An Act to amend and reenact § 22.1-253.13:4 of the Code of Virginia, relating to high school graduation requirements and diploma pathways; implementation.
HB1283 revises Virginia’s high school graduation requirements and diploma pathways, updating § 22.1-253.13:4 to set out a broader, more flexible framework for earning diplomas. The bill directs the Board of Education to maintain a Profile of a Virginia Graduate, emphasize core skills early in high school, and create multiple college- and career-ready pathways later in high school. Those pathways may include internships, externships, credentialing, integrated learning courses, virtual coursework, work-based learning, industry certifications, and other approved substitutes for traditional course requirements.
The bill also expands and clarifies options for students with disabilities and English language learners. It requires guidance to families on credit accommodations, locally awarded verified credits, and the limitations of the Applied Studies diploma, and it preserves notice requirements about free public education and special education rights. It further allows substitutions such as computer science for certain world language requirements in limited circumstances, recognizes computer science credits in multiple subject areas, and adds provisions for diploma seals in STEM, civics, and biliteracy, as well as a general achievement adult high school diploma for eligible adults.
The bill amends Virginia’s graduation statute to give the Board of Education broader authority to define and adjust diploma pathways, credit substitutions, verified credit options, and alternative assessments, while also imposing new reporting and notice obligations on school boards. It affects local school divisions, students, parents, and the Department of Education by requiring updated guidance, annual reporting of certifications and credential attainment, and implementation rules for new pathways and accommodations. The act applies prospectively to students entering ninth grade on or after the 2027-2028 school year, and the Board must amend its regulations by July 1, 2027.
The legislative history shows strong bipartisan support and little recorded opposition. The bill advanced unanimously or near-unanimously through subcommittee, full committee, both chambers, and final agreement on the Senate substitute, with only isolated dissent in the House and Senate floor votes. That pattern suggests broad agreement with the bill’s modernization of graduation requirements and its emphasis on multiple pathways to completion.
The main policy tensions appear to be around how much flexibility to give students and school divisions versus preserving traditional academic requirements. Specific points that could draw concern include substitutions of computer science for world language credit, the use of industry credentials and alternative assessments in place of standard coursework, and the expanded role of credit accommodations and locally awarded verified credits for students with disabilities. There is also an implementation issue in the delayed effective date and the need for the Board to issue regulations and guidance before the new pathways take effect.