Tell the Virginia Board of Education that Virginia needs more graduates ready for college, work, and life! 

Don't miss an Opportunity to Shape Graduation Rate Policies for Virginia!

The Virginia Board of Education is drafting regulations to improve the number of students graduating from Virginia’s public high schools.  The Board has proposed a graduation and completion index that gives schools a certain number of points for each student who receives a diploma or other credential, or stays in school.  The school must average a certain number of points in order to remain Fully Accredited. 

While graduation rate accountability is a step in the right direction, the current proposal is deeply flawed in the following ways: 

• TOO MUCH EMPHASIS ON NON-DIPLOMA CREDENTIALS.  The proposal gives too many points to non-diploma credentials that are not as highly valued in the worlds of work and continuing education as Standard and Advanced Diplomas.  While alternative credentials can be appropriate in some narrow circumstances, this proposal will result in tracking too many students who have fallen behind into GEDs and Certificates of Program Completion.
• ALL DIPLOMAS ARE NOT CREATED EQUAL.  The proposal treats all diplomas as if they are equally valuable to students.  If the draft is adopted, schools will get just as much credit for modified diplomas for students with disabilities as they do for Standard and Advanced Diplomas.  This system will discourage schools from giving students with disabilities the supports and services they need to earn a Standard or Advanced Diploma.
• IGNORES GRADUATION GAPS.  The proposal does not disaggregate by student subgroup for accountability purposes.  As a result, schools will continue to be Fully Accredited even if they have made no progress on increasing the graduation rates of economically disadvantaged students, students of color, students with limited English proficiency, and students with disabilities. 

There are still opportunities for you to ask the Board to reconsider several elements of its proposal in order to avoid the unintended consequences of low aspirations. 

1.   ATTEND ONE OF THE HEARINGS NEAREST YOU.  The Board is holding 5 public hearings on Thursday, October 30, 2008, at 7PM.  You must sign up before 7:30 if you want to speak.  It's best to bring a written copy of your comments to give to Board members.  Click on the location for a map to the school.

Central Region:  Highland Springs High School, 15 S. Oak Ave., Highland Springs

Eastern Virginia:  Jolliff Middle School, 1021 Jolliff Rd., Chesapeake

Northern Virginia:  Thomas A. Edison High School, 5801 Franconia Rd., Alexandria

Southwest Virginia:  George Wythe High School, 1 Maroon Way, Wytheville

Valley Region:  Waynesboro High School, 1200 Main St., Waynesboro

2.    SIGN ON TO JUSTCHILDREN’S ONLINE PETITION  

 3.    SUBMIT A WRITTEN COMMENT on the Virginia Town Hall website or email your comments to SOACOMMENTS@doe.virginia.gov.  (Please put angela@justice4all.org in the cc: line.)  You can use JustChildren's MODEL COMMENT (below), or you can write your own.

Please consider endorsing JustChildren’s Platform on the Standards of Accreditation in your written comments or testimony.

JustChildren Program's Model Comment

Personalized comments are always very effective, but if you are short on time, cut and paste this model comment into the web form or email message:

Dear Members of the Board of Education:

I am a Virginia resident and a strong supporter of our public schools.  I appreciate the Board's efforts to make graduation rates a priority for Virginia high schools, but given the importance of producing graduates ready for college, work, and life, I'm writing to ask that you take a stronger stand. 

[ADD INFORMATION HERE ABOUT YOUR INTERESTS AND EXPERIENCES - student, parent, teacher, service provider - what makes you care about the numbers of students graduating from Virginia's high schools?]

Please increase the target to at least 90 points, OR adjust the graduation and completion index so that it gives schools more points for Standard and Advanced Diplomas and fewer points for all alternative diplomas and other credentials.  I am especially concerned about the points awarded to certificates of program completion.  There is no evidence that they provide any benefit to students. 

I'd like to ask that you ensure the new standards provide:

• Dropout prevention: Schools should be rewarded for keeping students engaged in school.

• Diplomas:  The current proposal gives full credit for credentials that don't offer full opportunities.  Schools deserve credit for making sure all students complete school, but GEDs, Certificates of Program Completion, Special Diplomas and Modified Standard Diplomas aren't as highly valued in the worlds of work and continuing education.  In order to create incentives for earlly planning and high expectations, only the Standard and Advanced Diplomas should get full credit; other options should be weighted according to their value to the student after high school.

• Disaggregation: Graduation rates must be increased for all of Virginia's most vulnerable students, including economically disadvantaged students, students with disabilities or who have limited English proficiency, and minority students.  Disaggregating graduation data about Virginia's most vulnerable students is key to ensuring success for all.  

Thank you for your consideration.  I hope you'll do all that you can to increase the number of students who successfully graduate ready to fulfill their greatest potential.

Thank you, [YOUR NAME AND ADDRESS]

Tips for submitting comments

• Thank the Board for making graduation rates such a high priority, but-

• Tell them you think the current proposal gives too much weight to alternative credentials.  You want:

• Dropout Prevention

School accreditation should not be based on test scores alone.  Schools should be rewarded for finding innovative ways to keep students engaged in school.

• Disaggregation of Graduation Data

Earlier this year, the Schott Foundation reported that Virginia had a gap of 21 percentage points between the graduation rates of black males (54%) and white males (75%).  The Board should create incentives for schools to raise graduation rates for all groups of students, including economically disadvantaged students, students with disabilities or limited English proficiency, and minority students.

• Diplomas

Alternative credentials, such as GEDs and modified diplomas for students with disabilities, play an important role in recognizing the achievements of those prevented from earning a traditional diploma by the circumstances of life.  But these credentials are far less valuable to students when it comes to college and workplace readiness.  Virginia's accreditation system should reward high schools for planninng early, having high expectations, and moving students toward high-value credentials like standard and advanced diplomas.

• Personalize your comments.

• Are you a dropout?
• Do you know an adult who regrets dropping out or wishes he or she had earned a traditional diploma?
• Do you know any teenagers who are disengaged or feel unwelcome at school?
• Are you a business owner or supervisor who would like to hire entry-level workers with better reading, math, technology, or critical thinking skills?

more Information  

Today, a Virginia high school can be Fully Accredited even if it graduates fewer than 60% of its students in four years

Commendably, the Virginia Board of Education has decided to prioritize high school graduation and completion by addressing graduation rates in the Standards of Accreditation.  The current proposal, however, relies heavily on alternative credentials such as Certificates of Program Completion, General Educational Development Certificates (GEDs), and modified diplomas for students with disabilities.  It's important that these alternative credentials be available to students who need them, but Virginia's goal should be to make every child a graduate.

In her op-ed, "Virginia Should Ensure Students Track Toward Success," published on June 8, 2008, in the Richmond-Times Dispatch, the JustChildren Program's Angela Ciolfi calls on Governor Kaine to recommend a stronger proposal that rewards schools handsomely for Standard and Advanced Diplomas and places a substantially discounted value on alternative credentials that reflects the diminished opportunities these credentials afford to students.

Virginia cannot afford low expectations for our high school students.

About the Regulations 

The full draft of the proposed regulations are available on the Virginia Department of Education's website.  Click here to read VDOE's summary of the portion of the proposal that addresses graduation and completion rates.

How many students can drop out or earn an alternative credential in a Fully Accredited high school?  The answer may surprise you.  View JustChildren's Possible Accreditation Scenarios for high schools under the proposed Standards of Accreditation.

Read the Alliance for Excellent Education's Policy Brief, "Every Student Counts:   The Case for Graduation Rate Accountability."

JustChildren's Comments on the Standards of Accreditation

January 10, 2008 -- JustChildren's comments on draft Standards of Accreditation

January 10, 2008 -- JustChildren summarizes public comment from individuals and groups calling for strong graduation rate standards

December 13, 2007 -- JustChildren's comments on VDOE's "Concepts for Consideration" presentation to the Virginia Board of Education

July 13, 2007 -- JustChildren's written comments submitted during initial public comment period

Fast Facts About Alternative Credentials

Did you know . . .?

Over one-third (37%) of GED candidates in Virginia are ages 16 to 18? 

GED holders have poorer outcomes than regular graduates in virtually every labor market indicator, including annual income, hourly wage, rate of employment, and job tenure?

Only 10% of GED holders earn a degree from two- or four-year colleges and GED holders who do not go on to college earn the same wages as high school dropouts?

GED holders are not eligible for Army recruiting bonuses that can reach up to $40,000?

Not one of the 4 major branches of the U.S. military accepts a Certificate of Program Completion from an individual looking to enlist?

Simply holding Virginia’s Standard Diploma, without additional coursework, will not qualify one for admission to most public or private four-year institutions in the state?

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