By VABayNews Staff

A newly introduced bill in Richmond is reigniting a long-running debate over academic standards, accountability, and what a high school diploma should represent in Virginia.

Senate Bill 147 (SB147), introduced during the 2026 session of the Virginia General Assembly by Stella G. Pekarsky (D–Fairfax County), directs the Virginia Board of Education to develop alternative graduation pathways allowing students to earn a Standard Diploma without passing certain Standards of Learning (SOL) exams.

Under current Virginia law, students must both complete coursework and earn “verified credits,” which typically require passing end-of-course SOL assessments in core subjects such as English, math, science, and history. SB147 would keep coursework and credit requirements in place—but would allow students who fail to pass SOL exams to graduate through alternative demonstrations of competency.

What the Bill Does

SB147 instructs the Board of Education to design, approve, and implement alternative pathways for students who complete required coursework but struggle with standardized testing. The bill outlines several guardrails:

• No mandatory passing SOL scores for students using an alternative pathway
• Stakeholder consultation, including educators, parents, students, and administrators
• Alignment with the Profile of a Virginia Graduate, the state’s competency framework
• At least one pathway based on non-assessment demonstrations, such as portfolios, capstone projects, performance-based evaluations, work-based learning, or industry credentials
• Explicit language stating the alternatives do not replace existing diploma requirements, including the Advanced Studies Diploma
• A progress report due January 1, 2027 to the Governor and legislative committees

Supporters argue the bill creates flexibility for students who demonstrate mastery in ways that don’t translate well to timed, standardized tests—particularly those with test anxiety, learning differences, or strengths in hands-on or applied learning.

Critics: A Diploma Without Passing the Test?

Opponents see SB147 very differently.

Education watchdogs and parent groups—especially in Northern Virginia—warn the bill effectively weakens graduation standards by allowing students to earn the same diploma as their peers without passing statewide assessments designed to measure basic proficiency.

Critics argue SOLs, while imperfect, are one of the few uniform accountability tools ensuring that a “Standard Diploma” actually reflects minimum academic mastery across school divisions. Removing that benchmark, they say, risks turning diplomas into participation certificates and shifting pressure away from school systems to improve instruction.

“This isn’t about equity,” one Fairfax County parent advocate wrote online. “It’s about lowering the bar instead of helping students clear it.”

Part of a Broader Trend

SB147 is not an isolated proposal. A companion measure, HB428, introduced in the House by Marcia Price (D–Newport News), advances similar ideas around alternative assessments and graduation pathways.

Together, the bills reflect a national push—particularly among Democratic lawmakers—to move away from standardized testing as a gatekeeper for diplomas. Critics counter that while workforce credentials and project-based learning have value, they should supplement—not replace—objective measures of academic achievement.

Where the Bill Stands

SB147 was prefiled in early January and referred to the Senate Education and Health Committee’s Public Education Subcommittee, where it was docketed for a January 15 hearing. As of January 22, no votes or amendments have been reported, and the bill remains in its introduced form.

With the General Assembly session running through early March, further hearings are expected.

The Bigger Question

At its core, SB147 raises a fundamental issue for Virginia families: Should the state adapt standards to meet students where they are—or insist students meet the standards set by the state?

Supporters frame the bill as compassionate and flexible. Critics see it as another step in a long retreat from academic rigor, accountability, and clear expectations.

As lawmakers debate SB147, parents and employers alike may be left wondering whether Virginia’s “Standard Diploma” will continue to mean what it says.

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