29 comments
I am encouraged to see the Virginia Seal of Biliteracy added to the list of approved industry credentials. However, I am deeply concerned that it is the only credential carrying the restrictive designation “Not eligible for 3E Readiness and CTE Federal and State Reimbursement.” This is a serious oversight.
Employers across multiple industries consistently identify bilingualism as a highly valuable skill, one that directly strengthens the workforce and expands career readiness opportunities for students. To exclude the Seal of Biliteracy from 3E Readiness and funding eligibility sends a contradictory message: that we recognize bilingualism as an industry credential, but do not value it on par with other general workforce assessments such as the National Career Readiness Certificate (NCRC) or the Workplace Readiness Skills for the Commonwealth Examination.
If we truly intend to prepare students for success in a global workforce and respond to employer demand, the Seal of Biliteracy must be treated with equal weight. I urge the Board to remove this exclusion and ensure that the Seal is recognized fully as both an industry credential and a measure of 3E Readiness.
I find it troubling that the Virginia Seal of Biliteracy, though now included on the list of approved industry credentials, is the only one designated as “Not eligible for 3E Readiness and CTE Federal and State Reimbursement.” This restriction undermines the very purpose of adding the Seal to the approved list and represents a serious oversight.
Across a wide range of fields, employers consistently emphasize the value of bilingualism as a skill that enhances employability, strengthens the workforce, and improves students’ career pathways.
In preparing Virginia students for future career success in an interconnected world and to be responsive to industry demands, the Seal of Biliteracy must be given the same recognition and support as other credentials. I strongly encourage the Board to remove the current restriction so that the Seal can be fully recognized both as an industry credential and as an eligible measure of 3E Readiness.
I would like to echo what other have said and share that it’s encouraging to see the Virginia Seal of Biliteracy included among approved industry credentials. It is troubling that it remains the only one deemed ineligible for 3E Readiness. This inconsistency undermines its purpose and sends a conflicting message about the value of bilingualism—a skill that employers across sectors consistently identify as vital to workforce strength and career preparedness.
To truly equip Virginia students for success in a global economy and respond to industry needs, the Seal must receive the same recognition and support as other workforce credentials. I respectfully urge the Board to eliminate this restriction and fully acknowledge the Seal as both a legitimate industry credential and a qualifying indicator of 3E Readiness.
Dear Members of the Board of Education,
I am writing to respectfully urge the Board not to treat the Seal of Biliteracy differently from other approved industry credentials. The Virginia General Assembly specifically included the Seal of Biliteracy on the industry credential list because it recognizes that language skills are highly valued career skills, essential in today’s global economy and workforce.
Achieving biliteracy requires years of sustained effort and dedication, just as other industry credentials demand rigorous preparation and mastery of specialized skills. Students who earn the Seal of Biliteracy demonstrate advanced proficiency in reading, writing, listening, and speaking in more than one language—abilities that open doors in healthcare, education, business, government, and technology.
To single out the Seal of Biliteracy or limit its recognition would send a contradictory message to students, families, and employers and undermine the very purpose for which the General Assembly added it to the credential list.
I urge the Board to maintain the Seal of Biliteracy’s equal standing with other industry credentials so that students’ hard-earned language proficiency—built through years of dedication—is acknowledged as the valuable career asset it truly is.
Thank you for your leadership and for continuing to support pathways that prepare Virginia’s students for success in a competitive, multilingual world.
Respectfully,
Luisa Quintero
I applaud our legislators for leading the way in elevating the Seal of Biliteracy as a high-impact industry credential – a move that underscores the critical value of language proficiency and intercultural competence in our workforce. Virginia businesses agree. The Virginia Chamber of Commerce’s Blueprint Virginia 2030 specifically highlights the Seal of Biliteracy (as well as Dual Language Immersion) as “seminal pathways toward industry credentialing.” Let’s please not dilute this important step by signaling the Seal of Biliteracy as a lesser credential with the restrictive designation “Not eligible for 3E Readiness and CTE Federal and State Reimbursement.” Thank you.
I find it deeply concerning that the Virginia Seal of Biliteracy—though now included on the list of approved industry credentials—is the only one designated as “Not eligible for 3E Readiness and CTE Federal and State Reimbursement.” This restriction contradicts the very purpose of its inclusion and risks diminishing the significance of what is widely recognized as a rigorous, high-value achievement. Treating the Seal as a lesser credential sends a confusing message to students, families, and employers alike.
Across industries, employers consistently emphasize the critical importance of bilingualism as a skill that enhances employability, strengthens the workforce, and expands career opportunities. The Virginia Chamber of Commerce’s Blueprint Virginia 2030 specifically names the Seal of Biliteracy as a key pathway toward industry credentialing—a clear acknowledgment of its role in preparing students for a global workforce. Excluding it from 3E Readiness recognition disregards this employer demand and undermines the state’s own workforce development goals.
To truly equip Virginia students for success in an interconnected economy, the Seal of Biliteracy must be given the same recognition and support as other industry credentials. I urge the Board to remove the current restriction and ensure that this hard-earned achievement—built through years of language study and demonstrated proficiency—is fully recognized as both an industry credential and a qualifying indicator of 3E Readiness.
Sincerely,
Gregory
Gregory Jones, Ph.D.
Dear VA Board of Education-
Please do not treat the Seal of Biliteracy differently than other industry credentials, This seal was specifically added to the industry credential list because the General Assembly recognizes that language skills are highly valued career skills thus it should be supported like all other industry credentials. Do the right thing for students and fully support this like all other industry credentials. There is no reason to create sub-levels of credentialing by not offering full financial support as that is not good for clarity nor opportunity for students or the schools which serve them.
Thank you for your consideration so we set this important opportunity up correctly and equitably,
Leanne Worley
Dear Members of the Virginia Board of Education,
I am writing in strong support of the Virginia Seal of Biliteracy being treated on equal footing with all other recognized industry credentials. While I am pleased to see the Seal included on the credential list, I am deeply concerned that it has been singled out as “Not eligible for 3E Readiness and CTE Federal and State Reimbursement.”
This designation undermines the very purpose of adding the Seal to the industry credential list. Language proficiency is an undeniably valuable career skill—one that supports Virginia’s global competitiveness, national security needs, and growing multilingual workforce. By excluding the Seal from accreditation indicators and reimbursement opportunities, schools will have little incentive to encourage students to pursue it, even though the General Assembly recognized its importance through HB2360.
Other industry credentials are supported through these measures because they represent tangible, job-ready skills. Bilingualism and biliteracy meet this same standard. In fact, the Seal of Biliteracy equips students with skills that are in high demand across education, business, health care, technology, and public service.
I urge the Board to reconsider this inequitable treatment and ensure that the Seal of Biliteracy is fully recognized for accreditation purposes and eligible for reimbursement like every other credential on the list. Doing so will send a powerful message that Virginia values the multilingual talents of its students and is committed to preparing them for success in a diverse and interconnected world.
Thank you for your attention and commitment to students’ futures.
Sincerely,
Beverley Dudley, MEd, Spanish Teacher FCPS
Dear Members of the Virginia Board of Education,
I am writing to express my strong support for the Virginia Seal of Biliteracy and to urge that it be afforded the same recognition as all other industry credentials. While it is encouraging to see the Seal included on the official credential list, I am deeply troubled by its current classification as “Not eligible for 3E Readiness and CTE Federal and State Reimbursement.”
Placing such a limitation on the Seal undercuts the very intent of recognizing it as an industry credential. Proficiency in more than one language is a critical career skill that directly strengthens Virginia’s global competitiveness, supports national security priorities, and reflects the realities of our increasingly multilingual workforce. If the Seal is excluded from accreditation indicators and reimbursement, schools will be less likely to promote it—despite the General Assembly’s clear acknowledgment of its value through HB2360.
Just like other credentials, the Seal of Biliteracy represents measurable, job-ready skills. In fact, bilingualism and biliteracy are in especially high demand across fields such as business, health care, education, technology, and public service. To treat the Seal differently is to discount the skills and opportunities it provides to Virginia students.
I respectfully urge the Board to revise this inequitable designation and grant the Seal of Biliteracy full recognition for accreditation purposes and reimbursement eligibility. Doing so will affirm Virginia’s commitment to honoring the multilingual abilities of its students and to equipping them for success in a diverse, interconnected world.
Thank you,
Jennifer Houf
8th Grade Science Teacher
Dear Members of the Virginia Board of Education,
I am writing in strong support of the Virginia Seal of Biliteracy being treated on equal footing with all other recognized industry credentials. While I am pleased to see the Seal included on the credential list, I am deeply concerned that it has been singled out as “Not eligible for 3E Readiness and CTE Federal and State Reimbursement.”
This designation undermines the very purpose of adding the Seal to the industry credential list. Language proficiency is an undeniably valuable career skill—one that supports Virginia’s global competitiveness, national security needs, and growing multilingual workforce. By excluding the Seal from accreditation indicators and reimbursement opportunities, schools will have little incentive to encourage students to pursue it, even though the General Assembly recognized its importance through HB2360.
Other industry credentials are supported through these measures because they represent tangible, job-ready skills. Bilingualism and biliteracy meet this same standard. In fact, the Seal of Biliteracy equips students with skills that are in high demand across education, business, health care, technology, and public service.
I urge the Board to reconsider this inequitable treatment and ensure that the Seal of Biliteracy is fully recognized for accreditation purposes and eligible for reimbursement like every other credential on the list. Doing so will send a powerful message that Virginia values the multilingual talents of its students and is committed to preparing them for success in a diverse and interconnected world.
Thank you for your attention and commitment to students’ futures.
Sincerely,
Maryann Castaneda-Hodges
Science Teacher FCPS
Dear Virginia Board of Education Members,
I am writing to voice my appreciation for the inclusion of the Seal of Biliteracy to the list of industry credentials. However, I am deeply concerned about the unique restrictions placed on the Seal, which state it is "Not eligible for 3E Readiness and CTE Federal and State Reimbursement."
Such a designation undermines the inclusion of the Seal as a workplace readiness skill, and does not demonstrate the way bilingualism is valued by employers in multiple sectors. This current contradictory guidance creates confusion for both school divisions and for students; it indicates that we value bilingualism, but not in a way that is equivalent to other general workforce assessments in the Commonwealth.
As educators, we are always working to prepare our students for the global workforce, and we know their multilingualism will be an asset to their career growth whether employed immediately, enrolling in a postsecondary school, or enlisting in the military. Given these benefits, I urge the board to remove this restriction to ensure the Seal of Biliteracy is recognizable both as an industry credential and as a reimbursable measure of 3E Readiness.
Dear Members of the Board of Education,
I am writing to request that Virginia Seal of Biliteracy’s be fully recognized as an approved industry credential in alignment with all others on the list.
I am encouraged by the Virginia General Assembly’s decision to designate the Seal of Biliteracy as an approved industry credential; this reflects a clear understanding that biliteracy is a powerful and marketable skill. Employers across the Commonwealth consistently identify bilingualism as a critical asset that enhances employability and strengthens our responsiveness to current industry needs. Virginia graduates who earn this Seal demonstrate, through assessment, effective oral and written communication skills in English and at least one other language—skills that are in high demand across many sectors here in Virginia such as agriculture, healthcare, government, hospitality/tourism, and technology.
However, I am concerned that the Seal of Biliteracy is designated as “Not eligible for 3E Readiness and CTE Federal and State Reimbursement.” This exclusion contradicts the very decision to include it on the credentials list and sends a mixed message to students, families, and employers. It suggests that while we recognize biliteracy as a valid credential, it is not perceived to be of equal value.
I respectfully urge the Board to remove the current restriction and affirm the Seal of Biliteracy’s eligibility as an industry credential and as a measure of 3E Readiness. Doing so will acknowledge the skills of our students, respond to the needs of Virginia’s employers, and reinforce our commitment to preparing globally competent graduates.
Thank you for your consideration.
I am writing concerning the new Virginia Board posting of industry credentials that specify that the Seal of Biliteracy is "not eligible for 3E Readiness and CTE Federal and State Reimbursement".
This is concerning since multilingualism is one of the skills that will get our children ahead in the workforce. We cannot expect our workforce to complete with other world powers if our workforce cannot adequately communicate with them. Additionally, if we look at our greatest competitors in the global market, such as China, India, and Mexico it is painfully obvious that these countries all have higher percentages of bilingual or multilingualism since their governments require or highly incentivize the ability to speak multiple language. Therefore, I do not understand why we seem to be intentionally hamstringing our students or at least not properly incentivizing them to learn a language so that we can create a more competitive and lucrative workforce. Multilingualism will be an asset to all students' careers and their career growth whether employed immediately, enrolling in a postsecondary school, or enlisting in the military.
I urge the board to remove this restriction to ensure the Seal of Biliteracy is recognizable both as an industry credential and as a reimbursable measure of 3E Readiness so that our kids can have a chance of competing in the global market.
I am so pleased that the Seal of Biliteracy was included as an Industry Certification. I have talked to many ESL teachers and counselors who are concerned about the students enrolled in ELL/ESL and have difficulty passing the other Industry Certification exams to earn this graduation requirement, and they anticipate that this group of students will be able to finally earn their Industry Certification when they earn their Seal of Biliteracy this year and every year afterwards. The concerning part of this is that now there is a desire to exclude the Seal of Biliteracy from 3E Readiness and funding eligibility. This sends a contradictory message of "We value bilingualism as an industry credential, but we do not value it on par with other general workforce assessments for the Commonwealth Examination". The Seal of Biliteracy is a showcase of the students' hard-earned language proficiency- built through years of dedication.
We know of the multitudes of international companies that call Virginia home, and many of us know that those companies will hire a candidate who can provide proof of bilingualism over a candidate that will need to take classes on speaking the language of that company, CGM-CMA is a great example of this. We also know that the military provides a stipend for personnel who can provide proof of bilingualism as that personnel can be used in various situations where that language is also needed to better communicate with locals. I have talked to two Navy personnel who were telling me how they were preparing for their proficiency exam when they heard that I am a French teacher. Across a wide range of fields, employers consistently emphasize the value of bilingualism as a skill that enhances employability, strengthens the workforce and improves students' career pathways. We also know that looking at the Profile of a Graduate, which includes work-ready skills, proficiency in a World Language is in every component of the profile.
In preparing Virginia students for future career success in an interconnected world and to be responsive to industry demands, the Seal of Biliteracy must be given the same recognition and support as other credentials; fully recognized as both as an industry credential and as an eligible measure of 3E Readiness. Language proficiency is an undeniably valuable career skill—one that supports Virginia’s global competitiveness, national security needs, and growing multilingual workforce. By excluding the Seal from accreditation indicators and reimbursement opportunities, schools will have little incentive to encourage students to pursue it, even though the General Assembly recognized its importance through HB2360. The Virginia Chamber of Commerce’s Blueprint Virginia 2030 specifically names the Seal of Biliteracy as a key pathway toward industry credentialing—a clear acknowledgment of its role in preparing students for a global workforce. I urge the Board to remove this exclusion and maintain the Seal of Biliteracy's equal standing with other industry credentials.
I am writing to urge the Virginia Board of Education to reconsider the proposed restrictions on the Seal of Biliteracy as a recognized industry credential. The current proposal to exclude the Seal from 3E Readiness indicators and CTE reimbursement fundamentally undermines the intent of HB2360.
The General Assembly specifically recognized the Seal of Biliteracy as an industry credential because bilingual and multilingual skills are increasingly valuable in today's workforce. Employers across Virginia seek employees with language proficiency. By treating the Seal differently from other industry credentials, we are sending a contradictory message that devalues these critical career skills.
The proposed restrictions create practical barriers that will discourage schools from supporting students in earning the Seal:
This approach is particularly troubling given that language skills directly address workforce needs in our increasingly globalized economy. Students who earn the Seal of Biliteracy demonstrate advanced proficiency that benefits both their future employers and our Commonwealth's economic competitiveness.
I respectfully urge the Board to align its implementation with the clear legislative intent: to recognize and encourage biliteracy as the valuable career credential it truly is. The Seal of Biliteracy should receive the same treatment as other industry credentials, including eligibility for 3E Readiness indicators and CTE reimbursement.
Thank you for considering this comment.
I begin by thanking our state legislators for leading the way in elevating the Seal of Biliteracy as a high-impact industry credential – a move that underscores the critical value of language proficiency and intercultural competence in our workforce. Virginia businesses agree. The Virginia Chamber of Commerce’s Blueprint Virginia 2030 specifically highlights the Seal of Biliteracy (as well as Dual Language Immersion) as “seminal pathways toward industry credentialing.” Do not weaken this recognition of the power of the Seal of Biliteracy by now chaging the listing to read it as a lesser credential with the restrictive designation “Not eligible for 3E Readiness and CTE Federal and State Reimbursement.” Please retain the power of skill and proficiency in human languages for the youth of Virginia as we engage and compete in industries and business of all kinds on the world stage.
I urge thee Board of Education to not treat the Seal of Biliteracy differently than other industry credentials, particularly since the Seal was specifically added to the industry credential list because the General Assembly recognizes that language skills are highly valued career skills!
By doing so, the Board of Education will recognize that Virginia colleges and universities increasingly recognize bilingual proficiency in admissions and placement decisions. By not giving the Seal full recognition, the Board risks creating misalignment between K–12 and higher education pathways.
The board of education will also be supporting sectors facing workforce shortages—such as healthcare, education, and public safety—depend heavily on multilingual workers. Recognizing the Seal fully could strengthen pipelines into these critical fields and support retention of Virginia graduates in-state.
This full recognition of the Seal of Biliteracy will also align with Virginia’s Economic Development Goals. The state actively courts international businesses and organizations. Recognizing biliteracy credentials supports these efforts by assuring potential employers that Virginia develops globally fluent talent.
Finally the Board will be recognizing our military families and children. Virginia has a large population of military-connected students, many of whom acquire language skills while living abroad. Full recognition of the Seal would honor their unique experiences and provide them a meaningful credential upon returning to Virginia schools.
Dear Members of the Virginia Board of Education,
I urge the Board to reverse the proposed restrictions on the Seal of Biliteracy as a recognized industry credential. Excluding the Seal from 3E Readiness indicators and CTE reimbursement directly undermines the intent of HB2360, which was enacted to recognize the value of multilingualism in Virginia’s workforce.
The General Assembly intentionally identified the Seal of Biliteracy as an industry credential because bilingual and multilingual skills are in high demand across every sector of our economy. Employers consistently seek candidates who can communicate across languages and cultures. Treating the Seal differently from other credentials sends a contradictory message that devalues these critical, real-world skills.
The proposed changes also create unnecessary barriers. Removing the Seal from Employment Readiness indicators will discourage schools from investing in strong language programs, while denying CTE reimbursement places an inequitable burden on students and school divisions.
In an increasingly globalized economy, language proficiency is not optional—it is essential. Students who earn the Seal of Biliteracy bring advanced communication skills that strengthen Virginia’s competitiveness and workforce readiness.
The Seal of Biliteracy should continue to receive the same recognition and support as all other approved industry credentials, including eligibility for both 3E Readiness indicators and CTE reimbursement.
Sincerely,
As an educator who has worked hard to organize, prepare, and test high school students for the Seal of Biliteracy, I want to impress on the Board how much time and work goes into preparing for this. It is not easy to accomplish, even for speakers who are testing in native or heritage languages. It is acknowledgement that one is more than bi-lingual, but that one can also read and write at a professional level. This is a huge accomplishment for many and requires much more effort than just taking 2 classes and a test like many of the industrial certificates.
The fact that the Boad is considering making the Seal of Biliteracy "not eligible for 3E Readiness and CTE Federal and State Reimbursement" is an insult and will discourage schools and students from working towards it. This also goes against trends in other states where the Seal of Biliteracy is being promoted more and more every year.
Please keep the bilingual seal as an option for our students to count as an industry credential. Follow the legislation in place.
In July 2025, the Virginia General Assembly enacted HB2360, officially designating the Board of Education's Seal of Biliteracy as a high-demand industry workforce credential. This legislative recognition affirms the Seal's value in preparing students for Virginia's evolving workforce and supports its inclusion in graduation requirements and school accountability metrics.
The Seal of Biliteracy certifies that a student has achieved proficiency in English and at least one other language, a skill increasingly vital across Virginia's high-demand sectors including healthcare, education, public safety, the military, business, and technology. Bilingual professionals are in high demand for roles such as nurses, customer service representatives, educators, and analysts, where language access and cultural competence directly impact service quality, public safety, and economic growth.
Just a few of the key benefits of recognizing Virginia’s Seal of Biliteracy as a full CTE credential are;
As President, and on behalf of the Virginia Organization of World Language Supervisors I respectfully and strongly urge the Board to count the VA Seal of Biliteracy as an indicator of 3E Employment Readiness towards school accreditation. We also strongly urge the Board to recognize the Seal as a CTE exam eligible for state and federal reimbursements as costs are minimal.
We sincerely applaud the Board for prioritizing second language instruction and our bilingual students by not treating the Seal of Biliteracy any differently than other industry credentials that are supported.
The General Assembly deserves the gratitude of all Virginians for elevating the Seal of Biliteracy as a high-impact industry credential. This action recognizes that the Virginia workforce is multilingual, multicultural, and has a global impact through its businesses that trade around the world. However, the proposal to lessen the status of this credential by declaring it “Not eligible for 3E Readiness and CTE Federal and State Reimbursement’ undermines the bipartisan work of the General Assembly, elected to make these decisions.
It is important to understand that achieving the Seal of Biliteracy is not simply the result of classwork. Language proficiency to meet the required standard demands constant practice and the ability to use the language in a variety of situations. The Seal certifies that one will be able to use both languages in the workplace.
A survey conducted by IPSOS in 2018 for the American Council on the Teaching of Foreign Languages (ACTFL) found that nine of ten U.S. employers rely on employees with language skills other than English; 56% say their foreign language demand will increase, and 36% say it will remain the same.The survey also found that employees with world language skills are needed in sectors that many of Virginia’s high school graduates will enter: construction, manufacturing, health care, hospitality, and technical services. These needs are not limited to employers working in international markets. According to the survey, 47% of employers need employees with world language skills only for the domestic market and 25% have needs that are ‘mostly domestic’.
Because the skills recognized by the Seal of Biliteracy are clearly needed by American economic interests, I urge the Board to align the implementation of the Seal as an industry credential with the clear legislative intent: to recognize and encourage biliteracy as the valuable career credential it truly is. The Seal of Biliteracy should receive the same treatment as other industry credentials, including eligibility for 3E Readiness indicators and CTE reimbursement.
Thank you.
According to DOE.Virginia.gov 3E Readiness webpage: “VOEE high-demand occupation data informs the list of high-wage, high-demand credentials included in the employment indicator as the highest point value, incenting regional high-wage, high-demand careers for students post-graduation.”
It goes without saying that employees that are coveted by employers are thinking people who possess a number of “soft skills.” According to the U.S. Department of Labor, soft skills are in demand, offering a “competitive edge.” Here are the soft skills as indicated by the U.S. Department of Labor:
Professionalism or work ethic
Oral and written communication
Teamwork and collaboration skills
Critical thinking or problem-solving skills
Generally, one must go out into the world to learn these soft skills. However, one area of learning can occur in the confines of a classroom that builds each of these sought-after soft skills, and that is the study of a foreign language. Going through the process of learning a foreign language is the development of a “skill” that paves the way to build an “ability” such as coding. Would an employer prefer an employee who has adaptability, brain flexibility, and can easily learn new abilities as they come along, such as new coding languages, the integration of AI and machine learning, and negotiations of meaning in collaborative situations, or would an employer prefer somebody who is limited in scope, has difficulties with interpersonal communication, written communication with humans, and hits up against collaborative dead ends? Simply search for “the benefits of foreign language learning” in economic journals, cognitive neuroscience journals, linguistic journals, pedagogical journals, etc. and the short and long-term benefits become clear: learning a foreign language creates a more successful coder, a more successful engineer, a more successful entrepreneur. In short, the study of a foreign language is beneficial to promote active listening, problem-solving, critical thinking, memory, adaptability, verbal clarity, interpersonal skills, and teamwork because it is a foundational skill that scaffolds for success in the development of future abilities. Think of foreign language learning as an athlete approaches a sport: is it beneficial for an athlete to train muscles that are not directly related to their sport in order to develop strength, endurance, and general fitness? Perhaps a sprinter should only sprint, a hockey player should never lift weights, an offensive football player should never understand defense. Limiting the power of foreign language study creates weakness, while going through the process of learning a foreign language establishes the foundation of success because it enhances all other learning, full stop. In fact, one would be hard-pressed to find any reason why the study of a foreign language is detrimental. If the Virginia Department of Education, the Board of Education, and our esteemed Governor, Glenn Younkin, prioritize workplace readiness and the brain power of Commonwealth citizens, these entities would encourage an earlier start to foreign language learning rather than seeking to remove the full weight of the Seal of Biliteracy from 3E Readiness.
Foreign language learning is the long game strategy to 3E Readiness; removing it is a myopic approach. Why would the Commonwealth of Virginia want to impose limiting factors on its students?
Elaine Gonzalez
M.Ed.
I work at a private technology company in Virginia and interact with coworkers and clients from across the globe daily. I appreciate fully my advantage having studied world languages in high school and college in Virginia and in my adulthood.
I was encouraged by the inclusion of the Seal of Biliteracy on Virginia's list of industry credentials and saw it as a welcome step forward. However, the decision to exclude it from 3E Readiness and CTE reimbursement undermines its value and sends a contradictory message to school divisions and students.
Multilingualism is not a niche skill but a workforce imperative. Sectors like technology, healthcare, education, and public safety increasingly rely on professionals who can communicate across languages and cultures. By treating the Seal of Biliteracy as less than other credentials, Virginia risks discouraging schools from supporting students in earning it, despite its clear relevance to employment readiness.
Last year, HB2360 passed with overwhelming bipartisan support, recognizing the Seal as an industry credential. The removal of language tying it to school accreditation was a compromise, not a signal to marginalize its impact. Now, with the accreditation framework in place, it’s time to fully honor the intent of that legislation.
The current guidance creates a double standard. Unlike other credentials, the Seal is denied both recognition for accreditation and access to funding, even though the only other credential excluded from reimbursement (ASVAB) is free and federally administered. This inequity disadvantages students and school divisions alike.
Virginia should lead in valuing multilingualism, not sideline it. I urge the Board to revise the guidance to ensure the Seal of Biliteracy is eligible for both 3E Readiness and CTE reimbursement, aligning policy with workforce needs and legislative intent.
Dear Members of the Virginia Board of Education,
Thank you for recognizing the Seal of Biliteracy as an industry credential. However, I am concerned about the restriction stating it is “Not eligible for 3E Readiness and CTE Federal and State Reimbursement.”
This limitation sends a mixed message—valuing bilingualism in name but not in practice. Multilingual skills are highly valued by employers and are essential to preparing students for the global workforce.
I urge the Board to remove this restriction so that the Seal of Biliteracy is fully recognized as both an industry credential and a reimbursable measure of 3E Readiness.
To the Members of the Virginia Board of Education,
I write to urge you to reverse the proposed restrictions on the Seal of Biliteracy as a recognized industry credential. Excluding the Seal from 3E Readiness indicators and CTE reimbursement directly undermines the intent of HB2360, which was enacted to recognize the value of multilingualism in Virginia’s workforce.
The General Assembly intentionally identified the Seal of Biliteracy as an industry credential because bilingual and multilingual skills are in high demand across every sector of our economy. Employers consistently seek candidates who can communicate across languages and cultures. Treating the Seal differently from other credentials sends a contradictory message that devalues these critical, real-world skills.
As enumerated by another commenter, some of the benefits of recognizing Virginia’s Seal of Biliteracy as a full CTE credential are;
It aligns with Virginia's workforce development goals particularly in addressing labor shortages of multilingual employees.
It supports the goals in both, the profile of a Virginia graduate and the Virginia Chamber of Commerce's Blueprint 2030, that proficiency in two or more languages as a necessary workplace readiness skill.
It validates the hundreds of hours of study and practice to attain a high level of language proficiency as a career-ready skill, especially for heritage speakers and second language learners.
It promotes equity and opportunity, encouraging students from diverse linguistic backgrounds to pursue meaningful career pathways in Virginia.
It supports a more inclusive, responsive, and globally competitive workforce.
In addition, the proposed changes create unnecessary barriers. Removing the Seal from Employment Readiness indicators will discourage schools from investing in strong language programs, while denying CTE reimbursement places an inequitable burden on students and school divisions.
In an increasingly globalized economy, language proficiency is not optional—it is essential. Students who earn the Seal of Biliteracy bring advanced communication skills that strengthen Virginia’s competitiveness and workforce readiness.
The Seal of Biliteracy should continue to receive the same recognition and support as all other approved industry credentials, including eligibility for both 3E Readiness indicators and CTE reimbursement.
Please keep the bilingual seal as an option for our students to count as an industry credential respecting the intent of the legislation in place.
Cathy Crawford
World Language Teacher
Literacy Teacher
World Language Department Chair
Thank you for the opportunity to offer a public opinion before deciding on the Seal of Biliteracy as a CTE Career Readiness skill and industry credential. Many students in the local school district work diligently to acquire a second language. When the opportunity to obtain the Seal of Biliteracy arrives, students work even harder to improve their communication skills in the chosen language. They see the value of documenting success on their resumes. Businesses can only benefit from hiring bilingual staff, reaching a broader audience in the communities they serve. Employees with excellent public relations and bilingual communication skills should have the opportunity to receive the same career readiness credentials as those in other CTE programs due to the value they add to the workplace. Current global society demands such skills in the workplace, and they should be valued. Please reconsider and approve the Seal of Biliteracy as an industry credential and CTE Career Readiness skill with the same financial advantage to benefit Virginia students.
I strongly support recognizing the Seal of Biliteracy as a full industry credential eligible for both 3E Readiness and CTE reimbursement.
The Virginia General Assembly passed HB2360 with bipartisan support because language proficiency is a valuable career skill. Excluding the Seal from accreditation or reimbursement would discourage schools from promoting multilingual achievement and unfairly limit access for students across divisions.
The Seal of Biliteracy promotes communication, collaboration, and global readiness—skills employers consistently seek. Please uphold the intent of HB2360 and ensure the Seal is treated equally with other industry credentials.
Respectfully,
Marc A. Navez
3rd Grade Teacher, Ruby F. Carver Elementary School
Henrico County Public Schools
We live in a globally connected world and being fluent in more than one language is a valuable workplace skill. I strongly encourage the general assembly consider the value of good communication in the workplace. The seal of biliteracy should not be treated differently than other industry credentials.