All Roll Calls
Yes: 219 • No: 3
Sponsored By: Christopher T. Head (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 HB 1283.
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9 provisions identified: 8 benefits, 0 costs, 1 mixed.
The Board sets rules for a general achievement adult high school diploma. Adults not under compulsory attendance can qualify by passing a Board‑approved high school equivalency test, completing a Board‑designated program, or earning a Board‑approved CTE credential, and meeting any other Board rules.
Students can earn course or verified credit by passing Board‑approved industry certifications, licensure exams, national tests, or the PreACT/PSAT. Qualified students may get credit without the 140 hours if the superintendent recommends it and they show mastery and pass the SOL. Divisions may waive the 140‑hour rule if they prove students learned the SOL content, or after a course when the student moves into instruction toward a local board‑approved industry certification. Students may swap elective credits by completing workforce credentials on the Board’s approved list, and electives with integrated SOLs count if the student passes the test. Students may take more than a full course load to enroll in college courses, and the Board can grant good‑cause waivers of some graduation rules case by case.
Students with IEPs can earn a standard diploma by completing approved credit accommodations in their plans, or an Applied Studies diploma if they meet Board rules but not a named diploma. The law lists allowed accommodations, like alternative courses, modified verified‑credit rules, extra tests, adjusted cut scores, work‑based learning, and special‑permission credits. Local boards must create a process for locally verified credits, and IEP teams must consider these options; parents get multilingual guidance at annual IEP meetings in grades 3–12. If a student with an IEP does not meet graduation requirements, parents are notified of the right to a free appropriate public education through age 21. For students pursuing an advanced diploma, an IEP may allow two computer science credits to replace two world language credits, and counselors must explain possible college‑entrance impacts.
Before new graduation rules start, the Board must post the start date and guidance online. New rules apply only to students who start ninth grade in the first year or later; earlier students keep their original options but may opt in. The first cohort is students entering ninth grade in 2027–2028, and the Board must update regulations by July 1, 2027. The Board collects and publishes graduation and dropout data statewide using one formula and excludes students who miss graduation because they are in custody. The Board may issue rules to run this reporting system.
The Board defines a Profile of a Virginia Graduate with key knowledge and skills. Students must take one fine or performing arts or CTE course, one U.S. and Virginia history course, and two sequential electives in a focus area. To graduate, students complete one of: an AP, honors, IB, or dual enrollment course; a high‑quality work‑based learning experience; or a Board‑approved CTE credential (waived if not available or appropriate). Students must get hands‑on training in first aid, CPR, and AED use and complete at least one virtual course. Computer science courses may count for science, math, or CTE credit under Board rules.
The Board sets criteria for diploma seals that recognize top work in CTE, STEM, civics, and biliteracy. For biliteracy, the Board may accept AP, SAT II, ACTFL/AAPPL scores, or a language‑sequence GPA.
The Department posts a public list of testing accommodations for English learners. High school principals must tell English learners about available accommodations before they test. An English learner who already earned a qualifying AP, IB, or SAT II foreign language score may use a computer coding course instead of a foreign language credit, except where an advanced diploma provider requires foreign language.
The Virginia Board of Education accepts approved substitute tests or industry certifications for some required subject exams. If you are in a career and technical program and pass the related license or certification test, you can earn the course credit. This gives students more paths to meet class and graduation requirements.
Local school boards must award diplomas to all students, including transfers from public, private, or home instruction, who meet Board and approved local requirements. Accreditation rules must allow students to finish required courses through Virtual Virginia. Boards may set class‑ranking methods that account for retaken required courses. Parents of rising 11th‑ and 12th‑graders must be told the graduation rules and what requirements their student still needs. If a student under age 20 on August 1 does not graduate, the board must notify the parent about the right to free public education, and students who finish a local program but are not diploma‑eligible must receive a certificate of program completion.
Christopher T. Head
Republican • Senate
There are no cosponsors for this bill.
All Roll Calls
Yes: 219 • No: 3
House vote • 3/2/2026
Passed House
Yes: 95 • No: 2
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 • 2/10/2026
Read third time and passed Senate Block Vote
Yes: 40 • No: 0
Senate vote • 2/9/2026
Education and Health Substitute agreed to
Yes: 0 • No: 0
Senate vote • 2/6/2026
Passed by for the day Block Vote (Voice Vote)
Yes: 0 • No: 0
Senate vote • 2/6/2026
Constitutional reading dispensed Block Vote (on 1st reading)
Yes: 39 • No: 0
Senate vote • 2/5/2026
Reported from Education and Health with substitute
Yes: 14 • No: 0
Acts of Assembly Chapter text (CHAP0812)
Approved by Governor-Chapter 812 (Effective - see bill)
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 (SB724)
Bill text as passed Senate and House (SB724ER)
Enrolled
Signed by President
Signed by Speaker
Passed House (95-Y 2-N 0-A)
Read third time
Read second time
Reported from Education (21-Y 1-N)
Subcommittee recommends reporting (10-Y 0-N)
Read first time
Referred to Committee on Education
Placed on Calendar
Fiscal Impact Statement from Department of Planning and Budget (SB724)
Read third time and passed Senate Block Vote (40-Y 0-N 0-A)
Education and Health Substitute agreed to
Engrossed by Senate - committee substitute Block Vote (Voice Vote)
Read second time
Passed by for the day Block Vote (Voice Vote)
Constitutional reading dispensed Block Vote (on 1st reading) (39-Y 0-N 0-A)
Passed by for the day
Chaptered
4/13/2026
Enrolled
3/5/2026
Substitute
2/6/2026
Substitute
2/5/2026
Introduced
1/15/2026
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