Anonymous wrote:

Anonymous wrote:so what happens to schools that don't meet the standards?

+1. If schools identified as needing "intensive support" then get more resources from VA, I am fine with this. What do they do with the ratings?

Found the FAQ. Looks like the new system is more for the state to be able to put forward more specific changes for schools, rather than providing financial support:

https://www.doe.virginia.gov/data-policy-funding/data-reports/statistics-reports/accreditation-federal-reports

“Are there additional supports for schools that need assistance?

Yes. By aligning the state and federal accountability systems, we are reducing the burden on schools and
ensuring a more focused, cohesive strategy for improvement. This streamlined approach not only reduces
administrative complexity, but also ensures that every dollar and resource is directed toward meaningful
interventions that support student growth and mastery of grade-level content. The Framework and new
tiered support structure also helps to better target existing resources to the students who need them most.

The Virginia Board of Education does not appropriate funds for education. That role is filled by the General
Assembly, and they ultimately will decide on the additional financial supports for schools in need of support.”

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is the other position? That everything is fine, or that something different should be done to address any issues?

One position is that any "evaluation" or "rating" system is flawed. The lower performing schools will always be evaluated and rated lower and the high performing schools will always come out on top. IOW, the poor schools will always be rated poorly and the rich ones richly.

Right and this one punishes schools that have high levels of EL students. I believe before the change EL students had 11 semesters before their test scores were counted in the overall school evaluations. Now it is 3 semesters. Other states have this BUT other states permit EL Students to takes test in their native language, which VA doesn't do.

3 semesters is such a short amount of time! The SOLs can be confusing enough for native speakers, and we expect a kid who has only been learning English less than a year to pass them?

Huh? How is 3 semesters less than a year?

Anonymous wrote:

Anonymous wrote:so what happens to schools that don't meet the standards?

+1. If schools identified as needing "intensive support" then get more resources from VA, I am fine with this. What do they do with the ratings?

I too would be fine with that, but I'm worried that Youngkin doesn't say that. Or does he?

The worry is that they will penalize "failing" schools by taking $$ away and funneling it to vouches. I don't want my taxes going to fund private schools.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:PP. Found these links to be helpful:

https://www.washingtonpost.com/education/2024/07/28/virginia-school-ratings-change/

https://www.axios.com/local/richmond/2024/09/11/virginia-schools-new-accreditation-system-failing-off-track

Looks like the answer to your question, OP, is “bad.” Of the four accountability categories (Distinguished, On Track, Off Track, or Needs Intensive Support), 60 percent of schools currently would fall under Off Track or Needs Intensive Support according to the DOE.

And that is Youngkin’s plan…. to facilitate the arrival of charter schools and eventually vouchers in VA.

so this would be why so many members of APE are in favor of the new plan.

Exactly.

Anonymous wrote:so what happens to schools that don't meet the standards?

+1. If schools identified as needing "intensive support" then get more resources from VA, I am fine with this. What do they do with the ratings?

so what happens to schools that don't meet the standards?

Anonymous wrote:

Anonymous wrote:What is the other position? That everything is fine, or that something different should be done to address any issues?

One position is that any "evaluation" or "rating" system is flawed. The lower performing schools will always be evaluated and rated lower and the high performing schools will always come out on top. IOW, the poor schools will always be rated poorly and the rich ones richly.

Right and this one punishes schools that have high levels of EL students. I believe before the change EL students had 11 semesters before their test scores were counted in the overall school evaluations. Now it is 3 semesters. Other states have this BUT other states permit EL Students to takes test in their native language, which VA doesn't do.

3 semesters is such a short amount of time! The SOLs can be confusing enough for native speakers, and we expect a kid who has only been learning English less than a year to pass them?

Anonymous wrote:

Anonymous wrote:PP. Found these links to be helpful:

https://www.washingtonpost.com/education/2024/07/28/virginia-school-ratings-change/

https://www.axios.com/local/richmond/2024/09/11/virginia-schools-new-accreditation-system-failing-off-track

Looks like the answer to your question, OP, is “bad.” Of the four accountability categories (Distinguished, On Track, Off Track, or Needs Intensive Support), 60 percent of schools currently would fall under Off Track or Needs Intensive Support according to the DOE.

And that is Youngkin’s plan…. to facilitate the arrival of charter schools and eventually vouchers in VA.

so this would be why so many members of APE are in favor of the new plan.

Anonymous wrote:What is the other position? That everything is fine, or that something different should be done to address any issues?

While not opining on the specifics of this proposal, as they are still a bit unclear, a lot of school districts like the current system as 85% of schools statewide are fully accredited without conditions. The new approach is going to see a lot more schools falling under more critical classifications (not necessarily a bad thing, in my view, but that’s one of the concerns).

Those articles above touch on some of the specifics, such as that “mastery” scores will get higher weight than improvement, so schools in poorer areas are likely to do worse even if their kids are improving a lot. It also shrinks the period for which ELLs’ scores are excluded from the calculation (from 11 semesters to 3, or something), which is likely to drag down schools with lots of ELLs.

Anonymous wrote:What is the other position? That everything is fine, or that something different should be done to address any issues?

One position is that any "evaluation" or "rating" system is flawed. The lower performing schools will always be evaluated and rated lower and the high performing schools will always come out on top. IOW, the poor schools will always be rated poorly and the rich ones richly.

What is the other position? That everything is fine, or that something different should be done to address any issues?

Anonymous wrote:PP. Found these links to be helpful:

https://www.washingtonpost.com/education/2024/07/28/virginia-school-ratings-change/

https://www.axios.com/local/richmond/2024/09/11/virginia-schools-new-accreditation-system-failing-off-track

Looks like the answer to your question, OP, is “bad.” Of the four accountability categories (Distinguished, On Track, Off Track, or Needs Intensive Support), 60 percent of schools currently would fall under Off Track or Needs Intensive Support according to the DOE.

And that is Youngkin’s plan…. to facilitate the arrival of charter schools and eventually vouchers in VA.

PP. Found these links to be helpful:

https://www.washingtonpost.com/education/2024/07/28/virginia-school-ratings-change/

https://www.axios.com/local/richmond/2024/09/11/virginia-schools-new-accreditation-system-failing-off-track

Looks like the answer to your question, OP, is “bad.” Of the four accountability categories (Distinguished, On Track, Off Track, or Needs Intensive Support), 60 percent of schools currently would fall under Off Track or Needs Intensive Support according to the DOE.

Am also curious as I’m in ACPS and we seem to like to get our schools accredited with conditions.

Can someone explain the new Youngkin standards to me like I'm 5? Will they be good for public schools? Or very very bad for public schools?

What is the effect going to be? I'm in APS where there are a lot of ELLs and Title 1 schools.