SB 753 amends Virginia’s Standards of Learning and accreditation law to require that certain mathematics SOL assessments be made available in the most commonly spoken native language in the Commonwealth other than English for eligible English language learners. Beginning with the 2025-2026 school year, students with limited English proficiency who score at lower levels on domain-specific English language proficiency assessments must take the math SOL in their native language, while students scoring at higher levels will have the school’s English language learner faculty determine whether native-language administration is appropriate. The bill also directs the Board of Education to establish a through-year growth assessment system for reading and mathematics in grades 3 through 8, replacing a single end-of-year test with at least beginning-, mid-, and end-of-year assessments, and to provide teacher training on using growth data.
The bill makes broader changes to testing, accountability, and remediation. It limits the number and type of SOL assessments in grades 3 through 8, requires alternative assessments where SOL tests are not administered, expands targeted remediation and recovery credit for students who fall below grade level, and continues to allow industry certification and licensure exams to count as student-selected credit. It also reinforces public reporting of assessment results, school performance data, and accreditation status, while preserving provisions for test security, waivers from certain regulations, and corrective action plans for schools and divisions that do not meet accreditation standards.
In state-law terms, SB 753 would amend and reenact Code of Virginia § 22.1-253.13:3, which governs accreditation standards, assessments, and related accountability requirements. It would also require the Department of Education to seek any necessary amendments to Virginia’s federal Consolidated State Plan under the Elementary and Secondary Education Act/Every Student Succeeds Act. The practical effect would be to change how SOL math tests are administered to some English language learners, alter the structure of grades 3-8 reading and math testing, and adjust related reporting and remediation obligations for school divisions, local school boards, and the Board of Education.
The available vote history suggests the bill had meaningful support in committee, passing the Senate Education and Health Committee with a 12-3 vote and being reported with a substitute to the Senate Finance and Appropriations Committee. The substitute and the committee vote indicate the bill was viewed as a substantive education policy measure rather than a routine technical change. No committee transcript was provided, so the discussion record is limited.
The main point of contention appears to be the balance between accessibility and accountability. Supporters likely favor native-language access for English learners and a more growth-oriented testing model, while critics may be concerned about implementation costs, test security, comparability of results, and the administrative burden on schools and divisions. The bill also touches on broader testing policy issues, including reduced testing frequency, alternative assessments, and local discretion in determining when native-language administration is appropriate, which may have contributed to differing views.
SB 753 would amend Virginia’s school accreditation and assessment statute, Code of Virginia § 22.1-253.13:3, to change how SOL testing is administered and reported, especially for English language learners. It would require native-language availability for certain math SOL assessments, establish a through-year growth assessment system for grades 3-8 reading and math, expand alternative assessment and remediation requirements, and maintain public reporting and corrective-action obligations for schools and divisions. It also directs the Department of Education to make any needed federal plan amendments to align state implementation with federal education law.
The bill appears to have received generally favorable committee reception, as reflected by the 12-3 vote to report it with a substitute. The substitute suggests the measure was actively refined, likely to address policy or implementation concerns while preserving the core goal of expanding language access and revising assessment practices. With no transcript available, the record shows support but not the full range of arguments made in committee.
The central debate is likely over how far Virginia should go in changing SOL administration for English learners and in shifting from single end-of-year tests to through-year growth assessments. Supporters would emphasize fairness, accessibility, and more useful student-growth data, while opponents may worry about cost, complexity, comparability across schools, and whether native-language testing could affect standardization or accountability. Additional tension may arise over local discretion for higher-proficiency English learners, the burden on school divisions to implement new assessment systems, and the need to preserve test security and federal compliance.