A BILL to amend and reenact § 22.1-253.13:4 of the Code of Virginia, relating to high school graduation requirements; alternative pathway to standard diploma established; report.
HB428 would amend Virginia’s high school graduation statute to create an additional alternative pathway to a standard diploma for certain students with disabilities. The bill directs the Board of Education to adopt regulations allowing students whose individualized education programs show they can demonstrate the knowledge and skills for a standard diploma, but who need significant instructional, sequencing, or assessment accommodations, to qualify through a modified course sequence, demonstrated proficiency, and completion of the required credits with permitted modifications. It also requires the Department of Education to report annually on implementation and postsecondary outcomes for students using this pathway.
The bill also reinforces and expands existing graduation-related provisions. It requires the Board to continue developing multiple college- and career-ready pathways, including internships, credentials, work-based learning, virtual coursework, integrated learning, and options for earning credit through industry certifications, licensure exams, and other assessments. It includes provisions on diploma seals, adult high school diplomas, graduation and dropout data reporting, and guidance for students and parents—especially students with disabilities and English language learners—about diploma options, credit accommodations, and testing accommodations.
HB428 would change § 22.1-253.13:4 of the Code of Virginia by adding a new regulatory pathway for students with disabilities to earn a standard diploma under modified conditions, while also directing the Board of Education to ensure that this pathway and the Applied Studies diploma are treated as closely as possible like standard diplomas for higher education, FAFSA, military enlistment, and state employment purposes. The bill would also affect local school board duties by expanding notification, guidance, and reporting requirements related to graduation options, credit accommodations, and student outcomes, and by reinforcing existing authority to award credit through alternative assessments, credentials, and work-based learning.
The available legislative history suggests the bill did not advance out of committee and was continued to the next session by voice vote in the Education Committee. That procedural outcome indicates limited immediate support or at least insufficient consensus for passage at this stage. No recorded floor votes or committee transcript debate were provided, so the overall sentiment can only be inferred from the bill’s continuation rather than from detailed discussion.
The main policy issue is how to balance flexibility for students with disabilities against preserving the meaning and consistency of a standard diploma. Supporters would likely view the bill as expanding equitable access and improving postsecondary opportunities for students who can meet academic expectations with accommodations. Potential concerns are that a new alternative pathway could blur distinctions between diploma types, create implementation burdens for school divisions, or require careful regulation to avoid lowering standards. Another likely point of contention is the bill’s effort to have the alternative pathway and Applied Studies diploma treated like a standard diploma for college, aid, military, and employment purposes, which may raise questions about equivalency and eligibility rules outside K-12 education.