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It is said that the SOLs test not the students, but rather how well the teachers do their job. This is incredibly unfair to the students. We are asked questions about topics not even on the curriculum for our grade level. I am currently enrolled in the eighth grade in Short Pump Middle School, in the West End of Henrico County, and I took three SOLs last year. This year, I will take four. My teachers last year did their best to teach us, but when the school's curriculum was different than the SOLs, what can you expect? The SOLs are extremely unfair to students. In addition to exams, we also have to worry about passing a standardized test in half of our classes. There are certainly other systems of testing which could work better, and they should be considered.

All due respect,
Callie Morris
8th grade
daughter of Bruce Morris
Deputy Secretary of Public Safety

It is unfortunate that you have been misinformed about the purpose of the SOL tests. They are a criterion-referenced test, which means that they are linked directly to the SOLs. They are designed to measure student achievement of the SOLs. They have never been intended to measure how well teachers do their jobs.

The fact that you were asked questions on your SOL test which were not covered in the curriculum for your grade level is not unusual. The tests are cumulative, meaning that they cover material from previous years that have not been tested. For example, the third grade tests cover material from grades K-3, the fifth grade tests cover material for grades 4 and 5, and so on. This has been widely known since 1996. The only other alternative would be to test students every year.

The SOLs were passed in 1995, so school divisions have had a full three years to implement them and to modify their curricula to match the SOLs. The state provided $1.5 million for teacher training and curriculum development in support of the SOLs in 1997-98, and an additional $6.2 million was provided to localities for SOL implementation as determined by local needs. In 1999-2000 no less than $50 million will be spent supporting teachers and administrators in their efforts: $25 million for SOL instructional materials and $25 million for teacher training in support of the SOLs. You asked: "When the schools curriculum was different than the SOLs, what can you expect?" My response would be that (1) schools have known about the SOLs for over three years and (2) the state has done quite a bit to help schools adapt their curriculum to the SOLs. If there are schools that have not taken advantage of the time and resources available for this task, then that was a local decision.

It concerns me that you should think: "The SOLs are extremely unfair to students." I strongly disagree. What is unfair to students is when they are the recipients of a less than excellent education. Former U.S. Secretary of Education Bill Bennett once said: "Today, there are greater, more certain, and more immediate penalties in this country for serving up a single rotten hamburger than for furnishing a thousand schoolchildren with a rotten education."

I am convinced that the SOLs are going to ensure that the quality of education in Virginia becomes the highest in the nation.

Thank you for expressing your concerns.

Cheri Yecke, Deputy Secretary of Education, K-12

I will start my remarks by stating that I am only vaguely familiar with Virginia's SOL's but as a Massachusetts resident am very familiar with state involvement in "improving education". It is very commendable that states such as Virginia, Massachusetts, and a number of other states are attempting, through much hard work and many dollars spent, to improve the education. But, as is the case time and time again with this process, parents are hardley ever mentioned as the main influence on a child, academically. None of the standards of learning in these states takes into account the growing number of children that have deplorable home situations. The home situation of many children is much worse than it was 15-20 or even 30 years ago. Education is not stressed in homes like it used to be. The majority of parents no longer insist a child attend school, try their hardest, and act appropriately. States like Massachusetts and Virginia can set standards and make these kids take standardized tests to measure student's progress but this will never be successful due to society. Until states start to point the finger where it belongs, at parents, there will continue to be problems with education. Unfortunately, unrealistic standards are placed on the teacher's lap instead of the parents. I am sorry if I sound so negative but my intent is not to be negative but to be realistic. Reality is a place that many boards of educations throughout this country should visit for a change. It is too bad there wasn't a test to give humans to determine if they are fit to be parents or not. Back in the 1900-1970 ish range education did pretty good with "old" teaching methods. This was because kids went to school to learn and behaved in the process. Most parents would not tolerate poor behavior and considered it a reflection on home. Nowadays, poor achievement and behavior is instead blamed on teachers, administrators, school committees, etc... but never on the parents. SO, my message is, set all the standards you want, but you will make very little progress until parents and their children are held more accountable for their actions.

Sincerely,
Gary Rockcliffe

What format do the SOL tests take? Are they multiple choice (which we used to always refer to as "multiple guess"), essay, or a combination of the two? Do they take into account different learning methods or test-taking issues (like test anxiety)? Are there sample tests online or otherwise available for the public to view?

I guess the basis of my question is whether or not the tests actually test what they're supposed to test, or just whether a student is good at taking tests.

I am the mother of three children currently enrolled in Hanover Co. schools and I simply cannot tell you how bothered I am by the SOL tests.First, it seem like every 2-3 years -or when we get a new govenor & his wife needs something to do- new things are created to "raise the level of learning".I am not the minority in my opinion either.The schools are in constant need for parent involvement, so why is it that our opinions are not valued?I think that if you all are so sure that this is a great thing then why don't you send out a survey to every parent in Va. asking for their thoughts? Gee...could it be because you know what you would hear?I have 1 child who is LD, 1 who is TAG & 1 who is high average and was very upset to have learned the way in which children are tested & graded.I have looked on this site for some type of survey but could not find one.May I suggest to you that one is created & posted.I know that I will fill it out & will notify the parents at the next school function to frequent this site to look for it in the hopes of making our voices heard as well. Thankyou for taking the time to read this & for for keeping an open mind in the hopes that SOL will be re-evaluated.

Dear Mrs. Firmi:

I was quite surprised to find that you are unhappy with what you perceive as a lack of opportunity for parents to be heard on the SOLs, or as you state: “Why is it that our opinions are not valued?” The fact is that the public has been given an unprecedented opportunity for input on the SOLs from the very start.

During the SOL development process in 1994-1995, numerous hearings were held throughout the state. The Governor’s Commission on Champion Schools, as well as members of the State Board of Education, received volumes of mail from parents, retirees, teachers, and many other members of the public. I remember this well – my dining room table was covered with huge stacks of mail over many, many months as we wrote the SOLs. Every letter was read and given fair consideration during this process.

Then, as the State Board began to consider revisions to the Standards of Accreditation, even more hearings were held, and more input was solicited. In all cases, more public hearings were held than is required by the APA process.

Throughout it all, the general consensus was that the public wanted a number of things, including:
1. a strong emphasis on the basics, complemented by challenging content;
2. accountability for both students and schools;
3. a more detailed and meaningful means of communicating school performance;
4. education reforms that would withstand the test of time and not be vulnerable to the whims of faddism.

The Standards of Learning, the SOL tests, our new Standards of Accreditation, and the upcoming School Performance Report Card are the culmination of this process – a process that actively solicited and received volumes of public input over a period of more than four years.

The precedent of actively soliciting public input on education reform initiatives is continuing. The State Board of Education did not have to hold public hearings concerning the SOL passing rates (cut scores), but it chose to do so. These were widely publicized through local newspapers, schools, and local PTO and PTA organizations. Mrs. Gilmore’s website is one more way in which public opinion continues to be solicited and received.

The SOLs are here to stay. We have responded to needs that the public has expressed. As with any new program, fine-tuning will have to take place, and input is always appropriate. Our office sometimes receives letters with constructive suggestions, as does the Department of Education. Letters that express problems, as well as those that present possible solutions, are always welcome and given serious consideration.

If you have specific concerns that you would like to see addressed, please consider putting them into writing. My address is: 200 North Ninth Street, Suite 510, Richmond, VA 23219.

Thanks you for taking the time to express your frustrations and concerns.

Cheri Yecke, Deputy Secretary of Education

I find the SOLs for United States History 11 to thoroughly cover U.S./Va History. The problems I find with the implementation of theses SOLs are twofold. First, the timelyness of testing. I support end of course testing, not as we have in 4x4 block courses in Chesapeake with SOL testing in mid-December for courses ending in late January. Secondly, the time which is allotted to teach the material, in Chesapeake, is inadequate (in my judgement) to achieve more than a superficial level of mastery. The SOLs are rightfully very demanding; consequently, every effort should be made to allow time to teach these courses in the depth measured by the SOL test. Furthermore, by extending the time to teach, we allow for enrichment activites. Thanks for your efforts to improve the quality of education within the Commonwealth.

Sincerely,

Ed Keil

The Virginia SOL's are another example of a political game being played by "politicians". The sad thing is, this game has a direct impact on our most valued resource-our kids. I also firmly believe that the people making these decisions have no clue whatsoever what it is like to be in a classroom this day and time. I have been teaching 21 years, and I have seen a lot of things come and go, in the supposedly "best interest" of our kids. Yeah, right!

Once, many years ago, it was the BLS (Basic Learning Skills) that was hot. Then Whole Language came and died. The LPT was here for several years. Now it is time for something new to be invented, so here come the SOL's. Wow! What will come next?

Those of you who want high unrealistic standards, I ask, "When was the last time you set foot in a classroom and actually taught?" Not for a day, or even a week, but for a whole year? Do you have a clue what it is like? You can't, unless you are in there experiencing it. I am there. I know. It
is not what it used to be, even 10 years ago. Things have changed dramatically. Kids are different. Parents are different. Society is different.

I am for high standards. The only difference is, I believe they should be basic standards that are able to be achieved by most students. Not standards that most students cannot achieve.

It upsets me to think we have people making these decisions that sit behind a desk and draw BIG paychecks and have no current experience in
a classroom today. Oh, I know, teachers were also on this committee, too. Well, I know how that is done, too. Hand-picking is always a great tool when you want your way.

It concerns me that we are basing a child's life and future on these tests that are given on any
ONE DAY of a child's life. We are also using them to determine if a teacher is doing his/her job. They are also judging all school districts in VA when all school districts are not the same in make
up. You can't compare apples to oranges.

Kids come to school with a lot of excess baggage these days. They come with some problems that no one in a school district can solve. Some are lucky to even be in school, based on their home environment. But yet, we are going to determine their future on one test given on a day in their life. It amazes me!! Who knows what might have happened in that child's life the night before, the morning of, or the end of that day when they have to face going home? But, we will put all our eggs in one basket, and use their scores to determine if they have succeeded and the district has succeeded. This is ludicrous!!!

It is my hope that someone, somewhere, will understand what we, as educators, have to face this day and time. I am not asking for pity or sympathy from anyone. I want standards. But, I want standards that are REALISTIC!!! I have 2 children facing these "monsters". They get very nervous and jittery at the thought of these things. They are high achieving students, thank goodness, but they are worried about these things.

I just wonder what will be the next "great invention" from the State Dept. of VA. I can hardly wait!!!!!!

The problems you describe with the SOL tests have been around for a very long time with most tests. The same thing is done with the SAT, PSAT, Advanced Placement Tests, GRE, etc. Even standard multiple choice tests fall into this category. Any time you give a standardized test to a group of non-standardized students, you have to take into account the environment the student is taking the tests under. Test Anxiety alone can cause a test to completely miss what it should be testing.

But most schools are too crowded and strapped for cash to test properly, so they have to shoot for the lowest common denominator. I agree that normal testing methods are insufficient in today's schools, but in order to correct the problem you will run into a number of difficult hurdles. I think the SOL's are an attempt to locate these hurdles, and whereas it may not be the best or final solution, it is at least an attempt.

Dear Mrs. Staton:

Your comments indicate frustration with the SOLs, and apparently you have received some misinformation that may be driving that frustration.

You state: “It concerns me that we are basing a child’s life and future on these tests that are given on any one day of a child’s life.”

If this were true, I would agree with your concern. However, the Board of Education, in revising the Standards of Accreditation, made it perfectly clear that the test results at grades 3, 5, and 8 should be used along with other criteria in determining grade promotion and retention. (Standards of Accreditation, page 3, Part III, section B states: “Schools shall use the SOL test results as part of a multiple set of criteria for determining advancing or retaining students in grades 3, 5, and 8.”) There were some forces that wanted to make the SOL tests barrier tests for grade promotion in grades 3, 5, and 8. The leadership of the Board, along with most Board members, disagreed with this notion.

We believed that this sort of “zero tolerance” policy is unfair to children. Johnny might be an “A” student, but let’s suppose his dog got hit by a car or his grandma died the night before the test. There is no way that his performance on that test is going to be indicative of his true level of achievement. To say that, nonetheless, he must be held back in third grade because he didn’t pass the test is patently unfair. This is why the State Board refused to make the SOL tests in grades 3, 5, and 8 barrier tests. The teacher knows Johnny, knows his achievement levels and knows his circumstances. When Johnny’s parents have to make a decision about his future, be it a placement decision, a remediation decision, etc., the teacher can help them to examine all of the many variables that may affect his academic performance.

So it is simply not true that a child’s entire life and future is being based upon tests that are given on any one day of a child’s life.

Remediation decisions may be made from this data, since the tests are diagnostic in nature. They may reveal that a certain student does well in math…except for division. This is valuable information for a school to have, as it will determine who needs what specific type of remedial help, and also (if patterns can be discerned) may reveal weaknesses in instruction.

Your statement that “the SOLs are another example of a political game played by politicians” is simply not true. Please read the December 11 letter I posted to Mrs. Fermi. The fact is that the public has been given an unprecedented opportunity for input on the SOLs from the very start. The public played a dynamic role in the entire SOL process, every step of the way. I am puzzled why this massive outpouring of public involvement could be characterized as “a political game played by politicians.”

If you have specific concerns that you would like to see addressed, please consider putting them into writing. My address is: 200 North Ninth Street, Suite 510, Richmond, VA 23219. You can write to the State Board of Education at the Department of Education, P.O. Box 2120, Richmond, Virginia 23218. Or you can call to receive a copy of the Standards of Accreditation at (804) 225-2073.

Thanks you for taking the time to express your concerns.

Cheri Yecke, Deputy Secretary of Education

We have recently moved to Virginia and are trying to make sense of all the information concerning the SOLs. One very big problem is inconsistent answers and misinformation. I have been told by the Vice principal at my daughter's elementary school, that as a 5th grader, she will not be required to take the Social Studies test this year, and by her teacher that she will. The school board member with whom I spoke was not sure.
What I am concerned with mainly at this point, is the fact that my children (grades 5,6,8) will be tested on material that they have never been taught due only to the fact we did not live here during the prior grade levels. I am referring specifically here to the fact that a large portion of the Social Studies exam deals with Virginia History, which is not taught in other states. This difference of curriculum may also be the case on other SOL exams.
The school has said if my 8th grader does not pass the SOL in Social Studies, regardless of his class performance for the year, he will need to be tutored and pass the test in order to receive credit for eighth grade World Geography. If he fails he would be required to be tutored and pass the exam. This was also told to me by the Director of Instruction for the county.
I am confident in my children's abilities and believe they received an excellent education in our former school district. However, I am concerned that they may test poorly as a result of not having attended Virginia schools. It is not necessarily the test scores, but what placement and educational decisions will be made based upon these scores.
I would like a definitive answer to four questions:
1) Will the fifth grade student be required to take the Social Studies SOL?
2) Will the eighth grade student be required to pass the SOL in Social Studies in order to receive credit for the current course?
3) Will the eighth grade student be required to be tutored, and pass the SOL in Social Studies?
4) What specific educational and placement decisions will the test results be used for?

In addition to these questions I would like to state that I would love my children to learn Virginia history, but there are no programs or materials available to them through the school system. In fact, I am having quite a time obtaining a 4th grade social studies book to use at home. Perhaps the state could make available a booklet of information, questions and activities for students registering from out of state.
I look forward to a clarification of these issues.
Sincerely,
Margaret Vitello

Cheri,
The 70 % passing in the core areas just doesn't make sense...How was it selected when you were on the Board?..I mean all of our public high schools send kids off to highly competitive colleges many on scholarships, National Merit Scholars, over 90% of graduates going on to further education or vocational training ???All of these great results and only two high schools in the state make the 70%, something is not right??
Marty Loughlin, Alleghany Highlands

Dear Marty,

It is nice to know that superintendents are accessing this website and taking part in the opportunity for dialogue. I hope all is well in Alleghany Highlands.

We have heard from many administrators, teachers, parents, and students that quite a number of high school students did not take these tests seriously. We have heard from parents who said they were upset with teachers who told their students that the tests “didn’t count” – and we have heard from teachers who were upset that parents told their children that the tests “didn’t count.”

As you know, the tests will be required for high school graduation for the Class of 2004 (this year’s 7th graders). I think it is safe to say that unless some sort of consequences apply, some students (currently in grades 8-12) just won’t take the tests seriously.

That is why the State Board gave schools the option to use the test scores as part of a student’s final grade. In the Standards of Accreditation, page 3, Part III (C) it states: “Middle and secondary schools may consider the student’s end-of-course SOL test score in determining the student’s final course grade.” I have heard of this option being used in many different ways. Examples: SOL test scores counting as 10% of the final course grade, or SOL test scores counting as 50% of the final exam grade, etc.

The students in those divisions that employed this option tended to have better attitudes toward the test. Knowing there was some sort of consequence, they applied themselves and took the tests more seriously.

I am confident that the high school SOL test scores are going to show a great deal of improvement this spring. Better curriculum alignment has occurred, remediation is taking place, and many more divisions are planning to use the SOL test results as part of a student’s final grade.

I hope this was helpful. It was good to hear from you, Marty!

Cheri Pierson Yecke
Deputy Secretary of Education

Dear Mr. Keil,

Many educators, parents, and students have contacted us with concerns about testing too soon before the end of the course. Originally, the tests were given from 5-8 weeks before the end of the school year. Believe me, we have been working diligently to address this issue. Cam Harris, Assistant Superintendent for Assessment at DOE and Kirk Schroder, President of the State Board of Education, went to Texas and met with the President of Harcourt Brace (the testing company) to press the urgent nature of the need for change.

The good news is that all of these efforts have paid off. Harcourt Brace has developed a plan that will move the testing window from 5-8 weeks before the end of the school year to 2-5 weeks before the end of the year. The Governor has introduced a budget amendment to fund this. This means that, as long as the amendment passes, the SOL test scores will be processed in 14 calendar days, beginning this spring.

We are doing our best to listen to, and respond to, concerns from the field. Thanks to hearing from you, as well as the many others that took the time to express this concern, we were able to develop a solution.

Cheri Pierson Yecke
Deputy Secretary of Education

Dear Mrs. Vitello,

Welcome to Virginia! We are “transplants” to this state as well, having been brought here by orders from the United States Marine Corps. Fifteen years later, we are still here. We love the state so much that we chose to stay once my husband retired from the Marine Corps. You will find Virginia to have so much to offer, especially in the area of education. Our system of public education is outstanding. In fact, over 20 other states have used our SOLs as models in the development of their own standards.

Here are answers to your four questions:

1. Will my fifth grade student be required to take the Social Studies SOL test? It is understandable that this is an area of confusion. Only recently, the State Board of Education granted local divisions the option of giving the test at either grade 4 or grade 5. If your principal wants verification of this, have him/her contact the Department of Education at (804) 225-2073.

2. Will my eighth grade student be required to pass the SOL test in Social Studies to receive credit for the current course? I am assuming that the course your child took is World Geography, as you mentioned that earlier in your letter. Course credit is one thing; credit for taking the test is another. When a student takes and passes a course, he is granted a standard unit of credit. When he takes and passes an SOL test, he earns a verified unit of credit. Students graduating in 2004 will need to have 6 verified units of credit (6 SOL tests taken and passed) to graduate with a Standard Diploma, or 9 verified units of credit (9 SOL tests taken and passed) to graduate with an Advanced Studies Diploma. (This is discussed in the Standards of Accreditation, pages 5-7.)

3. Will my eight grade student be required to be tutored and pass the SOL test in Social Studies? Again, the requirement for SOL tests begins with the Class of 2004. However, your school division might have the test count toward the final course grade, so you will need to check with them. As far as tutoring goes, the test are diagnostic, and you would want to check with the teacher and find out your child’s areas of strength and weakness.

4. What specific educational and placement decisions will the test results be used for? Again, this is a local decision. The Standards of Accreditation, page 3, Part 3 (B) state: “Schools shall use the SOL test results as part of a multiple set of criteria for determining advancing or retaining students in grades 3, 5, and 8.”

On the availability of materials on Virginia history - You will want to check with your local school division. I am sure that they would be happy to share materials with you, as educators always enjoy working with parents who have such an active interest in helping their children.


Thank you for expressing your concerns. If you would like a copy of the Standards of Learning and the Standards of Accreditation, please call the Department of Education at (804) 225-2073.

Cheri Pierson Yecke
Deputy Secretary of Education

Although this is my 16th year as a teacher, teaching 7th and 8th grade students with learning disabilities in the Public Schools for the first time has been quite a challenge!

It was interesting to read the letters and responses in the Discussion Forum. I, too, am very concerned about the SOL Tests. Some of my worries mirrored were: the high failure rate of so many schools with otherwise impressive records for preparing students scholastically, the student family situations that hinder learning, the blatant negative attitude toward education by some students, and classroom behavior that is incompatible with a learning situation. This makes teaching in some of today's classroom very stressful. In addition to those worries I must try to prepare 8th graders with 2nd and 4th grade reading levels for a test that will cover, at least, 500 years of history.

The Social Studies test is of particular concern. The blueprint items for the test seem to be very vague and cover so much information that I am overwhelmed. How can I get more concrete information so that my students have a chance of being tested on information to which they have actually been exposed?

I have reviewed and appreciated the suggested lesson plans in this website.

Thank you for your help.

I am impressed with the energy that is going into this new wave of standardization, accreditation, and accountability. I truly believe that raising expectations and achievement is a good thing. One of my concerns lies in the timing of the process. As a secondary educator in Va., I see a flaw in the system. Why did we give pilot tests, then "real" tests last year BEFORE the county provided the teachers with "real world" training and information on the SOL's? I realize that "the State" provided the local school divisions with the tools/money/resources to implement the tests; what are the teachers supposed to do when the local school divisions do not provide the teachers with what we feel we need? I would have preferred to participate in some training for the SOL's prior to their administration. Would it have been more beneficial to the schools, students, and teachers work together to UNDERSTAND and MEET the standards, THEN test the students?
I have another concern: What kind of diploma will be offered to a student who passes all of his required courses, but fails to pass the required SOL's? While this scenario is not in the norm, it is a possibility. I teach high school students, both college bound AND remedial. I am confident that over time these students will rise to the challenge of the SOL's, as I will; however, my real concern is with those students who have learning, emotional, and physical disabilities. I would hate for a LD/ED student to successfully complete 4 years of rigorous coursework (remediated) only to be given a "Certificate of Attendance." One of our county's instructional specialists told me that this is what will happen. This should be a red flag to all of us.
Thank you for posting this web site and for taking the time to read and respond to these concerns from students, teachers, parents, and administrators. Obviously, our state's educators are thinking hard about the standards.

I also feel that the SOLs are unfair to the students. If the test is to test the teachers then why are we the ones taking it.Also I don't know about your school puts to much pressure on the students.I think that saing the test is for the teachers is just a cover up to be able to give us anther test and to see us sweet it out till the next test.

Although I am still interested in seeing some data on whether the SOL tests test what they are supposed to test, I really doubt there is any nefarious purpose behind them, despite what the previous poster may think. Which reminds me, is there a SOL test for typing..? :-)

I teach 1st grade. So, when am I going to get the information and resources I need to teach the Social Studies SOL's to my students? I read in this forum about a lot of money being spent... where is it? Will it be given to the counties or does the state directly supply the resources? I am finding it very hard to teach many of these things without age appropriate materials.

I have a question. My nephew is in LD classes. His principal phoned Sunday to inform my sister that because of the SOL he will not be receiving a diploma. As he stated he (my nephew) will get the equivalent to a GED or a certificate for attendance. Is this true? How can this blatant discrimination happen? Please tell me this is all a bad dream.

SOLS,MAYBE THEY WILL WORK IN WEALTHY COMMUNITIES,BUT WHAT ABOUT COMMUNITIES WHO HAVE MORE THAN 50% AT RISK CHILDREN. FOR SOME, IT IS A STRUGGLE JUST TO WALK OUT THE DOOR TO COME TO SCHOOL.WHAT HAPPENS TO THEM WHEN THEY CAN'T LIVE UP TO THESE ED. EXPECTATIONS? OUR SOCIETY HAS CHANGED.SOLS WILL CHANGE IT EVEN MORE,IT WILL DIVIDE THE CLASSES.WE'RE GOING BACKWARDS INSTEAD OF FORWARD.I AGREE THAT STANDARDS NEED TO BE RAISED BUT NOT BY PUNISHMENT.OUR SCHOOLS HAVE ENOUGH TO DEAL WITH,WHY ADD MORE RESPONSABILITY?

As a middle school teacher, I would like to address a few questions to Ms. Yecke:

First, I applaud the state of Virginia for setting up this informative website. It has answered many questions I had about the SOL testing situation.

I teach in Fauquier County and have taught eighth grade World Geography for four years. I do not mind teaching my SOL's, in fact, I find they offer a great outline for me to use. However, the SOL's for my grade level are very vague. For example, what am I supposed to teach for SOL 10.6, "The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political and environmental factors"? Whew, what a mouthful. Most eighth graders do not even know the seven continents when they enter my room, let alone the topic of human migration.

Thirdly, I strive all year to teach lesson plans based directly on the SOL's (which are EXTREMELY vague) and when the test comes, there is very little on it that I have taught, except for Geography. I have to be honest with you, that test was difficult. I am a college graduate with my Master's Degree and many of those questions were so vague and out of nowhere that it was difficult for even me to answer it. It is a wonder that 30-49% of my students passed.

I truly hope that the State Department does something to clarify this particular set of SOL'S.
As a moral professional, I struggle daily in my teaching not knowing what exactly I should teach.

Who wrote this particular set of standards? And, can we fix the Social Studies SOL's? I have looked at the other core SOL's and they are extremely specific. Why not the Social Studies also?

Thank you for your time and I look forward to hearing from you.

Sincerely,

Laura Karhan
Cedar Lee Middle School

Dear Mrs. Karhan:

Thank you for your message. I have heard very good things about Cedar Lee Middle School, and have a great deal of respect for your principal, Mary Barton. She and I have shared a concern for several years about the need for increased academic rigor at the middle school level. She has worked diligently to bring this message to many educators.

Mrs. Gilmore appreciates your kind words about this web site. She and her staff have worked hard to set it up, and continue to put forth a major effort to update and monitor it.

Your question about the History/Social Studies SOLs was very timely. You stated: “I truly hope that the State Department does something to clarify this particular set of SOLs.” This is a concern that has been raised by other educators, and was raised at the state History/Social Studies conference this past November.

In response to these concerns, the Department of Education is producing grade-level resource documents that can be used as a foundation for curriculum development. Please note that this is not a revision of the SOLs, but an attempt to help focus and refine them.

Committees, including curriculum coordinators, will be invited to work with DOE in compiling these documents. The hope is that drafts of the documents will be available for comment in May 1999. If you have any questions, please call the DOE History/Social Science Specialist, Harvey Carmichael, at (804) 225-2891.

The last time I was in Fauquier I had the pleasure of visiting Taylor Middle School. It would be wonderful to visit Cedar Lee next time. In addition to meeting you and visiting with your students, I would be interested in touring your new agri-technology lab.

Sincerely,
Cheri Pierson Yecke
Deputy Secretary of Education

Dear Ms. Lawson:

Thank you for expressing your opinion. However, I disagree with your belief that the SOLs will “divide the classes,” and that they will drive us “backward instead of forward.”

There are schools with high numbers of disadvantaged students that have produced amazing levels of student academic performance.

Let me list three examples where disadvantaged students surpassed the required 70% pass rate on the SOL tests:

1. Barcroft Elementary school in Arlington has a 67% poverty rate and 47% of the students at this school speak a language other than English at home - and yet the fifth graders here earned an 82% passing rate in English and 71% in science.

2. At J.L Francis Elementary School in Richmond, 70% of the students are from low income families – and yet 67% of the fifth graders passed English, and 74% passed science.

3. Fifty-two percent of the children at Crestview Elementary School in Henrico are considered low-income, and one third of the students speak a language other than English at home. In fact, 25 different languages are spoken at this school. But these fifth graders had a 72% pass rate in English, a 71% pass rate in history and science, and a 68% pass rate in math.

All of this information is from an article published in the February 14 edition of the Richmond Times Dispatch, and can be viewed at: www.gatewayva.com/rtd/special/sol/sol14.shtml

In spite of these exciting results, there are still some who believe that certain students will never be able to reach the standards. This pessimism is unfortunate and unnecessary. The enthusiasm at the schools mentioned above, and others, is an amazing thing to see. Students are achieving, and this achievement is the key to bright and promising futures. Doors of opportunity will open to students whose skills are sharp and whose attitudes are positive.

If these schools can do it, then it can be done. There are lessons to be learned from the teachers and administrators of these schools, and we need to congratulate all of the educators who have worked so diligently to produce such positive results, as well as the students and parents who refuse to be held hostage to lower expectations and diminished hopes for the future.

Cheri Pierson Yecke
Deputy Secretary of Education

I am a first year teacher in my district, but have spent many years as a parent in the same school system. This leaves me with many "OPINIONS!" regarding the Standards of Learning that have been implemented by the state.

My first real introduction to the SOL's came in the form of a "call to arms" by the PTO of the middle school attended by one of my children to go enmasse to Richmond to protest the implementation of testing last school year. Then the school's newsletter reported the dire consequences of "testing our children on materials they had never had an opportunity to learn."

These alarming and inflamatory words sent me back to the Standards Booklet that had been sent home earlier. I opened it to the copywrite date and could only shake my head in disgust.

As a parent here in Fairfax County, I had felt for years that my children were not being educated at a standard that pleased ME. My oldest watched entirely too many videos in his classes; would do only one of two assigned projects, receiving an "A" and a "50%" (we don't give zeros, I was told) and be very satisfied with his "C" average. My middle child,a sixth grader, could not write a sentence that I considered ledgible, much less a well constructed paragraph. At home when she read, she was content to get the first consonant of a word and guess at the rest. Her reading was meaningless to me, her own comprehension non-existant. Her grades, however, were A's and B's. I went to the teachers of both my children and asked that their grades reflect what they actually did and were able to do at their respective grade levels, that I was, otherwise, unable to catch where they had
weaknesses.

In my opinion, Fairfax County had long been "resting on its laurels" in the area of education. They did do well 20 years ago but, subsequently, had added so much impressive APPEARING fluff, that the basics were suffering. The new SOL's were going to catch the county "with its fanny showing." That copywrite date in the SOL booklet let me know that Fairfax had had a couple YEARS to align its POS with the state standards and had chosen not to.

Now I am a teacher here. There is such a feeling of crisis and panic regarding the testing that teaching a comprehensive, coherent curriculum is next to impossible. We are besieged constantly with a new "fix-it" or approach that does nothing but further fragment the program. Instead of fifth grade curriculum (which is not aligned to state standards anyway) I must readdress 4th grade curriculum. I must help chose a new social studies text for next year. It is a World Social Studies text, not U.S. History through 1877 which is the state standard for fifth grade. Yet this new text will be in use for at least 5 years after it is purchased.

As a teacher, then, I am expected to teach to a standard without a supporting Program of Studies in my county. When I was told with my fellow teachers that, should my class fail to meet the pass rate on the SOLs, my name would be printed in the newspaper as the responsible teacher, I felt furious and, as a professional, insulted. This is a school where retention has not been a topic to discuss, much less consider. After 6 years of education, my students will be finally assessed and I will be responsible for the results after 8 months of involvement. The scramble of looking for someone to blame angers me.

I have tried to send home accurate assessments of children's performance based on criteria supplied by my county. The parents in my class are enraged by "satisfactory" or "needs to improve" remarks. They have only received "outstanding" and "good" marks to date. "My son/daughter is NOT a "C" student!" I am told before they tell me to "change the report card!" I feel that, too often, grades are more to placate parents than they are an assessment of student performance. How does one explain an Honor Roll student not meeting the standards set by the state?

I believe in standards. I believe that they have to be carefully understood by those people responsible for implementing them. I believe that it can work, but not in a crisis environment where we are playing catch-up to an unknown curriculum. I believe there are problems with the tests themselves (as described by teachers who saw them last year) in that they are often about specific facts rather than concepts and, thus, do not measure accurately children who may move in and out of the state.

This letter is far too long. It reflects, I hope, my frustration and confusion about knowing how to best proceed. It is an overwhelming task only because it is not clearly defined - the ambiguity of many of the standards - nor concisely supported by county curriculum and resources. As a professional who loves the classroom and teaching, I want to do a great job, not just a good one. I want this, not because I've been threatened with exposure in a newspaper, but because I truly enjoy and care about the futures of my kids.

Thanks for giving me this place to air it all out.