by Matt Hurt
According to the SOL data from the end of the 2022-2023 school year, thirty-four Virginia schools (of three hundred seventy-seven) in the Comprehensive Instructional Program (CIP) consortium achieved the highest level (Level I) for all academic indicators the state uses for accreditation. The intended purpose of these performance benchmarks is to ensure we effectively assure success for all students, regardless of subgroup status. ย The Level I benchmarks for the academic indicators for school accreditation ratings are listed below.
English Performance
- Overall school combined rate (combination of students who scored proficient or advanced and students who were not proficient but made significant gains towards proficiency) of at least 75%;
- Each subgroup (for which there are at least 30 students in the subgroup enrolled in the school) must also meet the 75% combined rate. ย Subgroups used for accreditation purposes are as follows: Asian students, Black students, economically disadvantaged students, English learners, Hispanic students, students with disabilities, White students, and multiracial students.
Math Performance
- Overall school combined rate (combination of students who scored proficient or advanced and students who were not proficient but made significant gains towards proficiency) of at least 70%;
- Each subgroup (for which there are at least 30 students in the subgroup enrolled in the school) must also meet the 70% combined rate. ย Subgroups used for accreditation purposes are as follows: Asian students, Black students, economically disadvantaged students, English learners, Hispanic students, students with disabilities, White students, and multiracial students.
Science Performance
- Overall rate of students who scored proficient or advanced of at least 70%.
Once these outcomes were discovered, several of these schools were visited prior to teachers leaving for summer break. ย Schools with the highest poverty rates and/or highest minority enrollments were targeted since time only allowed for eight school visits (Bessie Weller Elementary- Staunton City, Highland View Elementary- Bristol City, Saltville Elementary- Smyth County, Sugar Grove Elementary- Smyth County, St. Paul Elementary- Wise County, Tazewell High School- Tazewell County, Tazewell Intermediate School- Tazewell County, Woolwine Elementary- Patrick County). ย During these visits, teachers and principals shared the factors that they felt were most significant in their success. ย The following narrative is intended to communicate the most common factors for success noted by these dedicated educators.

by Jon Baliles








by Kerry Doughertyย 




