RD137 - 2004 Annual Report on the Condition and Needs of Public Schools in Virginia


Executive Summary:
The 2004 Annual Report on the Condition and Needs of the Public Schools in Virginia summarizes information on the most significant information to document the condition and needs of public schools in Virginia.

The year 2004 was a watershed year for Virginia's high school class of 2004 -- the first students required to pass Standards of Learning (SOL) tests to earn a diploma. The encouraging results show it is possible to now require achievement on the SOL tests to earn a high school diploma. This annual report contains a variety of information showing that Virginia's students are making steady and impressive progress in their academic performance. The report also points out the significant challenges that must be addressed in order to meet the needs of Virginia's schools and students.

Highlights of the findings regarding the condition and needs of the public schools include the following:

• More than eight out of ten Virginia public schools are now fully accredited, based on the performance of students on Standards of Learning (SOL) and other tests in English, mathematics, science, and history. Clearly, schools in Virginia are steadily improving in overall student academic performance.

• While Virginia's schools have improved significantly during the past several years, full accreditation is a goal not yet achieved by all public schools in Virginia. Eighty-four percent of the commonwealth's 1,807 schools met or exceeded the achievement objectives in the four core academic areas required for full accreditation. This is good news, but it also means that almost 300 schools statewide are yet to reach the goal of full accreditation. The schools that fell short are required to develop and implement detailed plans to address and correct problem areas, and some of these schools need additional technical assistance and resources to do an effective job in implementing their plans.

• For schools that are struggling to improve student achievement, the results of on-site reviews conducted by the Virginia Department of Education show clearly that these schools need additional help to use classroom instructional time effectively and to monitor the implementation of effective programs. Teachers and administrators also need additional assistance in using data to improve classroom instruction.

• Results of state and national tests, including performance requirements of the No Child Left Behind Act (NCLB), point to areas of strength as well as weaknesses in student academic achievement. This year, 73 percent of Virginia's public schools met or exceeded NCLB achievement objectives. African-American students, Hispanic students, limited English proficient students, disadvantaged students, and Caucasian students all exceeded the 2003-2004 achievement objectives for reading, mathematics, and science. The results are encouraging, but the achievement gap among the student groups is persistent and troubling. Maintaining and enhancing Virginia's programs to address the achievement gap are critical needs if schools are going to help students reach their highest potential.

A major component of this year's annual report is the complete listing of the changes in the Standards of Quality (SOQ) as prescribed by the Board of Education at its meeting in November 2004. The newly prescribed provisions of the SOQ are clear and set forth new provisions regarding (1) teaching and evaluation of teachers and administrators; (2) testing; (3) analysis and use of data; and (4) remediation. The fiscal impact of the prescribed changes at both the state and local levels is not expected to be significant. The full text of the prescribed amendments is included in the appendix to the report.

The report closes with an overview of the needs of Virginia's public schools for 2005 and beyond, which include the following:

• Fully funding the state share of the Standards of Quality;
• Closing the achievement gap;
• Ensuring meaningful, on-going professional development for teachers and administrators;
• Coping with the huge growth in the population of students who do not speak English;
• Assisting chronically low-performing schools and students;
• Ensuring that all children learn to read at grade level;
• Implementing and meeting the requirements of the No Child Left Behind Act of 2001;
• Developing, implementing, and using a student-level data base;
• Helping the "hard-to-staff schools; and
• Advocating for higher teacher salaries and helping schools recruit and retain highly qualified teachers.