{"formats":[{"name":"JSON","format":"json","url":"\/downloads\/2025\/code-json\/22.1-199.1.json"},{"name":"Plain Text","format":"text","url":"\/downloads\/2025\/code-text\/22.1-199.1.txt"},{"name":"XML","format":"xml","url":"\/downloads\/2025\/code-xml\/22.1-199.1.xml"},{"name":"HTML","format":"html","url":"\/downloads\/2025\/code-html\/22.1-199.1.html"}],"law_id":80944,"edition_id":1,"section_id":80944,"structure_id":12955,"section_number":"22.1-199.1","catch_line":"Programs designed to promote educational opportunities","history":"1995, c. 852; 1996, c. 974; 1997, cc. 357, 394, 617, 686, 923; 1998, cc. 828, 901, 902; 1999, cc. 456, 680; 2000, cc. 93, 506; 2001, cc. 483, 484; 2004, c. 436; 2011, c. 216; 2020, cc. 860, 861; 2022, cc. 61, 355.","full_text":"A\n\nThe General Assembly finds that Virginia educational research supports the conclusion that poor children are more at risk of educational failure than children from more affluent homes and that reduced pupil\/teacher ratios and class sizes result in improved academic performance among young children; to this end, the General Assembly establishes a long-term goal of reducing pupil\/teacher ratios and class sizes for grades K through three in those schools in the Commonwealth with high or moderate concentrations of at-risk students.\n\t\t\tWith such funds as are provided in the appropriation act for this purpose, there is hereby established the statewide voluntary pupil\/teacher ratio and class size reduction program for the purpose of reaching the long-term goal of statewide voluntary pupil\/teacher ratio and class size reductions for grades K through three in schools with high or moderate concentrations of at-risk students, consistent with the provisions provided in the appropriation act.\n\t\t\tIn order to facilitate these primary grade ratio and class size reductions, the Department shall calculate the state funding of these voluntary ratio and class size reductions based on the incremental cost of providing the lower class sizes according to the greater of the division average per-pupil cost of all divisions or the actual division per-pupil cost. Localities shall provide matching funds for these voluntary ratio and class size reductions based on the composite index of local ability to pay. School divisions shall notify the Department of their intention to implement the reduced ratios and class sizes in one or more of their qualifying schools by August 1 of each year. By March 31 of each year, school divisions shall forward data substantiating that each participating school has a complying pupil\/teacher ratio.\n\t\t\tIn developing each proposed biennium budget for public education, the Board shall include funding for these ratios and class sizes. These ratios and class sizes shall be included in the annual budget for public education.B\n\nThe General Assembly finds that educational technology is one of the most important components, along with highly skilled teachers, in ensuring the delivery of quality public school education throughout the Commonwealth. Therefore, the Board shall strive to incorporate technological studies within the teaching of all disciplines. Further, the General Assembly notes that educational technology can only be successful if teachers and administrators are provided adequate training and assistance. To this end, the following program is established.\n\t\t\tWith such funds as are appropriated for this purpose, the Board shall award to the several school divisions grants for expanded access to educational technology. Funding for educational technology training for instructional personnel shall be provided as set forth in the appropriation act.\n\t\t\tFunds for improving the quality and capacity of educational technology shall also be provided as set forth in the appropriation act, including (i) funds for providing a technology resource assistant to serve every elementary school in this Commonwealth and (ii) funds to maintain the currency of career and technical education programs. Any local school board accepting funds to hire technology resource assistants or maintain currency of career and technical education programs shall commit to providing the required matching funds, based on the composite index of local ability to pay.\n\t\t\tEach qualifying school board shall establish an individualized technology plan, which shall be approved by the Superintendent, for integrating technology into the classroom and into schoolwide instructional programs, including career and technical education programs. The first priority for funding shall be consistent with those components of the Board’s revised six-year technology plan that focus on (i) retrofitting and upgrading existing school buildings to efficiently use educational technology; (ii) providing (a) one network-ready multimedia microcomputer for each classroom, (b) a five-to-one ratio of pupils to network-ready microcomputers, (c) graphing calculators and relevant scientific probes\/sensors as required by the Standards of Learning, and (d) training and professional development on available technologies and software to all levels and positions, including professional development for personnel delivering career and technical education at all levels and positions; and (iii) assisting school divisions in developing integrated voice-, video-, and data-connectivity to local, national and international resources.\n\t\t\tThis funding may be used to implement a local school division’s long-range technology plan, at the discretion of the relevant school board, if the local plan meets or exceeds the goals and standards of the Board’s revised six-year technology plan and has been approved by the Superintendent.\n\t\t\tThe Department of Education, the Department of General Services, and the Virginia Information Technologies Agency shall coordinate master contracts for the purchase by local school boards of the aforementioned educational technologies and reference materials.\n\t\t\tA technology replacement program shall be, with such funds as may be appropriated for this purpose, implemented to replace obsolete educational hardware and software. As provided in subsection D of § 22.1-129, school boards may donate obsolete educational technology hardware and software that are being replaced. Any such donations shall be offered to other school divisions and to preschool programs in the Commonwealth or to public school students as provided in guidelines to be promulgated by the Board. Such guidelines shall include criteria for determining student eligibility and need, a reporting system for the compilation of information concerning the number and socioeconomic characteristics of recipient students, and notification of parents of the availability of such donations of obsolete educational hardware and software.C\n\nThe General Assembly finds that local autonomy in making decisions on local educational needs and priorities results in effective grassroots efforts to improve education in the Commonwealth’s public schools only when coupled with sufficient state funding; to this end, the following block grant program is hereby established. With such funds as are provided in the appropriation act, the Department shall distribute block grants to localities to enable compliance with the Commonwealth’s requirements for school divisions in effect on January 1, 1995. Therefore, for the purpose of such compliance, the block grant herein established shall consist of a sum equal to the amount appropriated in the appropriation act for the covered programs, including the at-risk add-on program; dropout prevention, specifically Project YES; Project Discovery; English as a second language programs, including programs for overage, nonschooled students; Advancement Via Individual Determination (AVID); the Homework Assistance Program; programs initiated under the Virginia Guaranteed Assistance Program, except that such funds shall not be used to pay any expenses of participating students at institutions of higher education; and school\/community health centers. Each school board may use any funds received through the block grant to implement the covered programs and other programs designed to save the Commonwealth’s children from educational failure.D\n\nIn order to reduce pupil\/teacher ratios and class sizes in elementary schools, from such funds as may be appropriated for this purpose, each school board may employ additional classroom teachers, remedial teachers, and reading specialists for each of its elementary schools over the requirements of the Standards of Quality. State and local funding for such additional classroom teachers, remedial teachers, and reading specialists shall be apportioned as provided in the appropriation act.E\n\nPursuant to a turnaround specialist program administered by the Department, local school boards may enter into agreements with individuals to be employed as turnaround specialists to address those conditions at the school that may impede educational progress and effectiveness and academic success. Local school boards may offer such turnaround specialists or other administrative personnel incentives such as increased compensation, improved retirement benefits in accordance with Chapter 6.2 (§ 51.1-617 et seq.) of Title 51.1, increased deferred compensation in accordance with § 51.1-603, relocation expenses, bonuses, and other incentives as may be determined by the board.F\n\nThe General Assembly finds that certain schools have particular difficulty hiring teachers for certain subject areas and that the need for such teachers in these schools is particularly strong. Accordingly in an effort to attract and retain high quality teachers, local school boards may offer instructional personnel serving in such schools as a member of a middle school teacher corps administered by the Department incentives such as increased compensation, improved retirement benefits in accordance with Chapter 6.2 (§ 51.1-617 et seq.) of Title 51.1, increased deferred compensation in accordance with § 51.1-603, relocation expenses, bonuses, and other incentives as may be determined by the board.\n\t\t\tFor purposes of this subsection, “middle school teacher corps” means licensed instructional personnel who are assigned to a local school division to teach in a subject matter in grades six, seven, or eight where there is a critical need, as determined by the Department. The contract between such persons and the relevant local school board shall specify that the contract is for service in the middle school teacher corps.","order_by":null,"text":{"0":{"id":290146,"text":"The General Assembly finds that Virginia educational research supports the conclusion that poor children are more at risk of educational failure than children from more affluent homes and that reduced pupil\/teacher ratios and class sizes result in improved academic performance among young children; to this end, the General Assembly establishes a long-term goal of reducing pupil\/teacher ratios and class sizes for grades K through three in those schools in the Commonwealth with high or moderate concentrations of at-risk students.\n\t\t\tWith such funds as are provided in the appropriation act for this purpose, there is hereby established the statewide voluntary pupil\/teacher ratio and class size reduction program for the purpose of reaching the long-term goal of statewide voluntary pupil\/teacher ratio and class size reductions for grades K through three in schools with high or moderate concentrations of at-risk students, consistent with the provisions provided in the appropriation act.\n\t\t\tIn order to facilitate these primary grade ratio and class size reductions, the Department shall calculate the state funding of these voluntary ratio and class size reductions based on the incremental cost of providing the lower class sizes according to the greater of the division average per-pupil cost of all divisions or the actual division per-pupil cost. Localities shall provide matching funds for these voluntary ratio and class size reductions based on the composite index of local ability to pay. School divisions shall notify the Department of their intention to implement the reduced ratios and class sizes in one or more of their qualifying schools by August 1 of each year. By March 31 of each year, school divisions shall forward data substantiating that each participating school has a complying pupil\/teacher ratio.\n\t\t\tIn developing each proposed biennium budget for public education, the Board shall include funding for these ratios and class sizes. These ratios and class sizes shall be included in the annual budget for public education.","type":"section","prefixes":["A"],"prefix":"A","entire_prefix":"A","prefix_anchor":"A","level":1,"next_prefix":"B"},"1":{"id":290147,"text":"The General Assembly finds that educational technology is one of the most important components, along with highly skilled teachers, in ensuring the delivery of quality public school education throughout the Commonwealth. Therefore, the Board shall strive to incorporate technological studies within the teaching of all disciplines. Further, the General Assembly notes that educational technology can only be successful if teachers and administrators are provided adequate training and assistance. To this end, the following program is established.\n\t\t\tWith such funds as are appropriated for this purpose, the Board shall award to the several school divisions grants for expanded access to educational technology. Funding for educational technology training for instructional personnel shall be provided as set forth in the appropriation act.\n\t\t\tFunds for improving the quality and capacity of educational technology shall also be provided as set forth in the appropriation act, including (i) funds for providing a technology resource assistant to serve every elementary school in this Commonwealth and (ii) funds to maintain the currency of career and technical education programs. Any local school board accepting funds to hire technology resource assistants or maintain currency of career and technical education programs shall commit to providing the required matching funds, based on the composite index of local ability to pay.\n\t\t\tEach qualifying school board shall establish an individualized technology plan, which shall be approved by the Superintendent, for integrating technology into the classroom and into schoolwide instructional programs, including career and technical education programs. The first priority for funding shall be consistent with those components of the Board’s revised six-year technology plan that focus on (i) retrofitting and upgrading existing school buildings to efficiently use educational technology; (ii) providing (a) one network-ready multimedia microcomputer for each classroom, (b) a five-to-one ratio of pupils to network-ready microcomputers, (c) graphing calculators and relevant scientific probes\/sensors as required by the Standards of Learning, and (d) training and professional development on available technologies and software to all levels and positions, including professional development for personnel delivering career and technical education at all levels and positions; and (iii) assisting school divisions in developing integrated voice-, video-, and data-connectivity to local, national and international resources.\n\t\t\tThis funding may be used to implement a local school division’s long-range technology plan, at the discretion of the relevant school board, if the local plan meets or exceeds the goals and standards of the Board’s revised six-year technology plan and has been approved by the Superintendent.\n\t\t\tThe Department of Education, the Department of General Services, and the Virginia Information Technologies Agency shall coordinate master contracts for the purchase by local school boards of the aforementioned educational technologies and reference materials.\n\t\t\tA technology replacement program shall be, with such funds as may be appropriated for this purpose, implemented to replace obsolete educational hardware and software. As provided in subsection D of § 22.1-129, school boards may donate obsolete educational technology hardware and software that are being replaced. Any such donations shall be offered to other school divisions and to preschool programs in the Commonwealth or to public school students as provided in guidelines to be promulgated by the Board. Such guidelines shall include criteria for determining student eligibility and need, a reporting system for the compilation of information concerning the number and socioeconomic characteristics of recipient students, and notification of parents of the availability of such donations of obsolete educational hardware and software.","type":"section","prefixes":["B"],"prefix":"B","entire_prefix":"B","prefix_anchor":"B","level":1,"prior_prefix":"A","next_prefix":"C"},"2":{"id":290148,"text":"The General Assembly finds that local autonomy in making decisions on local educational needs and priorities results in effective grassroots efforts to improve education in the Commonwealth’s public schools only when coupled with sufficient state funding; to this end, the following block grant program is hereby established. With such funds as are provided in the appropriation act, the Department shall distribute block grants to localities to enable compliance with the Commonwealth’s requirements for school divisions in effect on January 1, 1995. Therefore, for the purpose of such compliance, the block grant herein established shall consist of a sum equal to the amount appropriated in the appropriation act for the covered programs, including the at-risk add-on program; dropout prevention, specifically Project YES; Project Discovery; English as a second language programs, including programs for overage, nonschooled students; Advancement Via Individual Determination (AVID); the Homework Assistance Program; programs initiated under the Virginia Guaranteed Assistance Program, except that such funds shall not be used to pay any expenses of participating students at institutions of higher education; and school\/community health centers. Each school board may use any funds received through the block grant to implement the covered programs and other programs designed to save the Commonwealth’s children from educational failure.","type":"section","prefixes":["C"],"prefix":"C","entire_prefix":"C","prefix_anchor":"C","level":1,"prior_prefix":"B","next_prefix":"D"},"3":{"id":290149,"text":"In order to reduce pupil\/teacher ratios and class sizes in elementary schools, from such funds as may be appropriated for this purpose, each school board may employ additional classroom teachers, remedial teachers, and reading specialists for each of its elementary schools over the requirements of the Standards of Quality. State and local funding for such additional classroom teachers, remedial teachers, and reading specialists shall be apportioned as provided in the appropriation act.","type":"section","prefixes":["D"],"prefix":"D","entire_prefix":"D","prefix_anchor":"D","level":1,"prior_prefix":"C","next_prefix":"E"},"4":{"id":290150,"text":"Pursuant to a turnaround specialist program administered by the Department, local school boards may enter into agreements with individuals to be employed as turnaround specialists to address those conditions at the school that may impede educational progress and effectiveness and academic success. Local school boards may offer such turnaround specialists or other administrative personnel incentives such as increased compensation, improved retirement benefits in accordance with Chapter 6.2 (§ 51.1-617 et seq.) of Title 51.1, increased deferred compensation in accordance with § 51.1-603, relocation expenses, bonuses, and other incentives as may be determined by the board.","type":"section","prefixes":["E"],"prefix":"E","entire_prefix":"E","prefix_anchor":"E","level":1,"prior_prefix":"D","next_prefix":"F"},"5":{"id":290151,"text":"The General Assembly finds that certain schools have particular difficulty hiring teachers for certain subject areas and that the need for such teachers in these schools is particularly strong. Accordingly in an effort to attract and retain high quality teachers, local school boards may offer instructional personnel serving in such schools as a member of a middle school teacher corps administered by the Department incentives such as increased compensation, improved retirement benefits in accordance with Chapter 6.2 (§ 51.1-617 et seq.) of Title 51.1, increased deferred compensation in accordance with § 51.1-603, relocation expenses, bonuses, and other incentives as may be determined by the board.\n\t\t\tFor purposes of this subsection, “middle school teacher corps” means licensed instructional personnel who are assigned to a local school division to teach in a subject matter in grades six, seven, or eight where there is a critical need, as determined by the Department. The contract between such persons and the relevant local school board shall specify that the contract is for service in the middle school teacher corps.","type":"section","prefixes":["F"],"prefix":"F","entire_prefix":"F","prefix_anchor":"F","level":1,"prior_prefix":"E"}},"ancestry":[{"id":12955,"edition_id":1,"name":"Programs and Courses of Instruction Generally","identifier":"1","label":"article","depth":3,"order_by":1,"parent_id":12954,"metadata":{},"date_created":"2026-06-26 03:44:04","date_modified":"2026-06-26 03:44:04","permalink":{"id":181371,"object_type":"structure","relational_id":12955,"identifier":"1","token":"22.1\/13\/1","url":"\/22.1\/13\/1\/","edition_id":1,"permalink":0,"preferred":1}},{"id":12954,"edition_id":1,"name":"Programs, Courses of Instruction and Textbooks","identifier":"13","label":"chapter","depth":2,"order_by":1,"parent_id":12823,"metadata":{},"date_created":"2026-06-26 03:44:04","date_modified":"2026-06-26 03:44:04","permalink":{"id":181369,"object_type":"structure","relational_id":12954,"identifier":"13","token":"22.1\/13","url":"\/22.1\/13\/","edition_id":1,"permalink":0,"preferred":1}},{"id":12823,"edition_id":1,"name":"Education","identifier":"22.1","label":"title","depth":1,"order_by":1,"parent_id":null,"metadata":{},"date_created":"2026-06-26 03:43:55","date_modified":"2026-06-26 03:43:55","permalink":{"id":180949,"object_type":"structure","relational_id":12823,"identifier":"22.1","token":"22.1","url":"\/22.1\/","edition_id":1,"permalink":0,"preferred":1}}],"structure_contents":[{"id":66514,"structure_id":12955,"section_number":"22.1-199","catch_line":"Kindergarten programs suitable for certain children","url":"\/22.1-199\/","token":"22.1\/13\/1\/22.1-199","metadata":false},{"id":80944,"structure_id":12955,"section_number":"22.1-199.1","catch_line":"Programs designed to promote educational opportunities","url":"\/22.1-199.1\/","token":"22.1\/13\/1\/22.1-199.1","metadata":false},{"id":86271,"structure_id":12955,"section_number":"22.1-199.2","catch_line":"Standards for remediation programs established","url":"\/22.1-199.2\/","token":"22.1\/13\/1\/22.1-199.2","metadata":false},{"id":87068,"structure_id":12955,"section_number":"22.1-199.3","catch_line":"Repealed","url":"\/22.1-199.3\/","token":"22.1\/13\/1\/22.1-199.3","metadata":false},{"id":61709,"structure_id":12955,"section_number":"22.1-199.4","catch_line":"At-Risk Student Academic Achievement Program and Fund","url":"\/22.1-199.4\/","token":"22.1\/13\/1\/22.1-199.4","metadata":false},{"id":79867,"structure_id":12955,"section_number":"22.1-199.5","catch_line":"After school programs for at-risk students","url":"\/22.1-199.5\/","token":"22.1\/13\/1\/22.1-199.5","metadata":false},{"id":58840,"structure_id":12955,"section_number":"22.1-199.6","catch_line":"Expired","url":"\/22.1-199.6\/","token":"22.1\/13\/1\/22.1-199.6","metadata":false},{"id":75210,"structure_id":12955,"section_number":"22.1-199.7","catch_line":"Community schools; 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student-athletes; compensation and representation for name, image, or likeness","url":"\/22.1-212.2_4\/","token":"22.1\/13\/1\/22.1-212.2_4","metadata":false}],"previous_section":{"id":66514,"structure_id":12955,"section_number":"22.1-199","catch_line":"Kindergarten programs suitable for certain children","url":"\/22.1-199\/","token":"22.1\/13\/1\/22.1-199","metadata":false},"next_section":{"id":86271,"structure_id":12955,"section_number":"22.1-199.2","catch_line":"Standards for remediation programs established","url":"\/22.1-199.2\/","token":"22.1\/13\/1\/22.1-199.2","metadata":false},"metadata":false,"official_url":"https:\/\/law.lis.virginia.gov\/vacode\/22.1-199.1\/","history_text":"

This law was first created in 1995. The record of its establishment is cataloged in chapter 852<\/a> of that year\u2019s edition of \u201cActs of Assembly,\u201d the annual state publication listing all changes made to the Code of Virginia in that year. It has been modified 10 times. Those modifications are cataloged by \u201cThe Acts of Assembly,\u201d a state publication, by year and chapter. Those modifications that can be read on the General Assembly\u2019s website will be linked accordingly. Those modifications are as follows: in 1996, chapter 974<\/a>; in 1997, chapters 357<\/a>, 394<\/a>, 617<\/a>, 686<\/a>, and 923<\/a>; in 1998, chapters 828<\/a>, 901<\/a>, and 902<\/a>; in 1999, chapters 456<\/a> and 680<\/a>; in 2000, chapters 93<\/a> and 506<\/a>; in 2001, chapters 483<\/a> and 484<\/a>; in 2004, chapter 436<\/a>; in 2011, chapter 216<\/a>; in 2020, chapters 860<\/a> and 861<\/a>; in 2022, chapters 61<\/a> and 355<\/a>.<\/p>","references":[{"id":54389,"section_number":"22.1-129","catch_line":"Surplus property; sale, exchange or lease of real and personal property","order_by":null,"url":"\/22.1-129\/"},{"id":83074,"section_number":"51.1-617","catch_line":"Definitions","order_by":null,"url":"\/51.1-617\/"}],"refers_to":[{"id":54389,"section_number":"22.1-129","catch_line":"Surplus property; sale, exchange or lease of real and personal property","order_by":null,"url":"\/22.1-129\/"},{"id":57693,"section_number":"51.1-603","catch_line":"Local deferred compensation plans","order_by":null,"url":"\/51.1-603\/"},{"id":83074,"section_number":"51.1-617","catch_line":"Definitions","order_by":null,"url":"\/51.1-617\/"}],"permalink":{"id":181377,"object_type":"law","relational_id":80944,"identifier":"22.1-199.1","token":"22.1\/13\/1\/22.1-199.1","url":"\/22.1-199.1\/","edition_id":1,"permalink":0,"preferred":1},"url":"\/22.1-199.1\/","token":"22.1\/13\/1\/22.1-199.1","dublin_core":{"Title":"Programs designed to promote educational opportunities","Type":"Text","Format":"text\/html","Identifier":"\u00a7 22.1-199.1","Relation":"Code of Virginia"},"html":"\n\t\t\t\t\t\t

A.<\/span> The General Assembly finds that Virginia educational research supports the conclusion that poor children are more at risk of educational failure than children from more affluent homes and that reduced pupil\/teacher ratios and class sizes result in improved academic performance among young children; to this end, the General Assembly establishes a long-term goal of reducing pupil\/teacher ratios and class sizes for grades K through three in those schools in the Commonwealth with high or moderate concentrations of at-risk students.\n\t\t\tWith such funds as are provided in the appropriation act for this purpose, there is hereby established the statewide voluntary pupil\/teacher ratio and class size reduction program for the purpose of reaching the long-term goal of statewide voluntary pupil\/teacher ratio and class size reductions for grades K through three in schools with high or moderate concentrations of at-risk students, consistent with the provisions provided in the appropriation act.\n\t\t\tIn order<\/span> to facilitate these primary grade ratio and class size reductions, the Department<\/span> shall calculate the state funding of these voluntary ratio and class size reductions based on the incremental cost of providing the lower class sizes according to the greater of the division average per-pupil cost of all divisions or the actual division per-pupil cost. Localities shall provide matching funds for these voluntary ratio and class size reductions based on the composite index of local ability to pay. School divisions shall notify the Department<\/span> of their intention to implement the reduced ratios and class sizes in one or more of their qualifying schools by August 1 of each year. By March 31 of each year, school divisions shall forward data substantiating that each participating school has a complying pupil\/teacher ratio.\n\t\t\tIn developing each proposed biennium budget for public education, the Board<\/span> shall include funding for these ratios and class sizes. These ratios and class sizes shall be included in the annual budget for public education. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

B.<\/span> The General Assembly finds that educational technology is one of the most important components, along with highly skilled teachers, in ensuring the delivery of quality public school education throughout the Commonwealth. Therefore, the Board shall strive to incorporate technological studies within the teaching of all disciplines. Further, the General Assembly notes that educational technology can only be successful if teachers and administrators are provided adequate training and assistance. To this end, the following program is established.\n\t\t\tWith such funds as are appropriated for this purpose, the Board shall award to the several school divisions grants for expanded access to educational technology. Funding for educational technology training for instructional personnel shall be provided as set forth in the appropriation act.\n\t\t\tFunds for improving the quality and capacity of educational technology shall also be provided as set forth in the appropriation act, including (i) funds for providing a technology resource assistant to serve every elementary<\/span> school in this Commonwealth and (ii) funds to maintain the currency of career and technical education programs. Any local school board<\/span> accepting funds to hire technology resource assistants or maintain currency of career and technical education programs shall commit to providing the required matching funds, based on the composite index of local ability to pay.\n\t\t\tEach qualifying school board<\/span> shall establish an individualized technology plan, which shall be approved by the Superintendent<\/span>, for integrating technology into the classroom and into schoolwide instructional programs, including career and technical education programs. The first priority for funding shall be consistent with those components of the Board’s revised six-year technology plan that focus on (i) retrofitting and upgrading existing school buildings to efficiently use educational technology; (ii) providing (a) one network-ready multimedia microcomputer for each classroom, (b) a five-to-one ratio of pupils to network-ready microcomputers, (c) graphing calculators and relevant scientific probes\/sensors as required by the Standards of Learning, and (d) training and professional development on available technologies and software to all levels and positions, including professional development for personnel delivering career and technical education at all levels and positions; and (iii) assisting school divisions in developing integrated voice-, video-, and data-connectivity to local, national and international resources.\n\t\t\tThis funding may be used to implement a local school division’s long-range technology plan, at the discretion of the relevant school board<\/span>, if the local plan meets or exceeds the goals and standards of the Board’s revised six-year technology plan and has been approved by the Superintendent<\/span>.\n\t\t\tThe Department<\/span> of Education, the Department<\/span> of General Services, and the Virginia Information Technologies Agency shall coordinate master contracts<\/span> for the purchase by local school boards<\/span> of the aforementioned educational technologies and reference materials<\/span>.\n\t\t\tA technology replacement program shall be, with such funds as may be appropriated for this purpose, implemented to replace obsolete educational hardware and software. As provided in subsection D of § 22.1-129<\/a>, school boards<\/span> may donate obsolete educational technology hardware and software that are being replaced. Any such donations shall be offered to other school divisions and to preschool programs in the Commonwealth or to public school students as provided in guidelines to be promulgated by the Board. Such guidelines shall include criteria for determining student eligibility and need, a reporting system for the compilation of information concerning the number and socioeconomic characteristics of recipient students, and notification of parents<\/span><\/span> of the availability of such donations of obsolete educational hardware and software. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

C.<\/span> The General Assembly finds that local autonomy in making decisions on local educational needs and priorities results in effective grassroots efforts to improve education in the Commonwealth’s public schools only when coupled with sufficient state funding; to this end, the following block grant program is hereby established. With such funds as are provided in the appropriation act, the Department<\/span> shall distribute block grants to localities to enable compliance with the Commonwealth’s requirements for school divisions in effect on January 1, 1995. Therefore, for the purpose of such compliance, the block grant herein established shall consist of a sum equal to the amount appropriated in the appropriation act for the covered programs, including the at-risk add-on program; dropout prevention, specifically Project YES; Project Discovery<\/span>; English as a second language programs, including programs for overage, nonschooled students; Advancement Via Individual Determination (AVID); the Homework Assistance Program; programs initiated under the Virginia Guaranteed Assistance Program, except that such funds shall not be used to pay any expenses of participating students at institutions of higher education; and school\/community health centers. Each school board<\/span> may use any funds received through the block grant to implement the covered programs and other programs designed to save the Commonwealth’s children from educational failure. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

D.<\/span> In order<\/span> to reduce pupil\/teacher ratios and class sizes in elementary<\/span> schools, from such funds as may be appropriated for this purpose, each school board<\/span> may employ additional classroom teachers, remedial teachers, and reading specialists for each of its elementary<\/span> schools over the requirements of the Standards of Quality. State and local funding for such additional classroom teachers, remedial teachers, and reading specialists shall be apportioned as provided in the appropriation act. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

E.<\/span> Pursuant to a turnaround specialist program administered by the Department<\/span>, local school boards<\/span> may enter into agreements with individuals to be employed as turnaround specialists to address those conditions at the school that may impede educational progress and effectiveness and academic success. Local school boards<\/span> may offer such turnaround specialists or other administrative personnel incentives such as increased compensation, improved retirement benefits in accordance with Chapter 6.2 (§ 51.1-617<\/a> et seq.) of Title 51.1, increased deferred compensation in accordance with § 51.1-603<\/a>, relocation expenses, bonuses, and other incentives as may be determined by the board. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

F.<\/span> The General Assembly finds that certain schools have particular difficulty hiring teachers for certain subject areas and that the need for such teachers in these schools is particularly strong. Accordingly in an effort to attract and retain high quality teachers, local school boards<\/span> may offer instructional personnel serving in such schools as a member of a middle school teacher corps<\/span> administered by the Department<\/span> incentives such as increased compensation, improved retirement benefits in accordance with Chapter 6.2 (§ 51.1-617<\/a> et seq.) of Title 51.1, increased deferred compensation in accordance with § 51.1-603<\/a>, relocation expenses, bonuses, and other incentives as may be determined by the board.\n\t\t\tFor purposes of this subsection, “middle school teacher corps<\/span>” means licensed instructional personnel who are assigned to a local school division to teach in a subject matter in grades six, seven, or eight where there is a critical need, as determined by the Department<\/span>. The contract<\/span> between such persons and the relevant local school board<\/span> shall specify that the contract<\/span> is for service in the middle school teacher corps<\/span>. <\/i><\/a><\/p><\/section>","plain_text":" CODE OF VIRGINIA\n\nPROGRAMS DESIGNED TO PROMOTE EDUCATIONAL OPPORTUNITIES (\u00a7 22.1-199.1)\n\nA. The General Assembly finds that Virginia educational research supports the\nconclusion that poor children are more at risk of educational failure than\nchildren from more affluent homes and that reduced pupil\/teacher ratios and\nclass sizes result in improved academic performance among young children; to\nthis end, the General Assembly establishes a long-term goal of reducing\npupil\/teacher ratios and class sizes for grades K through three in those schools\nin the Commonwealth with high or moderate concentrations of at-risk students.\n\t\t\tWith such funds as are provided in the appropriation act for this purpose,\nthere is hereby established the statewide voluntary pupil\/teacher ratio and\nclass size reduction program for the purpose of reaching the long-term goal of\nstatewide voluntary pupil\/teacher ratio and class size reductions for grades K\nthrough three in schools with high or moderate concentrations of at-risk\nstudents, consistent with the provisions provided in the appropriation act.\n\t\t\tIn order to facilitate these primary grade ratio and class size reductions,\nthe Department shall calculate the state funding of these voluntary ratio and\nclass size reductions based on the incremental cost of providing the lower class\nsizes according to the greater of the division average per-pupil cost of all\ndivisions or the actual division per-pupil cost. Localities shall provide\nmatching funds for these voluntary ratio and class size reductions based on the\ncomposite index of local ability to pay. School divisions shall notify the\nDepartment of their intention to implement the reduced ratios and class sizes in\none or more of their qualifying schools by August 1 of each year. By March 31 of\neach year, school divisions shall forward data substantiating that each\nparticipating school has a complying pupil\/teacher ratio.\n\t\t\tIn developing each proposed biennium budget for public education, the Board\nshall include funding for these ratios and class sizes. These ratios and class\nsizes shall be included in the annual budget for public education.\n\nB. The General Assembly finds that educational technology is one of the most\nimportant components, along with highly skilled teachers, in ensuring the\ndelivery of quality public school education throughout the Commonwealth.\nTherefore, the Board shall strive to incorporate technological studies within\nthe teaching of all disciplines. Further, the General Assembly notes that\neducational technology can only be successful if teachers and administrators are\nprovided adequate training and assistance. To this end, the following program is\nestablished.\n\t\t\tWith such funds as are appropriated for this purpose, the Board shall award\nto the several school divisions grants for expanded access to educational\ntechnology. Funding for educational technology training for instructional\npersonnel shall be provided as set forth in the appropriation act.\n\t\t\tFunds for improving the quality and capacity of educational technology shall\nalso be provided as set forth in the appropriation act, including (i) funds for\nproviding a technology resource assistant to serve every elementary school in\nthis Commonwealth and (ii) funds to maintain the currency of career and\ntechnical education programs. Any local school board accepting funds to hire\ntechnology resource assistants or maintain currency of career and technical\neducation programs shall commit to providing the required matching funds, based\non the composite index of local ability to pay.\n\t\t\tEach qualifying school board shall establish an individualized technology\nplan, which shall be approved by the Superintendent, for integrating technology\ninto the classroom and into schoolwide instructional programs, including career\nand technical education programs. The first priority for funding shall be\nconsistent with those components of the Board’s revised six-year\ntechnology plan that focus on (i) retrofitting and upgrading existing school\nbuildings to efficiently use educational technology; (ii) providing (a) one\nnetwork-ready multimedia microcomputer for each classroom, (b) a five-to-one\nratio of pupils to network-ready microcomputers, (c) graphing calculators and\nrelevant scientific probes\/sensors as required by the Standards of Learning, and\n(d) training and professional development on available technologies and software\nto all levels and positions, including professional development for personnel\ndelivering career and technical education at all levels and positions; and (iii)\nassisting school divisions in developing integrated voice-, video-, and\ndata-connectivity to local, national and international resources.\n\t\t\tThis funding may be used to implement a local school division’s\nlong-range technology plan, at the discretion of the relevant school board, if\nthe local plan meets or exceeds the goals and standards of the Board’s\nrevised six-year technology plan and has been approved by the Superintendent.\n\t\t\tThe Department of Education, the Department of General Services, and the\nVirginia Information Technologies Agency shall coordinate master contracts for\nthe purchase by local school boards of the aforementioned educational\ntechnologies and reference materials.\n\t\t\tA technology replacement program shall be, with such funds as may be\nappropriated for this purpose, implemented to replace obsolete educational\nhardware and software. As provided in subsection D of § 22.1-129, school\nboards may donate obsolete educational technology hardware and software that are\nbeing replaced. Any such donations shall be offered to other school divisions\nand to preschool programs in the Commonwealth or to public school students as\nprovided in guidelines to be promulgated by the Board. Such guidelines shall\ninclude criteria for determining student eligibility and need, a reporting\nsystem for the compilation of information concerning the number and\nsocioeconomic characteristics of recipient students, and notification of parents\nof the availability of such donations of obsolete educational hardware and\nsoftware.\n\nC. The General Assembly finds that local autonomy in making decisions on local\neducational needs and priorities results in effective grassroots efforts to\nimprove education in the Commonwealth’s public schools only when coupled\nwith sufficient state funding; to this end, the following block grant program is\nhereby established. With such funds as are provided in the appropriation act,\nthe Department shall distribute block grants to localities to enable compliance\nwith the Commonwealth’s requirements for school divisions in effect on\nJanuary 1, 1995. Therefore, for the purpose of such compliance, the block grant\nherein established shall consist of a sum equal to the amount appropriated in\nthe appropriation act for the covered programs, including the at-risk add-on\nprogram; dropout prevention, specifically Project YES; Project Discovery;\nEnglish as a second language programs, including programs for overage,\nnonschooled students; Advancement Via Individual Determination (AVID); the\nHomework Assistance Program; programs initiated under the Virginia Guaranteed\nAssistance Program, except that such funds shall not be used to pay any expenses\nof participating students at institutions of higher education; and\nschool\/community health centers. Each school board may use any funds received\nthrough the block grant to implement the covered programs and other programs\ndesigned to save the Commonwealth’s children from educational failure.\n\nD. In order to reduce pupil\/teacher ratios and class sizes in elementary\nschools, from such funds as may be appropriated for this purpose, each school\nboard may employ additional classroom teachers, remedial teachers, and reading\nspecialists for each of its elementary schools over the requirements of the\nStandards of Quality. State and local funding for such additional classroom\nteachers, remedial teachers, and reading specialists shall be apportioned as\nprovided in the appropriation act.\n\nE. Pursuant to a turnaround specialist program administered by the Department,\nlocal school boards may enter into agreements with individuals to be employed as\nturnaround specialists to address those conditions at the school that may impede\neducational progress and effectiveness and academic success. Local school boards\nmay offer such turnaround specialists or other administrative personnel\nincentives such as increased compensation, improved retirement benefits in\naccordance with Chapter 6.2 (§ 51.1-617 et seq.) of Title 51.1, increased\ndeferred compensation in accordance with § 51.1-603, relocation expenses,\nbonuses, and other incentives as may be determined by the board.\n\nF. The General Assembly finds that certain schools have particular difficulty\nhiring teachers for certain subject areas and that the need for such teachers in\nthese schools is particularly strong. Accordingly in an effort to attract and\nretain high quality teachers, local school boards may offer instructional\npersonnel serving in such schools as a member of a middle school teacher corps\nadministered by the Department incentives such as increased compensation,\nimproved retirement benefits in accordance with Chapter 6.2 (§ 51.1-617 et\nseq.) of Title 51.1, increased deferred compensation in accordance with §\n51.1-603, relocation expenses, bonuses, and other incentives as may be\ndetermined by the board.\n\t\t\tFor purposes of this subsection, “middle school teacher corps”\nmeans licensed instructional personnel who are assigned to a local school\ndivision to teach in a subject matter in grades six, seven, or eight where there\nis a critical need, as determined by the Department. The contract between such\npersons and the relevant local school board shall specify that the contract is\nfor service in the middle school teacher corps.\n\nHISTORY: 1995, c. 852; 1996, c. 974; 1997, cc. 357, 394, 617, 686, 923; 1998,\ncc. 828, 901, 902; 1999, cc. 456, 680; 2000, cc. 93, 506; 2001, cc. 483, 484;\n2004, c. 436; 2011, c. 216; 2020, cc. 860, 861; 2022, cc. 61, 355.","edition":{"id":1,"name":"2025","slug":"2025","date_created":"2026-06-21 22:39:22","date_modified":"2026-06-21 22:39:22","current":1,"order_by":1,"last_import":null}}