By Caroline Reed
As students adjust to a new version of normal, so are the Standard of Learning (SOL) scores across the New River Valley.
After looking at the data released by the Department of Education, numbers are still not where they were in prior years, even after 2020 when the cutoff score was lowered for math and reading. Naturally, there is worry from student, teachers, and parents alike about the post pandemic numbers.
Overall, the passing rate looks very similar to the previous year with a slight improvement in math. According to the Virginia Mercury, the proficient score is “evidence that the student demonstrated the skills and knowledge defined in the Standards of Learning as appropriate for the grade level or course.”
After students returned to in-person classes, in 2021, there was a jump in both the math and reading categories. But while questions rise about the accuracy and necessity of standardized testing, Superintendent of Salem City Schools, Dr. Curtis Hicks is excited about this year’s results looking forward to making the necessary adjustments to ensure that every student succeeds, whatever that may look like.
“I think SOLs accurately reflect how well students know and can demonstrate their acquisition of learning standards. The only thing I would add is that SOL tests are only one of the many ways that schools impact children and communities,” said Hicks.
Statewide we have seen 70% of schools show improvement from the previous year. WSLS 10 News reports Roanoke City scored higher in all subjects except history. Montgomery Country tested above the state average as well. While Salem places 32nd in the Commonwealth, Daleville, and Bedford also saw major improvements.
(Data found at https://doe.virginia.gov/data-policy-funding/data-reports/statistics-reports/sol-test-pass-rates-other-results)
But in Pulaski County, SOL numbers still fall below pre-pandemic levels, putting it at No. 95 out of 131 school districts. Last year only 18 schools in all of Virginia remained consistent or improved their pre-pandemic scores.
Many parents and teachers hear that and become fearful, but success in the education system is not linear, and unfortunately takes time. “The key is to focus on what matters most. I think sometimes we add other “requirements” to the point of getting in the way of what matters most, or in some cases, we continue to do things because that’s what we have always done even though the standards have changed,” said Hicks.
But with the help of the state, there are many ideas and plans in place to help tackle some of the obstacles that are opposing the SOL results: tutoring, absenteeism, cellphones, and many other factors that impact a students’ ability to learn.
Gov. Youngkin’s “All In Virginia” plan is an education bill trying to reteach kids how to learn in classrooms after growing accustomed to learning at home focusing on three major components: attendance, literacy, and learning.
With the “All In Virginia” education plan, there is hope for those in charge. As chronic absenteeism is down 16% from the previous school year.
The DOE of Virginia released a statement the end of August: “These [SOL] results show that Virginia students are beginning to recover from the post-pandemic learning loss they suffered after 2020 and 2021. But the results also show that we must continue to focus every day on helping them catch up to pre-pandemic levels and move ahead,” said Superintendent of Public Instruction Lisa Coons.
The “All In” house bill increased state funding; an approach that encourages school districts focus 70% of fund on tutoring, 20% on the VA Literacy Act and 10% on chronic absenteeism. This budget bill was signed on September 14th, 2023.
As the pandemic changed the states approach to education, the overall test itself has also changed. “In general, the SOLs continue to move away from basic recall fixed response items to questions that require more application and explanation of your answers. As a result, students will have to have a greater depth of understanding regarding the standards and know how to apply their learning in new situations,” said Hicks.
The understanding we gain from the testing provides numerical understanding of our education. But from teachers to students, the fear of failure and pressure can be overwhelming. For some students passing an SOL could be the final achievement needed to graduate. However, if a student fails tutoring and retesting are required in order to meet the requirement.
Darlene Marshall, retired elementary school teacher and now substitute, shares some encouragement to teachers: “More tests do give the power to gather more data, but it is at the expense of good quality teaching. Teaching is a craft. I am a believer in teaching the whole child to do what they can become to be lifelong learners. Teachers have so much pressure and on them today and I just want to hug and thank them all,” said Marshall.
But at the end of the day, the pressure does not rely amongst the shoulders of the individual but an understanding into how overall schools and districts are learning. The data that comes back each year is crucial to those in charge.
“I would say we are measuring both students and teachers but using the results to rate schools not children. Students and families need to know how well they are progressing, but we never use scores to label or rate students,” Salem’s Superintendent continues, “it is important for schools to use the data to make the changes necessary to propel learning further,” said Hicks
Despite all the new plans, tests, and other implemented standards and rules, patience and kindness to teachers and students alike is the main priority. Making sure they have the help and guidance they need to succeed. “I would just say that you have to be able to block out the noise and the distractions and focus on what matters most,” said Hicks to encourage teachers and students.
Students everywhere have suffered at the hands of Covid-19, mental health issues, and teacher shortages. But at a state and local level there are those that care. Those striving to improve the systems in place, adapting to a new generation of both students and teachers.
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