by Matt Hurt
For any organization to be successful, there must be clearly defined goals based on the desired outcome. The goals must be measurable, and the measure(s) of progress must also be defined. The greater the focus is maintained on those goals, the more likely the organization will attain them.
Virginiaโs educators are at a disadvantage in that the goals (identified as priorities) laid out in the Board of Educationโs Comprehensive Plan do not identify student outcome targets. The mission adopted by the Board (page 5) mentions the improvement of student achievement, but how much improvement is considered sufficient is not defined anywhere in the document. This document also does not specify any measures of student achievement that could be used to determine whether or not the board is accomplishing its mission.
The lack of adopted student outcome goals and measures could be a significant factor in the declines in student achievement in the past five or so years. Much has been written about the recent and significant decline in National Assessment of Educational Progress (NAEP) scores in 2022, but student outcomes as measured by SOL tests were generally in decline prior to the pandemic. The only SOL scores that improved were in math, and then only because the Board of Education significantly lowered cut scores with the newest SOL test in 2019, which had the effect of making the new tests easier to pass.
There have been a number of decisions made by the Board in recent years that have been inconsistent with practices which improve student outcomes. These decisions in effect lowered the expectations for Virginiaโs students and educators. Rarely do outcomes improve when expectations are lowered. For example, the degree to which student outcomes were calculated into teacher and administrator evaluations was decreased from 40 percent of the evaluation to no less than 10 percent in 2019. Also, that same year, the Board lowered the SOL cut scores in math, which effectively lowered the expectations in that subject. Two years later, the Board similarly lowered the cut scores in reading.
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by Jon Baliles
by Loren Lomasky
by Jon Baliles






