West Virginia

Advanced Placement Incentive (API) Program Grants

Advanced Placement Incentive (API) Grants Awarded
West Virginia has not been awarded an API Program grant from the U.S. Department of Education.

View a list of all API awards at the U.S. Department of Education website.

U.S. Department of Education. (2012). Advanced placement incentive program grants. Retrieved from http://www2.ed.gov/programs/apincent/awards.html

Career and Technical Education and Programs of Study

Career and Technical Education (CTE)
The West Virginia State Board of Education has adopted CTE standards at the secondary level for individual courses and individual programs. The State Board of Regents has not adopted postsecondary CTE standards (National Association of State Directors of Career Technical Education Consortium, 2013b).

West Virginia has expressed support for the Common Career Technical Core, a state- and district-led initiative to develop relevant and rigorous content standards for career and technical education aligned with the 16 national career clusters. (National Association of State Directors of Career Technical Education Consortium, 2013a). Further information about the Common Career Technical Core is available at the National Association of State Directors of Career Technical Education Consortium website.

West Virginia’s full Perkins IV five-year state plan is available from the U.S. Department of Education, Office of Vocational and Adult Education website. For more information about CTE in West Virginia, visit the West Virginia Department of Education website. Additional information about CTE in West Virginia is available from the National Association of State Directors of Career Technical Education Consortium website.

Programs of Study
West Virginia has adopted the National Career Clusters Model and is implementing all 16 Career Clusters. 

The 16 National Career Clusters include:

  • Agriculture, Food, and Natural Resources
  • Architecture and Construction
  • Arts, Audiovisual Technology, and Communications
  • Business, Management, and Administration
  • Education and Training
  • Finance
  • Government and Public Affairs
  • Health Science
  • Hospitality and Tourism
  • Human Services
  • Information Technology
  • Law, Public Safety, Corrections, and Security
  • Manufacturing
  • Marketing
  • Science, Technology, Engineering, and Mathematics
  • Transportation, Distribution, and Logistics (NASDCTEc, n.d.).


Hess, S. (2007). Perkins IV: Programs of study state by state review PY 2007-08. Retrieved from http://www2.ed.gov/about/offices/list/ovae/pi/cte/prgms-stdy2007.pdf

National Association of State Directors of Career Technical Education Consortium. (2013a). The 16 career clusters. Retrieved from http://www.careertech.org/career-clusters/glance/careerclusters.html

National Association of State Directors of Career Technical Education Consortium. (2013b). The state of career technical education: An analysis of state CTE standards. Silver Spring, MD: Author. Retrieved from http://www.careerclusters.org/sites/default/files/State-CTE-Standards-ReportFINAL.pdf

National Association of State Directors of Career Technical Education Consortium. (n.d.). West Virginia [Interactive map of state CTE profiles]. Retrieved from http://careertech.org/West-Virginia

Dual Enrollment and Early College High School

Dual Enrollment and Articulation
“West Virginia offers dual enrollment and concurrent/transcripted credit to ease the transition from secondary to postsecondary [education].…West Virginia has statewide articulation agreements” (National Association of State Directors of Career and Technical Education Consortium, 2013).

The West Virginia Higher Education Policy Commission has set forth guidelines to allow institutions of higher education to offer college-level coursework to advanced high school students (Western Interstate Commission for Higher Education, 2011).

Early College High School
West Virginia is not participating in the Early College High School Initiative (ECHSI). More information about schools participating in ECHSI is available at the ECHSI website (Jobs for the Future, n.d.).

Jobs for the Future. (n.d.). Schools. Retrieved from http://www.jff.org/initiatives/early-college-designs/schools

National Association of State Directors of Career and Technical Education Consortium. (2013). West Virginia [Interactive map of state career technical education profiles]. Retrieved from http://www.careertech.org/West-Virginia

Western Interstate Commission for Higher Education. (2011). West Virginia [Interactive map of state policies]. Retrieved from http://higheredpolicies.wiche.edu/content/policy/state/WV

National Policy Landscape

Definition of College and Career Readiness
The West Virginia Department of Education has adopted a definition of college and career readiness and has made it available through publication to the general public.

“College and Career Readiness means that students exit high school prepared for success in a wide range of high-quality post-secondary opportunities. Specifically, college and career readiness refers to the knowledge, skills, and dispositions needed to be successful in postsecondary education and/or training that lead to gainful employment. Today’s workplace requires that all workers be lifelong learners in order to advance in their careers. Therefore, it is necessary that there be a common set of knowledge and skills that all individuals acquire to successfully transition into postsecondary education or the workplace. As individuals select specific career paths, they will then have to focus on the amount and type of additional knowledge and skills they should acquire to be successful in their chosen field. A student’s goals, desires, and interests influence the precise knowledge and skill profile necessary to be ready for success in their chosen postsecondary endeavors and the level of postsecondary education needed to accomplish a student’s individual career aspirations. All students should exit high school with a full understanding of the career opportunities available to them, the education necessary to be successful in their chosen pathway, and a plan to attain their goals” (West Virginia Department of Education, n.d.).

Common Core State Standards
The state adopted the Common Core State Standards in 2010. To learn more about the Common Core in West Virginia visit the West Virginia Department of Education website. View all of the states that have adopted the Common Core at the Common Core State Standards Initiative website.

Next Generation Science Standards
West Virginia is a lead partner assisting with the development of the Next Generation Science Standards (NGSS). To learn more about the NGSS in West Virginia, visit the NGSS website. View all of the states that are lead partners at the NGSS website.

ESEA Flexibility
The West Virginia Department of Education’s ESEA flexibility request was approved in 2013. The full ESEA flexibility request can be viewed at the U.S. Department of Education (ED) website. A complete list of states applying for flexibility, including both approved and pending requests, is available on ED’s ESEA flexibility website.

Race to the Top
West Virginia applied for but was not awarded a Race to the Top (RTT) grant during Phase 1. West Virginia’s RTT application is available to be viewed on the ED website. View a list of all RTT awards at ED’s RTT decision letters website.

Participation in Smarter Balanced Assessment Consortium (SBAC) and/or Partnership for Assessment of Readiness for College and Career (PARCC)
West Virginia is a member of SBAC. View all of the participating states on the SBAC website. View all of the states participating in PARCC on that consortium’s website.

West Virginia Department of Education. (n.d.). College and career readiness. Retrieved from https://wvde.state.wv.us/counselors/documents/CollegeandCareerReadiness3-12-14GeneralSession.pdf

Longitudinal Data Systems

Statewide Longitudinal Data Systems Grant Program
West Virginia was the recipient of a Statewide Longitudinal Data Systems (SLDS) grant from the National Center for Education Statistics in 2012.

Outcomes for the grant received in 2012 are not available. Using grant funds, West Virginia plans to:

  • “Establish the SLDS formal governance and policy requirements:
  • Define the needs and uses of the SLDS
  • Establish a comprehensive governance structure for the SLDS
  • Build institutional support for the SLDS
  • Establish a sustainability plan for the SLDS
  • Address technical requirements related to key data elements within the SLDS
  • Establish guidelines and requirements for inclusion of data elements that address federal reporting requirements
  • Establish guidelines and requirements to uphold privacy
  • Develop processes and procedures to ensure high data quality for key elements in the SLDS
  • Ensure interoperability between the SLDS elements and external systems
  • Enhance current enterprise-wide architecture.
  • Promote access to and use of data from the SLDS
  • Select an SLDS solution that supports secure access for all user levels of the SLDS
  • Ensure that deliverables are developed and targeted toward the end users’ needs as specified in governance documents
  • Establish and implement a professional development structure on how to access and use data tools and products
  • Establish and implement a professional development structure to apply and interpret data to inform decision making
  • Establish a process for evaluating effectiveness of data tools and related professional development
  • Establish policies to ensure effective partnerships with the research community
  • Establish a sustainability plan for data access tools, processes, and training century” (U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, n.d.)

Longitudinal Data System Policy Initiatives

West Virginia takes the following steps to effectively use longitudinal data systems:

  • “Create stable, sustained support for robust state longitudinal data systems
  • Build state data repositories (e.g., data warehouses) that integrate student, staff, financial, and facility data
  • Create progress reports with individual student data that provide information educators, parents, and students can use to improve student performance.
  • Create reports that include longitudinal statistics on school systems and groups of students to guide school-, district-, and state-level improvement efforts
  • Develop a purposeful research agenda and collaborate with universities, researchers, and intermediary groups to explore the data for useful information” (Data Quality Campaign, n.d.)


Data Quality Campaign. (n.d.). State analysis responses by state: State actions. Retrieved from http://www.dataqualitycampaign.org/your-states-progress/by-state/state-actions

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (n.d.). West Virginia. Retrieved from http://nces.ed.gov/programs/slds/pdf/westvirginiaabstract2012.pdf

Secondary and Postsecondary Alignment

PK–16/–20 Council
The West Virginia Workforce Planning Council was reestablished by executive order of the governor in 2013. Council members include representatives from primary and secondary education, postsecondary education, the executive director of Workforce West Virginia, and the director of the West Virginia Development Office.

“The council is tasked with coordinating initiatives, leveraging resources, and planning for the delivery of a comprehensive workforce strategy that ensures an integrated and strategic approach in meeting the educational and training needs of West Virginia's employers and students, and enhancing the economic development efforts of the state” (State of West Virginia, 2013). The council is required to report on its progress by December 1st of each year.

State of West Virginia, Office of the Governor. (2013). Governor Tomblin reestablishes the West Virginia workforce planning council. Retrieved from http://www.governor.wv.gov/media/pressreleases/2013/Pages/Governor-Tomblin-Reestablishes-the-West-Virginia-Workforce-Planning-Council.aspx

High School and College Alignment


High School Graduation Requirements

College Admission Requirements

English Credits:



Mathematics Credits:

4.0 (including three courses at or above the level of Algebra I)

4.0 (including Algebra I and II and plane geometry)

Social Studies Credits:

4.0 (United States History to 1900, World Studies to 1900, 20th and 21st Centuries, and Civics for the 21st Century)

3.0 (including United States history)

Science Credits:

4.0 (physical science, biology or conceptual biology, chemistry or conceptual chemistry, or life science or earth science)

3.0 (each with laboratory experience)

Foreign Language Credits:

2.0 (in same language)

2.0 (in same language)

Arts Credits:



Additional Credits:

5.0 (physical education [1.0], health [1.0], and electives [3.0])

None specified (N/S)

Total Credits:





Scholastic Assessment Test (SAT) or ACT®


West Virginia Department of Education

West Virginia State University, and West Virginia University





Additional Resources
  • Achieve summarizes West Virginia’s policies on college and career readiness standards, assessments, and accountabilities on this website.
  • The Everyone Graduates Center at Johns Hopkins University assesses the progress of West Virginia in addressing the high school dropout challenge on this website.
  • The Lumina Foundation maintains an interactive database of state progress toward meeting the goal of ensuring at least 60 percent of adults in each state have college degrees or higher by 2025. Data on educational attainment for adults across West Virginia and in each of the state’s counties is available on this website.
  • The Western Interstate Commission for Higher Education (WICHE) maintains the State Higher Education Policy Database, which includes information on accelerated learning options, student financial aid, and other policies enacted by West Virginia and its legislature on this website.