration. Sincerely,

As President-Elect of the Virginia Association of Music Education Administrators, a former orchestra director, and a parent of three children, I have seen firsthand how music education shapes students’ lives. The fine arts builds discipline, confidence, and a sense of belonging that stays with students long after they leave the classroom. This seal honors the commitment and passion of students who pursue excellence in fine arts and sends a powerful message that Virginia values the arts as an essential part of every child’s education. I strongly support HB478, and am excited about the future possibilities that this will open up for our students in the Commonwealth.

As a retired educator, artist, parent and a member of the Virginia Coalition for Fine Arts Education (VCFAE), I am writing to express strong support for HB 478. This legislation requires the Virginia Board of Education to establish criteria for a High School Diploma Seal for Excellence in Fine Arts and includes it on the uniform list of industry-recognized workforce credentials. HB 478 sends a necessary message: the arts are a legitimate and powerful pathway for student success. Fine and performing arts education—including music, theater, dance, and visual arts—develops the creativity, collaboration, discipline, and critical thinking skills essential for college, careers, and civic life. By providing formal recognition for sustained excellence, this bill ensures that artistic achievement is honored alongside existing seals for STEM, Civics, and Biliteracy. This legislation is also deeply personal to me. The arts were were my academic strength and primary mode of learning. That foundation led to a meaningful 25 year career in arts education. I am now retired but am teaching an Art Education class at Old Dominion University. HB 478 ensures that students with similar strengths are seen, valued, and recognized while still in school. Why I support HB 478: • Formal Recognition: It provides a meaningful credential for students demonstrating high-level achievement in diverse artistic disciplines. • Workforce Readiness: It affirms that the arts are a vital pillar of career readiness by categorizing the seal as an industry-recognized workforce credential. • Equitable Graduation Pathways: By expanding the list of credentials that may satisfy graduation requirements, it honors diverse student talents and creates more inclusive routes to a diploma. • Program Growth: A formal seal motivates students to pursue advanced coursework and encourages schools to maintain robust arts programs. Thank you for your support for the arts in Virginia with the passage of HB 478

As Vice President of the Virginia Education Association, I strongly support HB 478, which establishes a Diploma Seal for Excellence in Fine Arts and recognizes it as an industry-recognized workforce credential. This legislation sends a clear and necessary message: the arts are not peripheral to education, they are a legitimate and powerful pathway for student success. Fine and performing arts education develops critical thinking, creativity, collaboration, discipline, and problem-solving, skills that are essential for college, careers, and civic life. HB 478 appropriately acknowledges these outcomes by providing formal recognition for students who demonstrate sustained excellence in the arts. This bill is also personally meaningful to me. The arts were not an extracurricular interest, they were my academic strength and my primary mode of learning. That foundation led to a meaningful and impactful career in arts education, where I now work to support students and teachers in Virginia Beach, as well as across the Commonwealth. HB 478 ensures that students like me are seen, valued, and recognized for their achievements while they are still in school. By including this diploma seal on the Board of Education’s uniform list of industry-recognized credentials that may satisfy graduation requirements, HB 478 expands equitable pathways to graduation and honors diverse student strengths. It places artistic excellence alongside other recognized academic and career credentials, reinforcing that multiple pathways can lead to success. HB 478 strengthens Virginia’s commitment to a well-rounded, future-ready education system that values the full range of student talent. The Virginia Education Association urges the General Assembly to pass HB 478 and affirm that the arts are a vital pillar of student opportunity and workforce readiness.

Please approve the HB in favor of an Arts Diploma Seal. As a musuc educator the commitment students make to learn their instrument takes many hours of study and dedication. This bill will recognize the many students who spend their High School days learning music.

I am writing in strong support of establishing a Fine Arts Diploma Seal for high school students who demonstrate sustained dedication and achievement in the fine arts. A Fine Arts Diploma Seal would formally recognize students who commit years of study, practice, and performance in disciplines such as visual art, music, dance, and theatre. These students meet rigorous standards that require discipline, collaboration, creativity, and critical thinking—skills that are essential in higher education, the workforce, and civic life. While diploma seals already exist to honor achievements in areas such as academics, world languages, and career readiness, the absence of a fine arts seal sends an unintended message that artistic learning is secondary. In reality, fine arts education supports student engagement, improves attendance, builds confidence, and provides meaningful pathways for students whose talents and passions lie in creative fields. Importantly, a Fine Arts Diploma Seal would also promote equity and access by valuing diverse forms of excellence. For many students—particularly those from historically underserved communities—the arts are a powerful point of connection to school and a viable pathway to postsecondary opportunities. Recognizing fine arts achievement at graduation affirms that creativity matters, that dedication to the arts is worthy of distinction, and that our education system values the whole child. I respectfully urge you to support the creation of a Fine Arts Diploma Seal and to affirm the vital role the arts play in preparing students for lifelong success. Thank you for your time and consideration. Sincerely, Julz Suder

I thank Rep Watts for bringing this bill to the floor for a vote. It is great to see the Fine Arts be recognized in a diploma seal for students of the commonwealth who devote their time and talents to their medium. The arts are an important career pathway and to have a seal to recognize their hard work and dedication as they develop their passions for the arts is log by over due.

Virginia Fine Arts Diploma Seal Position Statement The Virginia Coalition for Fine Arts Education supports HB478 which “requires the Virginia Department of Education to establish criteria for awarding a high school diploma seal for excellence in fine arts, which may include a sequence of coursework, cumulative grade point average in such sequence of coursework, or any other performance-based criteria that the Board deems appropriate”. This seal would give students meaningful recognition for sustained achievement in music, theater, dance, or visual arts—disciplines that build creativity, collaboration, and critical thinking. Virginia already offers seals in other areas such as Career and Technical Education, STEM, Civics, and Biliteracy. Adding a fine arts seal ensures that students who excel in the arts are also honored for their exemplary work, and affirms that the arts are an essential part of a well-rounded education. This legislation will enable the recognition of advanced fine arts students for exemplary work and perhaps motivate additional students to pursue higher level fine arts courses. The fine arts seal will also support career and college readiness by providing a way for students to communicate their achievements to postsecondary employers or higher education. Please join us in supporting HB478 and ensuring that students who excel in the arts receive the recognition they deserve. For additional information, contact: John Brewington Barbara B. Laws, Ed.D. VCFAE Chair VCFAE Policy Chair/Legislative Liaison Jbrewington4@gmail.com barbara.laws@icloud.com Virginia Coalition for Fine Arts Education - a collaborative advocacy group of Virginia arts educators, arts education associations, community arts organizations, higher education representatives, and other stakeholders, including the VPTA.

A mother sits at her kitchen table late at night, scrolling through the state’s school report. Her seventh-grade son still struggles to read. Math homework ends in frustration and tears. She’s been told to be patient, that the school is “improving.” The report says the school partially meets standard. Growth looks strong. Support plans are in place. But when she asks the only question that really matters—Are most kids actually reading and doing math at grade level?—the answer is still no. That gap between what families are told and what students experience is exactly what HB 643 threatens to make permanent. HB 643 rewrites how Virginia labels and scores school performance. While it sounds more equitable, it makes chronic underperformance harder for parents to see and harder to challenge. The bill shifts accountability away from whether students meet academic standards and toward “growth” on paper, even when most students remain below proficiency. Growth matters, but growth without mastery still leaves children unprepared. Worse, HB 643 reduces how much failing counts in school ratings. In plain terms, failure matters less. Schools can earn higher labels even if fewer students are mastering reading and math. For low-income families and communities of color who have been promised progress for decades, this feels like the goalposts moving again. If we care about civil rights and student outcomes, we must demand an accountability system that tells families what’s really happening and pushes schools to do better.

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.

No child should be hungry at school. That principle is non-negotiable. But HB 832 takes a simple moral goal and turns it into a costly, confusing mandate that schools are not equipped to carry out, especially specialized programs like Governor’s Schools that were never designed to operate cafeterias. This bill requires schools to provide meals on demand, regardless of payment, without providing funding, clear standards, or workable guidance. It pushes costs, staffing burdens, and legal risk onto local and regional boards while restricting their ability to manage growing meal debt responsibly. Vague language like “comparable nutrition” invites disputes and liability, and the ban on third-party collection leaves schools absorbing losses indefinitely. Compassion without capacity doesn’t help students; it quietly drains resources from classrooms, academic programs, and student services that schools already struggle to fund. If lawmakers truly want to protect students: Fund the mandate Clarify expectations Respect operational realities Protect specialized schools from one-size-fits-all rules Good policy doesn’t force schools to choose between feeding students and funding instruction. Do not support HB 832 as written. Pause it. Fix the funding. Clarify the requirements. And protect schools from unintended damage.

As introduced, the bill would have unintended consequences on Governor's Schools that do not serve as full-day comprehensive high schools. I speak from my experience as an Academic-year Governor's School Director, co-chair of the AYGS Directors committee, and chair of the Virginia Advisory Committee for Advanced Learning (I am not speaking on behalf of these groups formally because the membership haven't voted on a stance, but I do speak with expertise in this area). I do support the spirit behind the bill, but feel the language needs to be updated to read as below (see attached for color coded indication of changes made). If that language is substituted then I support this legislation whole-heartedly. Updated language: Requires the regional governing board of each academic year Governor's School serving as a full-day comprehensive high school to (i) either (a) require such school to participate in the federal National School Lunch Program and the federal School Breakfast Program administered by the U.S. Department of Agriculture through partnership with a participating school division or (b) if facility and staffing limitations preclude participation in such federal programs, through partnership with a participating school division offer students, to the maximum extent practicable, lunch and breakfast that are of a comparable nutrition profile to meals that would be provided pursuant to such federal programs and (ii) make such lunch and breakfast available to any student who requests such a meal, regardless of whether such student has the money to pay for the meal or owes money for meals previously provided, unless the student's parent has provided written permission to the regional governing board to withhold such a meal from the student. The bill provides that the foregoing provisions shall not be construed to limit the ability of a regional governing board to collect payment for meals so provided, as long as such board does not utilize a nongovernmental third-party debt collector to collect on such debt.

SOL, growth assessments, district given testing should never be allowed to be a part of the child’s final grade. We have made our children and teachers into robots. They are no longer teaching content but teaching to a test. Our children are the ones being sacrificed. The wording on the SOL and district testing is so far complex no wonder they can get through it. There are children who have developed severe test anxiety from your extensive testing at such a young age. Why would you ever think it would be ok to penalize them and count any of your SOL or district tests as their grades???? In my opinion get rid of the testing! Get rid of the chromebooks. Let the teachers get back to real educating. You will find your data and numbers might drastically change.

A high school senior walks across the stage in June, diploma in hand. Her family cheers. Teachers applaud. The program says she is career ready and prepared for the future. Three months later, she is sitting in a community college placement office being told she must take remedial reading and math. She does not understand. Her parents are stunned. No one ever said this would happen. No one explained that the credits she earned through substitutions, waivers, and alternative pathways would not prepare her for what came next. That moment is the danger of this bill. This legislation expands flexibility in graduation requirements in dozens of ways. Credit substitutions. Waived instructional time. Alternative assessments. Credential swaps. Each option sounds reasonable on its own. Taken together, they create a system where a diploma can mean very different things depending on the school division, the student’s advocate, and how standards are interpreted. The risk is not that students will fail to graduate. The risk is that students will graduate believing they are ready when they are not. As requirements become more complex and customizable, transparency disappears. Families lose clarity. Students lose leverage. And the burden of navigating the system falls hardest on those with the least time, resources, or access to information. A diploma should be a promise. It should signal readiness and opportunity, not uncertainty. This bill may be well intentioned, but without clear guardrails and consistent standards, it risks turning graduation into a matter of completion rather than preparation. Flexibility should expand opportunity, not quietly lower expectations or obscure the truth.

A seventh grader walks into school already anxious. He is quiet, awkward, and not well liked. During lunch the week before, a classmate told him to “leave me alone.” It hurt, but it ended there. That night, someone submits an anonymous bullying report. By second period the next morning, he is pulled out of class. He does not know why. Teachers are cautious around him. Friends stop sitting nearby. By the end of the day, rumors have filled the silence. His parents are called late, with few details and no clear answers. Weeks later, administrators conclude there was no bullying. No discipline is issued. No apology is made. But the label sticks. The student no longer feels safe at school. He learns a painful lesson early: accusations travel faster than the truth. That is not hypothetical. That is what systems like this create. HB 957 establishes a statewide anonymous bullying tip line run by the Department of Education, shifting reporting away from trusted adults and into a distant, anonymous pipeline. It encourages accusations without accountability, action without clear standards, and intervention without guaranteed protections for the accused. Bullying is real. Students deserve help. But anonymous reporting without guardrails invites misuse, retaliation, and confusion, especially among children still learning how to navigate conflict. When identity and intent are stripped away, context disappears. Fairness disappears with it. This bill centralizes sensitive student data at the state level, gives contractors broad discretion to share information as they see fit, and says nothing about timely parental notification or due process. In trying to protect students, it risks traumatizing others and eroding trust in schools. Safe schools are built on relationships, not hotlines. Students deserve protection. They also deserve fairness. Oppose HB 957 as written and insist on a better approach.

I oppose HB 957. It would create a state-run anonymous bullying tip line operated by the VDOE. VDOE would control the information collected and determine how reports are analyzed and shared. This anonymous reporting without local context could be a serious due process concern for accused students. It could result in investigations with limited evidence. Reporting authority would shift to the state, but responsibility for responding and liability would remain with local schools and boards. As a school board member and retired public-school educator, I have serious concerns.

When Mark and Lisa signed their prepaid tuition contract with the Commonwealth of Virginia, it did not feel optional or abstract. It felt binding. They were both public school graduates. They believed in planning ahead. And when Virginia told parents, Pay now, and we will guarantee your child’s tuition later, they listened. They cut back. They skipped vacations. They trusted the state to do the one thing it promised to do: hold their money for their child and nothing else. This was not charity. This was not a tax. This was a contract. The money was supposed to sit there, untouched, acting as a shock absorber against rising tuition, enrollment shifts, market downturns, and bad forecasts. That protection was the product. Now imagine discovering that the state has decided that money is no longer just yours. Without asking the families who paid in, lawmakers want to take $500 million from that prepaid tuition fund and move it into an entirely new scholarship and “access” program. They call it surplus. But surplus to whom? To the parents who were told that fund exists precisely so the state never has to say, “We miscalculated”? Or to lawmakers who see a large pot of money and a new political priority? A surplus in a prepaid tuition fund is not extra money. It is margin for error. It is the buffer that protects families when projections are wrong. And projections are always wrong eventually. The problem with this bill is simple and profound: It treats contractual guarantees as optional once they become inconvenient. It takes money collected for a specific promise and redefines its purpose after the fact. It assumes today’s actuarial confidence is more reliable than tomorrow’s uncertainty. And it shifts risk away from the state and onto families who did everything they were told to do. No private company could do this. No pension fund would survive doing this. And no common sense system of governance should allow it. HB1001 is not really about helping students. If it were, it would use new appropriations, private philanthropy, or voluntary contributions. Instead, it quietly reaches into a fund built on trust and repurposes it. Once that line is crossed, nothing is sacred: Prepaid tuition funds become policy piggy banks Financial safeguards become political opportunities And families become unwilling insurers of state programs That is what is clearly wrong. A government that cannot keep its hands off money it promised to protect will eventually break more than budgets. It will break confidence. And when trust is gone, no scholarship program will be able to buy it back. Vote no to HB1001

In a small Virginia town, a working mother named Maria finally finds a child care center with an open spot. She has waited months. The cost is high, but she trusts that the system setting those prices and determining funding is based on real need, real choice, and real accountability. Across town, a local provider reads the same state report that helped justify funding decisions. The report says demand is rising, slots are scarce, and more public investment is needed. But the provider notices something missing. The calculation assumes what families should want, not what they actually choose. It assumes expansion is the solution, without asking whether existing programs are effective, affordable, or even trusted by parents. Meanwhile, local employers are told the numbers prove child care is an economic emergency. Legislators are told the numbers are “informational only,” yet the same numbers quietly shape budget expectations, priorities, and political pressure. No vote was taken to expand government planning in this space, but the framework is now in place. No one acted with bad intentions. Everyone wanted to help families and support the workforce. But by centralizing assumptions about cost, demand, quality, and “deserts,” the state has begun steering decisions that once belonged to parents, providers, and local communities, all while insulating those decisions from direct accountability. That is where the concern lies. Not in caring about children. Not in supporting working families. But in building a system that looks neutral, technical, and optional on paper, while slowly narrowing real choice in practice. Good policy should empower families, not quietly replace their judgment with formulas. And any system that guides billions in spending deserves the same scrutiny we would demand of any other public planning model, no matter who proposed it.

These formulas and accountability are critical to meeting the supply and demand needs associated with child care for working parents, especially families who are employed but asset-limited. I support HB1208 and the tenants written into the bill.

On the first day of eighth grade, Maya did everything right. She had straight As. Her Standards of Learning scores placed her well above grade level. Her teachers recommended her for high school world history so she could move on to AP and dual-enrollment courses later. Her parents showed up for every meeting, signed every form, asked every question. And then the answer came back: no. Not because Maya wasn’t ready. Not because the course didn’t exist. Not because her school lacked staff or space. But because the state decided that no middle school student should be allowed to move ahead anymore. In the same breath, Maya’s school celebrated an improved accountability rating. Test results looked better. Fewer students were labeled “failing.” A new “below basic” category softened the data. Schools identified for chronic underperformance no longer dropped a level on the report card. Nothing changed in the classroom. Nothing improved for struggling students. Nothing expanded opportunity for high achievers. What changed was the math. This bill does not fix learning gaps. It repackages them. It does not raise achievement. It redefines it. It does not protect students. It protects systems from uncomfortable truths. By limiting accelerated coursework, the bill caps students like Maya just as they are ready to soar. By adjusting accountability labels and growth calculations, it makes persistent underperformance easier to explain away. By making results harder for families to understand, it asks parents to trust a system that is deliberately less transparent. And perhaps most troubling, it sends a quiet but powerful message: If the numbers look bad, change the numbers. If students are excelling, slow them down. If accountability is inconvenient, soften it. Public education should be about meeting students where they are, not holding them back to make averages look better. Accountability should tell the truth, even when that truth is uncomfortable. And equity should mean opening doors, not closing them in the name of uniformity. Maya will be fine. Her parents will find enrichment elsewhere. But the system will learn the wrong lesson. This bill moves Virginia away from honesty, away from excellence, and away from the belief that students should be challenged to their fullest potential. That is why HB1323 is not just misguided; it is fundamentally wrong.

OPPOSE HB1323 Virginia's education system should prioritize financial resources following the child and student mobility, not bureaucratic revisions as mandated by this bill. Please vote No!

The Virginia Assocation of School Superintendents is in support of HB 189 and HB 1410.

Maria is a seventh grader who works twice as hard as most of her classmates. She has a learning disability, an IEP, supportive teachers, and parents who insist she be held to the same standards as her peers, with the right supports. Maria studies for her tests because they count. When she earns a grade, it means something. When she struggles, adults respond. Now imagine telling Maria that her test no longer really matters. That is what HB 1410 does. The bill exempts certain students with disabilities in grades seven through twelve from long-standing assessment rules. Their assessments would no longer need to count for at least 10 percent of their final grade, and they could be administered on a different schedule. That sounds minor. It is not. That 10 percent is the difference between an assessment that drives instruction and one that gets ignored. It is the difference between accountability and paperwork. HB 1410 does not improve assessments, expand accommodations, or strengthen instruction. It simply removes the requirement that learning be measured in a way that counts. When something stops counting, attention fades. Grades lose meaning. Parents lose clarity. Counselors and colleges lose reliable signals. Most damaging, students absorb the message that less is expected of them. This is not inclusion. Inclusion means access to rigor, not exemption from it. HB 1410 does not solve a problem. It avoids one. If assessments are flawed, fix them. If supports are lacking, strengthen them. But lowering accountability is not compassion. Maria does not need her work to count less. She needs it to count honestly. That is why HB1410 deserves serious concern.