All Roll Calls
Yes: 199 • No: 23
Sponsored By: Saddam Azlan Salim (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 is identical to HB 595.
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12 provisions identified: 9 benefits, 0 costs, 3 mixed.
Adults who are not required to attend school can earn an adult high school diploma. Paths include passing a Board‑approved equivalency exam, finishing a Board‑designated education or training program, or earning a Board‑approved CTE credential. The Board sets the detailed rules.
High school students have more ways to earn credit. You can get credit by passing Board‑approved industry, licensure, or competency exams. Integrated courses can count if you pass the related Standards of Learning (SOL) test. You can earn credit without 140 hours by showing mastery and passing the SOL, and the Board can allow a 140‑hour waiver with proof of learning or later industry‑certification instruction. A qualifying PreACT or PSAT/NMSQT score can also earn a verified credit.
If you complete the requirements to be eligible for an International Baccalaureate diploma, you meet the course and credit rules for Virginia’s advanced studies diploma. You still must complete emergency first aid/CPR/AED training unless waived and meet required Virginia and U.S. history and government courses.
Students with disabilities can earn a standard diploma by meeting the IEP’s credit accommodations, such as alternative courses or locally verified credits. If they complete IEP requirements but not any named diploma, schools award an Applied Studies diploma. Local boards must have a process for locally verified credits, and IEP teams must consider these options. The Department provides multilingual guidance to help families and IEP teams choose diploma paths. If a student with an IEP does not meet graduation rules, parents must be told about the right to free public education through age 21.
The State Board sets a Profile of a Virginia Graduate that lists key knowledge and skills, with input from schools, colleges, and employers. Early high school focuses on core skills. The Board creates multiple pathways that include internships, externships, and credentialing. It also sets diploma seals for CTE, STEM, civics, and biliteracy. Students may take more than a full high‑school load to enroll in college courses that lead to a degree, certificate, or credential.
To graduate, students must take one arts or CTE course, one U.S. and Virginia history course, and two sequential focused electives. Students must also meet an advanced option, such as AP, honors, IB, dual enrollment, high‑quality work‑based learning, or an approved CTE credential. Schools must provide hands‑on training in first aid, CPR, and AED use, with waivers for certain IEP/504 or late transfer cases. One virtual course is required and may be noncredit. These rules add structure but allow flexible ways to meet them.
If you earn a workforce credential on the Board’s approved list, you can use it for elective credit. Computer science courses can count for science, math, or career and technical education. Some English learners who already earned a strong AP, IB, or SAT II language score may use a computer coding class instead of a foreign language credit. A student with an IEP who is pursuing an advanced studies diploma may replace two world language units with two computer science units, but the counselor must warn about possible college entrance impacts. These substitutions do not apply when a national advanced‑studies provider requires foreign language credit.
The Board can waive certain graduation requirements for good cause, one student at a time. A parent may request a diploma for a senior who died in good standing before graduation. Each request is reviewed case by case.
Before 11th and 12th grade, schools must tell parents the diploma rules and what their student still needs. If a student fails to graduate and is under 20 on August 1, schools must tell parents about the student’s right to free public education. For English learners, the notice must follow language‑access rules.
The Department must keep a list of testing accommodations for English learners. Each school must tell English learners about available testing supports before they test.
The State Board collects and publishes high school graduation and dropout data using a uniform formula. Students who fail to graduate because they are in custody of corrections, juvenile justice, or local law enforcement are excluded from the graduation‑rate calculation used for accreditation. The Board may issue rules to carry this out.
Local boards must award diplomas to students who meet state and local rules, help with transfers and proper placement, allow Virtual Virginia to meet requirements, and give reasonable accommodations. Boards may set class ranking methods when a student retakes a required class and an earlier grade was expunged. Students who finish a local program but do not qualify for a Board‑approved diploma receive a certificate of program completion.
Saddam Azlan Salim
Democratic • Senate
There are no cosponsors for this bill.
All Roll Calls
Yes: 199 • No: 23
House vote • 3/2/2026
Passed House
Yes: 96 • No: 3
House vote • 2/25/2026
Reported from Education
Yes: 21 • No: 1
House vote • 2/24/2026
Subcommittee recommends reporting
Yes: 10 • No: 0
Senate vote • 2/3/2026
Read third time and passed Senate
Yes: 22 • No: 17
Senate vote • 2/2/2026
Committee substitute agreed to (Voice Vote)
Yes: 0 • No: 0
Senate vote • 1/30/2026
Passed by for the day Block Vote (Voice Vote)
Yes: 0 • No: 0
Senate vote • 1/30/2026
Constitutional reading dispensed Block Vote (on 1st reading)
Yes: 38 • No: 0
Senate vote • 1/29/2026
Reported from Education and Health with substitute
Yes: 12 • No: 2
Acts of Assembly Chapter text (CHAP0183)
Approved by Governor-Chapter 183 (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 (SB63)
Bill text as passed Senate and House (SB63ER)
Enrolled
Signed by President
Signed by Speaker
Passed House (96-Y 3-N 0-A)
Read third time
Read second time
Reported from Education (21-Y 1-N)
Subcommittee recommends reporting (10-Y 0-N)
Fiscal Impact Statement from Department of Planning and Budget (SB63)
Read first time
Referred to Committee on Education
Placed on Calendar
Read third time and passed Senate (22-Y 17-N 0-A)
Committee substitute agreed to (Voice Vote)
Engrossed by Senate - committee substitute (Voice Vote)
Read second time
Committee substitute printed 26105899D-S1
Passed by for the day Block Vote (Voice Vote)
Constitutional reading dispensed Block Vote (on 1st reading) (38-Y 0-N 0-A)
Chaptered
4/6/2026
Enrolled
3/5/2026
Substitute
1/30/2026
Substitute
1/29/2026
Introduced
12/15/2025
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