We are excited to share some wonderful news with you—Meg Scalia Bryce has officially joined the Board of Directors for the School Board Member Alliance!

Meg is a wife and mother of four who lives in Charlottesville, Virginia. She holds a Ph.D. in Cognitive Psychology from the University of Virginia, where she has also taught undergraduate Psychology. In 2023, Meg courageously ran for school board in Albemarle County; she has remained steadfast in her commitment to academic excellence and strong local governance.

In July 2024, Meg was nominated by Governor Glenn Youngkin to serve on the Virginia State Board of Education. While her confirmation was ultimately blocked by the Democratic majority, she served for six months with distinction—advocating for accountability in education, small government, and parental rights.

We are honored to welcome Meg to the SBMA Board, where her passion for education, principled leadership, and firsthand experience will be invaluable in furthering our mission to support and empower school board members across the Commonwealth.

Please join us in welcoming Meg Bryce to the team!

Warm regards,
Shelly Norden
Executive Director
School Board Member Alliance (SBMA)

We want to update you on our ongoing communication with U.S. Department of Education Secretary McMahon's office regarding federal education funding. We have been informed:

"The top line response here is that we haven’t cut any of the basic funding that states receive and we don’t plan to — Title I, IDEA, etc. The cuts are to bureaucracy and bloat at the federal level to free up states and locals to use their funding for more innovative and productive uses!

We’ll have broader talking points and myth vs. fact documents by the end of the week."

Additionally, Congress has passed a Continuing Resolution (CR) to fund the federal government through the remainder of Fiscal Year 2025 (FY25). This measure ensures education programs, including Title I, Title IV-A, and IDEA, remain funded at FY24 levels.

We will continue to monitor these developments and share additional details as they become available. 

For years, Virginia’s school divisions have been reporting inflated proficiency rates on state-administered Standards of Learning (SOL) tests, giving parents and the public a misleading picture of student achievement. The latest 2024 results from the National Assessment of Educational Progress (NAEP) highlight this issue, showing that Virginia students continue to struggle in reading and math when compared to national benchmarks.

The discrepancy is stark: while the 2024 SOL results claim that 73% of Virginia fourth graders are proficient in reading, NAEP data show that only 31% actually meet national proficiency standards. In math, the state-reported proficiency rate for fourth graders is 71%, whereas NAEP places the true figure at just 40%. The gaps persist in eighth grade as well, with a 43-percentage-point difference in reading and a 34-percentage-point gap in math.

So, How Did This Happen?

Virginia’s proficiency cut scores were lowered under previous administrations, leading to a significant “honesty gap” between SOL results and NAEP standards. In fact, Virginia is one of only two states where a “proficient” score in reading on the SOL translates to “below basic” on the NAEP—meaning that students who fail to demonstrate even partial mastery of grade-level skills are still considered proficient by the state’s standards.

The VBOE’s Plan to Fix Inflated Scores

Recognizing the damage that inflated proficiency scores have done to student preparedness, the Virginia Board of Education (VBOE) has initiated a multi-phase plan to raise academic expectations. The new standard-setting process will better align SOL cut scores with national benchmarks, workforce demands, and college readiness requirements.

Here’s what the process will look like:

✅ March 2025 – Selection of 200 expert educators and stakeholders to serve on standard-setting committees.

✅ April 2025 – Training for committee members on best practices for setting new proficiency cut scores.

✅ May 2025 – Review and analysis of assessment data to determine appropriate score adjustments.

✅ June-July 2025 – Public review and VBOE final approval of new cut scores.

The state is considering shifting its methodology for determining proficiency from the Modified Angoff Method, which relies on statistical estimates, to the ID Matching Method, a research-backed approach that ensures proficiency standards are more content-focused and transparent.

What This Means for School Board Members

School board members should be aware that these changes will not take effect until the 2026-2027 school year. This timeline allows school divisions time to adjust curricula, train educators, and prepare students for the more rigorous standards.

In the meantime, school leaders should communicate with parents and stakeholders about the changes ahead, particularly in light of the latest NAEP results. Virginia’s long-standing “honesty gap” is finally being addressed, and while the transition may be challenging, it is a necessary step toward ensuring students are truly prepared for academic and career success.

Virginia’s commitment to higher standards and transparency is a move in the right direction—as they work to restore confidence in public education.

The U.S. Department of Education has unveiled EndDEI.Ed.Gov, a new online portal designed to empower parents, teachers, and community members to report instances of race- or sex-based discrimination in publicly funded K-12 schools. This initiative signals a shift in federal oversight, prioritizing academic excellence and fairness in education over ideological agendas.

The secure portal allows users to submit reports by providing an email address, the name of the student’s school or district, and details of concerning policies or practices. The Department of Education will use these submissions to identify potential areas for investigation.

This effort comes in response to mounting concerns that schools are straying from their core mission of providing a high-quality education in essential subjects like reading, writing, and math. Many parents and educators have voiced frustrations over the growing presence of political and social ideologies in the classroom, which they argue detract from academic achievement and create division among students.

The launch of EndDEI.Ed.Gov emphasizes a growing national effort to restore accountability in public education, ensuring that schools remain focused on academic rigor and equal opportunities for all students while increasing scrutiny on curriculum decisions, hiring practices, and district policies.

To submit a report or learn more, visit EndDEI.Ed.Gov.

The School Board Member Alliance (SBMA) hosted its first-ever Legislative Roundtable in Richmond, giving school board members across Virginia practical tools and tips to advocate for their communities. Founding Freedoms Law Center attorney Josh Hetzler led an interactive session on how school boards can lobby effectively.

“SBMA believes tax dollars should not be used to lobby,” Executive Director Shelly Norden said. “Our alliance is all about empowering our members. We want them to have the tools and confidence to advocate for their communities independently.”

During the event, members received resources like a list of key dates for submitting bills, tips on how to lobby effectively, and guidance on setting up legislative committees within their own school boards.

The day also included a special visit with Attorney General Jason Miyares, followed by a tour of the state capitol. Members then met one-on-one with legislators, including Del. Bill Wiley, Del. Wendel Walker, Del. Chad Green, Sen. David Suetterlein, and Sen. Danny Diggs, to discuss pressing issues in education.

Attendees said the event’s combination of networking, hands-on advice, and access to decision-makers made it a standout experience. One member noted, “Getting advice from Josh and sharing ideas with other board members was incredibly helpful.” Another added, “Josh’s legal insights are crucial for handling challenges in our division.”

The event was a powerful example of SBMA’s commitment to equipping school board members with the skills and connections they need to push for education policies that truly benefit Virginia’s students and communities.

The School Board Member Alliance (SBMA) hosted its annual EmpowerED Symposium in Glen Allen, Virginia, on December 5 and 6, drawing school board members from across the state to discuss education strategies and share best practices. The two-day event featured dynamic sessions focused on student achievement and leadership development, offering board members tools to navigate the challenges of public education governance.

Virginia Governor Glenn Youngkin made a surprise appearance to encourage attendees and commend their dedication to serving students and families. “What an honor it is to be with you,” Governor Youngkin said. “Our number one objective is to serve and educate Virginia’s families and their children in a way that cannot be replicated anyplace else because of who we are, what we are, and what our opportunities are. So thank you.”

The Governor emphasized the critical role school board members play, calling it “the toughest and most important job in the country.” He also praised SBMA’s rapid rise as an influential organization, noting, “What has happened here, where we all of a sudden see the School Board Member Alliance stand up and become a driving force in literally less than two years, is remarkable.”

Youngkin encouraged attendees to recruit others to join their ranks, saying, “We’re going to need more of you. Every year, every meeting, we just need more and more of you in this room. You can count on me helping you find friends to sit at the table with you.”

In addition to Governor Youngkin, the symposium featured a lineup of influential speakers, including Lieutenant Governor Winsome Earle-Sears and Attorney General Jason Miyares, who both addressed attendees with messages of support and encouragement. 

Secretary of Education Aimee Guidera and Deputy Secretary of Education Emily Anne Gullickson provided insights into statewide initiatives aimed at improving student outcomes. Virginia Board of Education (VBOE) President Grace Creasey and VBOE member Dr. Meg Bryce also spoke at the event, focusing on the new accountability framework that goes into effect next year.

One of the most well-received sessions, “Strategic Planning,” focused on keeping student achievement at the forefront of board priorities. One attendee called the session, “an excellent reminder about the need to remain focused on student achievement.”

Board members expressed their appreciation for the event: “The symposium was FANTASTIC in every way. Many thanks for all your hard work,” one member said.

The EmpowerED Symposium reinforced the importance of collaboration, leadership, and innovation in education, leaving attendees inspired and better equipped to tackle the challenges ahead.

New Research Shows That Virginia is Significantly Behind in Recovering From Pandemic Learning Loss

Virginia is seeing small improvements in math achievement, while reading scores continue to decline Researchers urge state and district leaders to use remaining federal funding on adding instruction time through summer school and tutoring After reporting on pandemic achievement losses last year, the Education Recovery Scorecard (a collaboration between the Center for Education Policy Research at Harvard University and The Educational Opportunity Project at Stanford University) is issuing a report on the first year of academic recovery for school districts in 30 states. Last year, students in many states made historic gains in math and reading. Still, they made up only one-third of the pandemic loss in math and one quarter of the loss in reading. Even if they maintain last year’s pace, students will not be caught up by the time federal relief expires in September. Moreover, the recovery efforts are not closing the gaps between high- and low-poverty districts which widened during the pandemic. Virginia: “No one wants to see poor kids footing the bill for the pandemic, but that is the path Virginia is on,” said Dr. Thomas Kane, Faculty Director of the Center for Education Policy Research at Harvard University and one of the study’s co-authors. “The top priority now is to ensure remaining federal relief dollars go to Summer 2024 and to tutoring and after-school contracts next year.” Between 2019 and 2022, achievement fell by 84% of a grade equivalent in math and 60% in reading. Between 2022 and 2023, math achievement statewide improved by 11% of a grade equivalent. In reading, average achievement declined by 9% of a grade equivalent last year. The pandemic produced devastating losses in many of the most needy Virginia school districts, with students in Richmond, Roanoke, Norfolk and Alexandria losing more than a full grade equivalent in math, while Richmond and Roanoke also lost more than a full grade equivalent in reading. Fortunately, Norfolk City and Henrico County schools took huge strides in the right direction, where average math achievement improved by more than half of a grade equivalent in a single year, an impressive achievement. If students in Virginia continue recovering at last year’s rate even in the absence of federal relief, students will require an additional six years to return to 2019 levels in math. The recovery had not begun in reading. Virginia received over $3.2 billion in federal recovery funding and as of January 2024, still had over $920 million (28%) remaining. National Takeaways: Over the course of the 2022-2023 school year, students in one state (Alabama) returned to pre-pandemic achievement levels in math. Despite progress, students in seventeen states remain more than a third of a grade level behind 2019 levels in math: AR, CA, CT, IN, KS, KY, MA, MI, NC, NH, NJ, NV, OK, OR, VA, WA, and WV. Students in three states (Illinois, Louisiana, and Mississippi) returned to 2019 achievement levels in reading, while students in 14 states remain more than a third of a grade level behind in reading: CT, IN, KS, MA, MI, NC, NV, OK, OR, PA, VA, WA, SD, and WY. Congress provided a total of $190 billion in federal aid to K-12 schools during the pandemic, with most of it targeted at high-poverty districts. As of January 2024, $51 billion of that aid is still available, with the remaining dollars due to be obligated by September of this year (or returned to the federal government).  To the extent that states and districts have remaining funds, they should focus those dollars on academic recovery this summer and next school year. The researchers urge education leaders to take the following steps as the federal spending deadline approaches: This spring, schools should inform parents if their child is below grade level in math or English so that parents have time to enroll in summer learning. Parents cannot advocate if they are misinformed. Research shows that parents take specific actions when they know their child is behind grade level. Schools should expand summer learning seats this summer. States should require districts to set aside sufficient funds to accept all students who sign up. Research has shown that six weeks of summer learning produces a fourth of a year of learning, especially in math. Districts can extend the recovery efforts into the next school year by contracting for high-quality tutoring and after-school programs before September. Although the federal relief dollars cannot be used to pay school employee salaries after September, they can be used to make payments on contracts that are signed before the deadline. (Click here to see the U.S. Department of Education’s recent guidance on seeking an extension. For ideas on how to tie contractor payments to student outcomes, see the Outcomes-Based Contracting project at the Southern Education Foundation.) Local government, employers and community leaders should get involved in helping schools lower student absenteeism, which has remained high since the pandemic. In addition to encouraging districts to reserve federal dollars to pay for Summer 2024 programming, tutoring, absentee reduction, and after-school programs for the 2024-2025 academic year, the researchers encourage states to consider using state dollars to incentivize districts to extend the school year or to expand summer learning in future years, as Texas has done.

The School Board Member Alliance is looking for sponsors for its 2024 EmpowerEd Symposium, on December 5-6, 2024, in Glen Allen, VA.

This two-day event will bring together school board members and thought leaders from across the commonwealth to engage in professional development, collaboration, and discussions on how to best support K-12 education. Your sponsorship will play a critical role in helping us make this event a success, ensuring that participants receive the tools and insights they need to drive positive change in their communities.

Thank you for considering this request. Your partnership would make a meaningful difference in the success of this important event.

Platinum Sponsorship: $1,500.00
• Premier exhibit table at the event.
• Prime placement of signage at the event.
• Business logo to appear on all website and email promotions.
• Full page ad in the event program.

Gold Sponsorship: $1,000.00
• Sponsorship of the networking lunch segment OR the
         evening networking session.
• Recognition in event materials and mention during the luncheon  
          or evening event.
• Exhibit table at the event.
• 1/2 page ad in the event program.

Silver Sponsorship: $500.00
• Sponsor the refreshment breaks with signage on the table.
• Exhibit table at the event.
• 1/2 page ad in the event program.

Bronze Sponsorships: $250.00
• Recognition in event materials.
• Optional exhibit table at the event.
• 1/4 page ad in the event program.

Click HERE to purchase a sponsorship.

SBMA Responds to Baseless Accusations by York County Resident     York County resident Alan Kennedy has launched a campaign to recall school board member Lynda Fairman, making unsubstantiated claims against the School Board Member Alliance (SBMA). Kennedy accuses Fairman of "colluding with SBMA to threaten fellow school board member Kimberly S. Goodwin that 'if she did not vote the way SBMA wanted her to. . . Goodwin would no longer receive support from the SBMA.'"  SBMA’s attorneys have already disputed these claims, presenting evidence that proved them entirely baseless, leading York County to concede it was in the wrong. SBMA has consistently operated within the law, focusing on supporting school board members through professional development and advocating for good governance, not engaging in coercive or unethical behavior. Kennedy’s defamatory allegations misrepresent SBMA’s mission and distort the truth. York County remains the only division where these baseless attacks against SBMA continue to surface, perpetuated by media outlets like WAVY 10, which label the organization as "right-wing" for its focus on common-sense principles like academic achievement, school safety, and parental rights. SBMA champions these values, which were once considered common sense but are now considered partisan by outlets like WAVY 10.  As SBMA continues to stand firm in its mission to improve school board governance and promote safe, effective school environments, it is important that Virginians understand the facts and not be swayed by these baseless attacks.

In a recent webinar, key educational leaders, including Denise Fort of the Education Trust and Hedy Chang of Attendance Works, emphasized the urgent need for schools to address chronic absenteeism, which has spiked significantly since the pandemic. Chronic absenteeism, defined as missing 10% or more of the school year, has been linked to poor academic performance, lower graduation rates, and long-term socio-economic consequences.

Despite the push for student engagement through innovative teaching methods and strategies, many students are still disengaged, often due to a lack of consistent teaching presence. Chang highlighted the importance of teacher attendance as a critical factor in student success. It’s not just the students who need to be present; stable and reliable teaching staff are also essential.

The panel discussed the role of parents, emphasizing that while they are often blamed for student absences, the real challenge lies in making school environments engaging and meaningful for both students and teachers. Many parents struggle to motivate their children due to the lack of engaging, relevant lessons, often finding students assigned to watch movies or complete work packets during teacher absences.

To combat chronic absenteeism, the panel proposed a multifaceted approach, which includes setting a goal to reduce chronic absenteeism by 50% over five years. This initiative must involve all stakeholders, including school administrators, teachers, parents, community organizations, and policymakers. School board members, in particular, are in a unique position to advocate for these changes by pushing for accountability in both student and teacher attendance, ensuring classrooms are engaging, and creating partnerships with local businesses and organizations to support struggling families.

The message to school board members is clear: the fight against chronic absenteeism cannot wait. Schools must provide high-quality education, consistent teacher presence, and a system of support to ensure that all students can succeed.