Because this is the first and only public hearing on the SOL tests, my comments deal with the unfairness of giving “end-of-course” tests before the end of a course. If all students were affected in the same way, the wisdom of this practice would still be highly questionable. But when almost one-third of Virginia’s high school students are denied the opportunity to obtain an equivalent amount of instruction before taking an SOL exam, it is patently unfair.

For 1998-99, 32% or 93 of the state’s 294 high schools are using a four-period day and semester-length courses. Students in these 4x4 high schools receive twice as much instruction each day and complete a 140-hour course in just one semester or 90 days. Giving SOL tests before the end of a course denies 4x4 students in the 90-day courses twice as much instruction as students in traditional 180-day courses.

In the worst case, the English 11 “end-of-course” writing test is given on October 21 when 4x4 students have completed only one-third of the course. All other students in the state get to complete two-thirds of their English 11 course before taking the writing test on March 10. How does one explain to students who receive twelve weeks less instruction than everyone else and fail an EOC test they must now go to summer school to get more instruction?

With the other ten “end-of-course” tests, there are similar problems, but not to the same extent. Last spring when the SOL tests were given, students in the 4x4 high schools had received five to seven weeks less instruction than other students around the state. Clearly, it is unfair to expect students who have not received instruction to do as well on a test as those who have.

One solution to this particular problem would be to follow the Standards of Accreditation and administer “end-of-course” tests at the end of the courses. Concerns about remediation and retesting cannot be ignored, but the remedies to these problems must not be allowed to deny students an equal opportunity to learn. Summer school sessions can be scheduled in July and August rather than June and July. Seniors needing to pass an SOL test for graduation can get a semester of new instruction and retake the SOL test at midyear with the 4x4 students. In any event, there has to be a better solution than giving an “end-of-course” test four, eight, or twelve weeks before the end of a course.

An admonition is in order at this point. Although the 4x4 schedule may present a problem for the Board at this time, it will be an invaluable tool in helping students pass the “end-of course” SOL tests. In a 4x4 high school students take only four classes per semester, but complete eight classes per year and 32 over the four years of high school. With 32 credits available, 4x4 high schools can double the instructional time for each of the ten SOL courses and still leave students enough credits to satisfy both the Standard and Advanced Studies graduation requirements. On the other hand, students, who do not need additional time to master the SOL’s, can complete up to a year of postsecondary study while still in high school. Only a 4x4 semester-block schedule can afford students all these opportunities.

Regardless of the passing scores that the Board sets for the “end-of-course” tests, it is essential that all students have the same opportunity to achieve success. I ask that the Board take immediate steps to correct the inequity the current before the “end-of-course” exams impose on the state’s 4x4 high school students.

Thank you.