Virginia Regulatory Town Hall
Agency
Department of Education
 
Board
State Board of Education
 
Guidance Document Change: The Virginia Department of Education (VDOE) evaluates student credentials on an on-going basis against prescribed criteria for graduation requirements for the Standard Diploma 8VAC20-132-51(B) and verified credit(s) (8VAC20-132-110(C). The process for reviewing and validating student credentials for the purpose of awarding verified credit is based on the following criteria: (1) the test must be standardized and graded independently of the school or school division in which the test is given; (2) the test must be knowledge based; (3) the test must be administered on a statewide, multistate, or international basis, or administered as part of another state’s accountability assessment program; and (4) to be counted in a specific academic area, the test must measure content that incorporates or exceeds the Standards of Learning content in the course for which verified credit is given. Important to this process is ensuring that the credential is relevant and recognized in the workplace. The credential recommended for addition is the CAREER CONNECTIONS, Seal of Biliteracy. The credentials that are recommended for deletion as they have been discontinued by providers include the following: AGRICULTURAL EDUCATION, (i) Agricultural Biotechnology Assessment (NOCTI); (ii) Floriculture Assessment (NOCTI); (iii) Floriculture: Greenhouse Assessment (NOCTI); and (iv) Natural Resources Systems Assessment. BUSINESS AND INFORMATION TECHNOLOGY, (i) Banking and Related Services Assessment (NOCTI); (ii) IT Fundamentals Pro Examination (TestOut Corporation); (iii) Network Pro Certification Examination (TestOut Corporation); and (iv) PC Pro Certification Examination (TestOut Corporation). FAMILY AND CONSUMER SCIENCES, (i) Education and Training Assessment (NOCTI); (ii) Hospitality Management- Food and Beverage Assessment (NOCTI); (iii) Restaurant, Food and Beverage Services Assessment (NOCTI). HEALTH AND MEDICAL SCIENCES, (i) Diagnostic Services Assessment (NOCTI); (ii) Medical Assistant Certification (MAC) Examination (American Medical Certification Association (AMCA); (iii) Practical Nursing Assessment (NOCTI); (iv) Therapeutic Services Assessment (NOCTI). MARKETING, (i)Lodging Assessment (NOCTI). TECHNOLOGY AND ENGINEERING EDUCATION, (i) Mechanical Drafting and Design Assessment (NOCTI). TRADE AND INDUSTRIAL EDUCATION, (i) Automotive Technician- Advanced Assessment (NOCTI); (ii) CAD-CAM Assessment (NOCTI); (iii) Industrial Electricity Assessment (NOCTI); (iv) Protective Services Assessment (NOCTI); (v) Construction Masonry- Block Assessment (NOCTI); (vi) Emergency and Fire Management Services Assessment (NOCTI); (vii) Emergency Medical Services Assessment (NOCTI).
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10/5/25  9:04 am
Commenter: Ada Morle

Seal of Biliteracy
 

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.

 

CommentID: 237402