All Roll Calls
Yes: 312 • No: 3
Sponsored By: Jen Kiggans - to resign 12/31 (Republican)
Became Law
High school graduation requirements; application. Provides that, in the event that the Board of Education establishes or modifies any graduation requirements or diploma pathways, the Board shall only apply such new or modified graduation requirements or diploma pathways to students who enter ninth grade at the beginning of or after the first school year of implementation of such new or modified graduation requirements or diploma pathways. The bill is applicable beginning with students who enter the ninth grade on or after the beginning of the 2027-2028 school year. This bill is identical to SB 724.
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11 provisions identified: 10 benefits, 0 costs, 1 mixed.
Local school boards must award a diploma to any student who meets state and approved local rules, including transfer and homeschool students. Boards must place transfer students in the right grade, allow Virtual Virginia to finish requirements when it applies, and give reasonable disability accommodations. If a student completes a local course of study but is not diploma-eligible, the board must issue a certificate of program completion. Boards may set how retaken courses affect class rank. The Board can waive requirements for good cause and can award a diploma posthumously to a senior who died in good standing at a parent’s request.
Students with IEPs can earn a standard diploma by meeting the credit accommodations in their IEP. If a student completes the IEP and Board rules but not another named diploma, the school awards an Applied Studies diploma. Local boards must have a process to award locally verified credits and IEP teams must consider them. Parents get guidance in multiple languages on diploma choices at yearly IEP meetings. If a student with an IEP does not graduate, the board must tell parents the student can get free public education through age 21. For advanced diplomas with a world language accommodation, two computer science credits can replace two language credits, and counselors must explain college impacts.
Adults not subject to school attendance can earn a state adult high school diploma. You can qualify by passing a Board‑approved equivalency exam, completing a Board‑designated education and training program, or earning a Board‑approved CTE credential, and meeting other Board rules.
Qualified students can earn course credit without the 140‑hour rule if the superintendent recommends it and the student shows mastery and passes the related SOL. Divisions may waive the 140‑hour rule when they prove students learned the SOL content under Board guidelines. After finishing a course and the SOL (or Board substitute), divisions may waive the extra 140 hours if the student then studies for a local‑board‑approved industry certification.
Electives with required SOL content can count as required credit if the student passes the SOL test. Passing Board‑approved industry certifications, licensure exams, or national occupational tests can earn course credit, and the Board can approve substitute tests for SOLs. The Board awards verified credit for satisfactory PreACT or PSAT/NMSQT scores. Computer science courses can count as science, math, or CTE credit under Board rules. Any student can use a Board‑listed workforce credential for elective credit. ELL students with a qualifying AP/IB or SAT II foreign language score may use a coding class instead of a foreign language credit, except when the language credit is required for certain advanced diplomas.
Schools must tell parents of rising 11th and 12th graders what the state requires to graduate and what the student still needs. If a student is under age 20 on August 1 and fails to graduate, the board must tell the parent the student still has a right to free public education. The state creates a list of test accommodations for English learners, and principals must notify each ELL student about these options before tests.
The Board sets multiple college and career pathways in later high school years. Each pathway includes internships, externships, and chances to earn credentials. Students may go beyond a full high school load to take college courses that lead to a degree, certificate, or credential. To meet the advanced/CTE graduation rule, students may take AP, IB, honors, or dual enrollment, complete high‑quality work‑based learning, or earn a Board‑approved CTE credential. Exceptions apply if a CTE credential is not available or appropriate.
The Board must collect and publish graduation and dropout data using one statewide formula. Graduation rates will not count students who fail to graduate because they were in the custody of corrections, juvenile justice, or local law enforcement. These rules apply in the Standards of Accreditation.
Students must take at least one fine or performing arts or CTE course, one U.S. and Virginia history course, and two sequential electives in a concentration. Students must complete one virtual course, which can be noncredit. Students must receive hands‑on training in first aid, CPR, and using an AED. These rules add work and time but build safety and job‑ready skills.
The Board sets a Profile of a Virginia Graduate that highlights thinking skills, teamwork, communication, and citizenship. The Board also creates diploma seals, including CTE, STEM, civics with service, and biliteracy for English and another language. Students who meet the Board’s criteria get seals on their diplomas.
If graduation rules change, the Board must post guidance before the first school year they start. New rules only apply to students who begin ninth grade in or after that first year. Students who started earlier keep the old rules but may opt into the new ones. The new pathways in this act apply to students who start ninth grade in 2027–2028 or later. The Board must update its regulations by July 1, 2027.
Jen Kiggans - to resign 12/31
Republican • Senate
There are no cosponsors for this bill.
All Roll Calls
Yes: 312 • No: 3
House vote • 3/4/2026
Senate substitute agreed to by House
Yes: 94 • No: 1
Senate vote • 3/2/2026
Education and Health Substitute agreed to
Yes: 0 • No: 0
Senate vote • 3/2/2026
Passed Senate with substitute Block Vote
Yes: 40 • No: 0
Senate vote • 2/27/2026
Constitutional reading dispensed Block Vote (on 2nd reading)
Yes: 37 • No: 0
Senate vote • 2/27/2026
Passed by for the day Block Vote (Voice Vote)
Yes: 0 • No: 0
Senate vote • 2/26/2026
Reported from Education and Health with substitute
Yes: 15 • No: 0
House vote • 2/17/2026
Read third time and passed House
Yes: 96 • No: 1
House vote • 2/11/2026
Reported from Education with substitute
Yes: 20 • No: 1
House vote • 2/10/2026
Subcommittee recommends reporting with substitute
Yes: 10 • No: 0
Acts of Assembly Chapter text (CHAP0811)
Approved by Governor-Chapter 811 (Effective - see bill)
Governor's Action Deadline 11:59 p.m., April 13, 2026
Enrolled Bill communicated to Governor on March 14, 2026
Signed by Speaker
Fiscal Impact Statement from Department of Planning and Budget (HB1283)
Bill text as passed House and Senate (HB1283ER)
Enrolled
Signed by President
Senate substitute agreed to by House (94-Y 1-N 0-A)
Passed Senate with substitute Block Vote (40-Y 0-N 0-A)
Education and Health Substitute agreed to
Fiscal Impact Statement from Department of Planning and Budget (HB1283)
Engrossed by Senate - committee substitute
Read third time
Committee substitute printed 26108792D-S1
Passed by for the day Block Vote (Voice Vote)
Constitutional reading dispensed Block Vote (on 2nd reading) (37-Y 0-N 0-A)
Rules suspended
Reported from Education and Health with substitute (15-Y 0-N)
Referred to Committee on Education and Health
Constitutional reading dispensed (on 1st reading)
Read third time and passed House (96-Y 1-N 0-A)
Engrossed by House - committee substitute
committee substitute agreed to
Chaptered
4/13/2026
Enrolled
3/11/2026
Substitute
2/27/2026
Substitute
2/11/2026
Substitute
2/10/2026
Introduced
1/14/2026
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