All Roll Calls
Yes: 287 • No: 29
Sponsored By: Shelly A. Simonds (Democratic)
Became Law
Board of Education; high school graduation; simultaneous completion of International Baccalaureate diploma and advanced studies diploma. Requires the Board of Education to permit any student who (i) during or after grade 10, transferred into a public high school in the Commonwealth and (ii) is simultaneously pursuing an advanced studies diploma and an International Baccalaureate (IB) diploma to complete certain courses or sequences of courses required for an IB diploma, as approved by the Board, including substitutes for the Virginia and U.S. history and government courses and for the economics and personal finance credit requirement. The bill also directs the Board to grant a waiver from the training in emergency first aid, cardiopulmonary resuscitation, and the use of automated external defibrillators required for graduation to any student who (a) pursuant to his individualized education program or Section 504 Plan cannot successfully complete the training or (b) after grade 10, transfers from a school or other education program that does not require or give credit for such training. This bill incorporates HB 132 and is identical to SB 63.
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13 provisions identified: 13 benefits, 0 costs, 0 mixed.
The law creates two clear routes for students with disabilities to graduate. Schools must provide reasonable IEP-based accommodations and can use alternative courses, extra tests, lower cut scores, work-based learning, and locally verified credits. If IEP accommodations let a student earn the required credits, the school awards a standard diploma. If a student meets IEP and Board rules but not any named diploma, the school awards an Applied Studies diploma. The state provides multilingual guidance for families and requires yearly IEP discussions on how choices affect the diploma. If a student with an IEP does not meet graduation rules, parents are told the student has the right to free public education through age 21. The Board must write rules so these options work statewide. Students on an IEP for world language may use two computer science credits in place of two world language credits for an advanced studies diploma, and counselors must explain college impacts.
The Board of Education sets rules for a general achievement adult high school diploma. Adults not under compulsory attendance can earn it by passing a Board-approved equivalency exam, finishing a Board-designated education or training program, or earning a Board-approved career and technical credential. This diploma is state-recognized and can help with jobs and training.
If you finish the requirements to be eligible for an IB diploma, you are treated as having met all course and credit rules for an advanced studies diploma. You may still need to complete statewide items required of all students, like CPR training or certain history courses, unless a waiver or approved alternative applies.
Integrated courses that meet Standards of Learning can count toward required credits, and electives with integrated SOLs count if the student passes the test. Qualified students can earn credit by mastery without the 140 seat‑time hours, and local divisions can waive the 140‑hour rule with Board‑approved proof or after course completion when the student moves into industry‑credential study. The Board can approve substitute tests and award credit for industry certifications, licensure exams, and national competency exams; schools must report counts of these credentials and CTE completers. Computer science can count for science, math, or CTE credit. Students can earn verified credit with qualifying PreACT or PSAT scores and may take extra college courses beyond a full load. Completing a Board‑listed workforce credential can substitute for elective credits.
Schools must tell parents of rising 11th and 12th graders the current graduation rules and what the student still needs to finish. If a student does not graduate and is under age 20 on August 1 of the school year, the school must notify parents about the student’s right to a free public education. For English learner students, the notice follows state language‑access rules.
Local boards must award a diploma to any student who meets state and Board‑approved local rules, including students who transfer from public, private, or home schools. Schools must place transfer students in the right grade using accreditation standards and recognize Virtual Virginia coursework toward graduation. Boards may change how class rank is calculated for students who retake courses and expunge prior grades. If a student completes a local program but is not eligible for a state‑approved diploma, the school must award a certificate of program completion.
The Board now uses a graduation and dropout formula that leaves out students who did not graduate because they were in custody. School accreditation uses this adjusted rate. The Board can write rules for collecting and reporting the required data.
If you transfer to a Virginia public high school after grade 10 and are pursuing both an Advanced Studies and an International Baccalaureate diploma, you can use IB courses to meet key Virginia credits. These IB courses can replace Virginia and U.S. history, Virginia and U.S. government, and economics and personal finance. The Board of Education approves which IB courses or sequences qualify.
The state lists testing accommodations for English learners and requires schools to tell each student about them before exams. An English learner who already earned a sufficient AP, IB, or SAT II foreign‑language score may use a computer coding course to replace a foreign‑language course for graduation. This substitution is not allowed when foreign language is required for a nationally recognized advanced studies diploma.
The Board of Education sets rules for seals on diplomas. Seals can honor strong work in career and technical education, STEM, civics, and biliteracy. Criteria can include coursework, certifications, service, and proficiency. Students who meet the rules get the seal on their diploma.
The State Board sets a Profile of a Virginia Graduate that focuses on critical thinking, creativity, collaboration, communication, and citizenship. Early high school emphasizes core skills. Later years must offer several college and career pathways, including internships, externships, and credentialing options.
Students must take at least one arts or career and technical education course, a U.S. and Virginia history course or approved alternative, and two related electives in a concentration. Students must also complete an AP, honors, IB, or dual-enrollment course, or a high-quality work-based learning experience, or earn a Board-approved CTE credential. The Board can waive the CTE credential if it is not available, suitable, or does not measure skills well. Students must complete hands‑on CPR, first aid, and AED training, with waivers for IEP/504 students and some late transfers. One virtual course is required to graduate.
The Board can waive certain graduation rules for good cause. It can do so on its own, at a local board’s request, or at a parent’s request when a senior died in good standing before graduation. Decisions are made case by case.
Shelly A. Simonds
Democratic • House
There are no cosponsors for this bill.
All Roll Calls
Yes: 287 • No: 29
House vote • 2/25/2026
Senate substitute agreed to by House
Yes: 93 • No: 2
Senate vote • 2/23/2026
Passed Senate with substitute
Yes: 21 • No: 17
Senate vote • 2/23/2026
Education and Health Substitute agreed to
Yes: 0 • No: 0
Senate vote • 2/20/2026
Constitutional reading dispensed Block Vote (on 2nd reading)
Yes: 40 • No: 0
Senate vote • 2/20/2026
Passed by for the day Block Vote (Voice Vote)
Yes: 0 • No: 0
Senate vote • 2/19/2026
Reported from Education and Health with substitute
Yes: 9 • No: 6
House vote • 2/10/2026
Read third time and passed House
Yes: 94 • No: 3
House vote • 2/4/2026
Reported from Education with substitute
Yes: 20 • No: 1
House vote • 2/3/2026
Subcommittee recommends reporting with amendment(s)
Yes: 10 • No: 0
Acts of Assembly Chapter text (CHAP0182)
Approved by Governor-Chapter 182 (effective 7/1/2026)
Governor's Action Deadline 11:59 p.m., April 13, 2026
Enrolled Bill communicated to Governor on March 10, 2026
Fiscal Impact Statement from Department of Planning and Budget (HB595)
Bill text as passed House and Senate (HB595ER)
Enrolled
Signed by President
Signed by Speaker
Senate substitute agreed to by House (93-Y 2-N 0-A)
Passed Senate with substitute (21-Y 17-N 0-A)
Education and Health Substitute agreed to
Fiscal Impact Statement from Department of Planning and Budget (HB595)
Engrossed by Senate - committee substitute
Read third time
Passed by for the day Block Vote (Voice Vote)
Constitutional reading dispensed Block Vote (on 2nd reading) (40-Y 0-N 0-A)
Rules suspended
Committee substitute printed 26108239D-S1
Senate committee offered
Reported from Education and Health with substitute (9-Y 6-N)
Referred to Committee on Education and Health
Constitutional reading dispensed (on 1st reading)
Read third time and passed House (94-Y 3-N 0-A)
Engrossed by House - committee substitute
Chaptered
4/6/2026
Enrolled
3/2/2026
Substitute
2/19/2026
Substitute
2/4/2026
Amendment
2/3/2026
Introduced
1/13/2026
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