The Virginia Board of Education (VBOE) is in the process of approving higher proficiency cut scores for the Standards of Learning (SOL) tests in math and reading/English language arts. Adopted in August 2025, these changes raise the thresholds that determine whether a student is classified as Failing, Proficient, or Advanced.

Why Did the Scores Change?

In spring 2025, Virginia rolled out updated SOL tests with new content in reading and math. Whenever tests change, the state must also adjust the cut scores, the numbers that define what counts as passing or excelling.

This time, the Board deliberately raised the bar. The goal is to align Virginia’s standards more closely with national benchmarks like the National Assessment of Educational Progress (NAEP) and to give parents, teachers, and policymakers a more honest picture of whether students are truly on track for college and career readiness.

For years, Virginia has been criticized for having one of the nation’s widest “honesty gaps,” meaning students who appeared proficient on state tests often scored much lower on NAEP. Raising the cut scores is meant to close that gap and restore trust in Virginia’s assessments.

What’s Changing in the Numbers?

The SOL scale still runs from 0 to 600, but the point at which students are considered “Proficient” or “Advanced” is shifting upward. For example:

• Grade 3 Reading: Proficient at 444, Advanced at 502

• Grade 3 Math: Proficient at 443, Advanced at 521

• Algebra I: Proficient at 453, Advanced at 518

These levels were not chosen at random. More than 200 educators, parents, and community leaders participated in setting them to ensure they reflect realistic expectations while raising standards.

Why Are Teachers and School Leaders Concerned?

While most agree that higher standards are necessary, teachers and administrators worry the changes will be used against them. A sudden drop in student pass rates could be misinterpreted as a decline in teacher performance rather than a reflection of the tougher bar.

This is where school boards have a vital role. They must make sure the community understands why the bar is being raised and reassure teachers that these results will be used as a tool for improvement, not punishment.

How School Boards Can Frame the Change

• Higher Standards, Honest Data: The new cut scores don’t mean students are learning less; they mean the measurement is more accurate. Boards should stress that the goal is stronger preparation for life after graduation.

• No Punishment for Teachers or Administrators: Teachers will not be evaluated solely on these new benchmarks. Boards should clarify that the purpose is to identify where extra support is needed.

• Goal-Setting, Not Threats: Cut scores should be presented as guideposts to track progress and set goals, not as a way to criticize staff.

• Support First, Accountability Second: Short-term dips are expected. Boards should prioritize resources like tutoring, remediation, and professional development.

• Transparency with Families: Parents will see test scores drop initially. Boards must explain that this is normal when standards rise and emphasize the long-term benefits of higher expectations.

The Bottom Line

Virginia is deliberately raising the bar for student achievement to ensure honesty in reporting and stronger preparation for the future. School boards play a central role in shaping how this change is received. By framing higher cut scores as tools for growth, not weapons for blame—, boards can support teachers, reassure families, and build trust that this shift is an investment in better schools and brighter futures for Virginia’s students.

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