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type, title, description, jurisdiction, legislature, session, identifier, citation, classification, subjects, status, primary_sponsors, version_count, action_count, vote_count, first_action, last_action, source, source_identifier, source_url, source_hash, vintage, source_snapshot, retrieved_at, confidence, tags
| type | title | description | jurisdiction | legislature | session | identifier | citation | classification | subjects | status | primary_sponsors | version_count | action_count | vote_count | first_action | last_action | source | source_identifier | source_url | source_hash | vintage | source_snapshot | retrieved_at | confidence | tags | |||||
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| Bill | SOQ; school board to provide at least three specialized student support positions. | Standards of Quality; work-based learning; teacher leaders and mentors; principal mentors; certain personnel positions and initiatives. Makes several changes to the Standards of Quality, including requiring the establishment of units in the Department of Education to oversee work-based learning and principal mentorship statewide in Standard 1 and requiring the Board of Education to establish and oversee the local implementation of teacher leader and teacher mentor programs in Standard 5. The bill also makes several changes relating to school personnel in Standard 2, including (i) establishing schoolwide ratios of students to teachers in certain schools with high concentrations of poverty and granting flexibility to provide compensation adjustments to teachers in such schools; (ii) requiring each school board to assign licensed personnel in a manner that provides an equitable distribution of experienced, effective teachers and other personnel among all schools in the local school division; (iii) requiring each school board to employ teacher leaders and teacher mentors at specified student-to-position ratios; (iv) requiring state funding in addition to basic aid to support at-risk students and granting flexibility in the use of such funds by school boards; (v) lowering the ratio of English language learner students to teachers; (vi) requiring each school board to employ reading specialists and establishing a student-to-position ratio for such specialists; (vii) requiring school boards to employ one full-time principal in each elementary school; (viii) lowering the ratio of students to assistant principals and school counselors in elementary, middle, and high schools; and (ix) requiring each school board to provide at least four specialized student support positions, including school social workers, school psychologists, school nurses, licensed behavior analysts, licensed assistant behavior analysts, and other licensed health and behavioral positions, per 1,000 students. | us/states/va | Virginia General Assembly | 2021 | SB 1257 | Virginia SB 1257 (2021) |
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enacted |
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5 | 47 | 12 | 2021-01-12 | 2021-03-30 | openstates | ocd-bill/599c2e57-8413-45d2-a8d2-4573fd33a42c | https://lis.virginia.gov/cgi-bin/legp604.exe?212+sum+SB1257 | fc80c51aecb3e822408f339b0cfb4da1dbea0cc61c4a19557a96b20fad1a4b84 | 2026-07-01 | https://data.openstates.org/daily/2026-07-01/public.pgdump | 2026-07-06 | reported |
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Virginia SB 1257 (2021) — SOQ; school board to provide at least three specialized student support positions.
Standards of Quality; work-based learning; teacher leaders and mentors; principal mentors; certain personnel positions and initiatives. Makes several changes to the Standards of Quality, including requiring the establishment of units in the Department of Education to oversee work-based learning and principal mentorship statewide in Standard 1 and requiring the Board of Education to establish and oversee the local implementation of teacher leader and teacher mentor programs in Standard 5. The bill also makes several changes relating to school personnel in Standard 2, including (i) establishing schoolwide ratios of students to teachers in certain schools with high concentrations of poverty and granting flexibility to provide compensation adjustments to teachers in such schools; (ii) requiring each school board to assign licensed personnel in a manner that provides an equitable distribution of experienced, effective teachers and other personnel among all schools in the local school division; (iii) requiring each school board to employ teacher leaders and teacher mentors at specified student-to-position ratios; (iv) requiring state funding in addition to basic aid to support at-risk students and granting flexibility in the use of such funds by school boards; (v) lowering the ratio of English language learner students to teachers; (vi) requiring each school board to employ reading specialists and establishing a student-to-position ratio for such specialists; (vii) requiring school boards to employ one full-time principal in each elementary school; (viii) lowering the ratio of students to assistant principals and school counselors in elementary, middle, and high schools; and (ix) requiring each school board to provide at least four specialized student support positions, including school social workers, school psychologists, school nurses, licensed behavior analysts, licensed assistant behavior analysts, and other licensed health and behavioral positions, per 1,000 students.
Version chain
The bill's text revisions, in order — the diff chain from filing to enrollment.
- CHAP0454 (committee substitute) — source
- Committee substitute printed 21104370D-S1 (committee substitute) — source
- Prefiled and ordered printed; offered 01/13/21 21101061D (committee substitute) — source
- Printed as engrossed 21104370D-ES1 (committee substitute) — source
- SB1257ER (committee substitute) — source
Votes
- Subcommittee recommends reporting with amendments (8-Y 0-N) — 8–0 (pass) · lower
- Engrossment reconsidered by Senate (38-Y 1-N) — 38–1 (pass) · upper
- Reported from Finance and Appropriations with substitute (16-Y 0-N) — 16–0 (pass) · upper
- Passed Senate (37-Y 2-N) — 37–2 (pass) · upper
- Reported from Appropriations (13-Y 7-N) — 13–7 (pass) · lower
- Reported from Education with amendment(s) (17-Y 5-N) — 17–5 (pass) · lower
- House amendment agreed to by Senate (39-Y 0-N) — 39–0 (pass) · upper
- Continued to Special Session 1 in Education — 0–0 (fail) · lower
- VOTE: Passage (63-Y 37-N) — 62–37 (pass) · lower
- Constitutional reading dispensed (39-Y 0-N) — 39–0 (pass) · upper
- Reported from Education and Health (7-Y 5-N 1-A) — 7–5 (pass) · upper
- Constitutional reading dispensed (38-Y 0-N) — 38–0 (pass) · upper
Sponsors
- Jennifer L. McClellan — primary (person)
- Ghazala F. Hashmi — cosponsor (person)
- Jennifer B. Boysko — cosponsor (person)
- Kaye Kory — cosponsor (person)
Timeline
The legislative action history — every referral, reading, and vote.
- 2021-01-12 Prefiled and ordered printed; offered 01/13/21 21101061D
introduction - 2021-01-12 Referred to Committee on Education and Health
referral-committee - 2021-01-20 Assigned Education sub: Public Education
referral-committee - 2021-01-22 Impact statement from DPB (SB1257)
- 2021-01-28 Reported from Education and Health (7-Y 5-N 1-A)
committee-passage - 2021-01-28 Rereferred to Finance and Appropriations
referral-committee - 2021-02-03 Senate committee, floor amendments and substitutes offered
- 2021-02-03 Reported from Finance and Appropriations with substitute (16-Y 0-N)
committee-passage - 2021-02-03 Committee substitute printed 21104370D-S1
substitution - 2021-02-03 Constitutional reading dispensed (39-Y 0-N)
- 2021-02-04 Read second time
reading-2 - 2021-02-04 Reading of substitute waived
- 2021-02-04 Committee substitute agreed to 21104370D-S1
- 2021-02-04 Engrossed by Senate - committee substitute SB1257S1
- 2021-02-05 Engrossment reconsidered by Senate (38-Y 1-N)
- 2021-02-05 Reading of amendment waived
- 2021-02-05 Amendment by Senator McCLellan agreed to
amendment-passage - 2021-02-05 Engrossed by Senate - committee substitute with amendment SB1257ES1
- 2021-02-05 Printed as engrossed 21104370D-ES1
- 2021-02-05 Constitutional reading dispensed (38-Y 0-N)
- 2021-02-05 Passed Senate (37-Y 2-N)
passage - 2021-02-07 Placed on Calendar
- 2021-02-07 Read first time
reading-1 - 2021-02-07 Referred to Committee on Education
referral-committee - 2021-02-08 Continued to Special Session 1 in Education
- 2021-02-15 House subcommittee amendments and substitutes offered
- 2021-02-15 Subcommittee recommends reporting with amendments (8-Y 0-N)
- 2021-02-15 Subcommittee recommends referring to Committee on Appropriations
- 2021-02-16 Impact statement from DPB (SB1257ES1)
- 2021-02-17 Reported from Education with amendment(s) (17-Y 5-N)
committee-passage - 2021-02-17 Referred to Committee on Appropriations
referral-committee - 2021-02-17 Assigned App. sub: Elementary & Secondary Education
referral-committee - 2021-02-17 Reported from Appropriations (13-Y 7-N)
committee-passage - 2021-02-19 Read second time
reading-2 - 2021-02-22 Read third time
reading-3 - 2021-02-22 Committee amendment agreed to
- 2021-02-22 Engrossed by House as amended
- 2021-02-22 Passed House with amendment (63-Y 37-N)
passage - 2021-02-22 VOTE: Passage (63-Y 37-N)
- 2021-02-23 House amendment agreed to by Senate (39-Y 0-N)
- 2021-02-25 Enrolled
- 2021-02-25 Signed by President
- 2021-02-26 Impact statement from DPB (SB1257ER)
- 2021-02-26 Signed by Speaker
- 2021-03-01 Enrolled Bill Communicated to Governor on March 1, 2021
- 2021-03-01 Governor's Action Deadline 11:59 p.m., March 31, 2021
- 2021-03-30 Approved by Governor-Chapter 454 (effective 7/1/21)
executive-signature
Source
OpenStates / OpenCivicData bulk snapshot 2026-07-01; origin ocd-bill/599c2e57-8413-45d2-a8d2-4573fd33a42c. Confidence: reported (aggregated from official Virginia legislature records).