The Virgin Islands Board of Education is requesting just over $2.1 million for fiscal year 2026, signaling what board officials called a renewed focus on accountability, educator support, and strategic investments in student opportunity.
Speaking during a Senate Committee on Budget, Appropriations and Finance hearing Thursday, Board Chair Kyza Callwood described the request as a “reaffirmation of fiduciary discipline, accountability and dedication to advancing public education.”
The board’s proposed $2,137,697 budget reflects a $250,000 reduction from FY 2025, when it was allocated $2.38 million. As of mid-July, $1.6 million has been spent, with no overruns projected, according to Callwood.
The board reports full compliance with a 2020 Inspector General audit and is preparing a fiscal audit covering FY 2023 forward. Outstanding vendor payments total $22,718, including $17,608 overdue by more than 90 days — delays the board attributes to Finance Department processing bottlenecks.
The Board of Education is an independent territorial agency tasked with awarding student financial aid, certifying educators, and overseeing public education policies and standards across the territory.
Between FY 2023 and May 2025, the board issued 882 educator certifications and implemented an amnesty program to reduce the burden of professional development requirements, according to testimony Thursday. Uncertified teacher rates remain a concern — 23.5% on St. Croix and 10% in St. Thomas/St. John.
Senators raised serious concerns about persistently low proficiency rates in English Language Arts among Virgin Islands students when using the Smarter Balanced Assessment System. According to the 2025 accountability report, titled “Turning the Tide, Reclaiming Promise,” only about 19% of students across St. Thomas and St. John were proficient, leaving 60 to 70 percent below grade level.
Sen. Ray Fonseca sought clarification on whether the low English proficiency stemmed from a high number of students not speaking English as their first language. Board member and Chair of Curriculum, Instruction and Learning Environment Winona Hendricks acknowledged the challenge, emphasizing that the Education Department and the board must implement effective strategies to support these students.
“The scores from 2023 to 2024 do indicate that our students are struggling with English language arts,” Hendricks said. “The Department of Education, with the Board of Education, must put strategies or programs in place to assist our students. Some schools already have intervention programs where, in addition to regular classroom instruction, students receive targeted support from specialized educators to address deficiencies.”
Hendricks emphasized that improving student outcomes is a shared responsibility among the Education Department, the Legislature and the Governor’s Office — all of which receive accountability reports intended to drive informed action. She also stressed the crucial role of parents, urging them to stay consistently informed about what test scores reveal about their children’s progress. “Parents need to be aware of what the test scores are sharing about their students, and that needs to be done on a consistent basis,” Hendricks said, also noting that no single test should define a student’s abilities, calling instead for a more well-rounded approach to assessment.
Fonseca pressed for more detail on what the Board of Education is doing to directly confront low English proficiency and broader academic gaps. In response, Hendricks outlined the implementation of a detailed checklist, which guides twice-yearly school visits during which the board evaluates whether classroom instruction meets established standards. These visits assess student engagement, teacher certification, student enthusiasm, and whether students are developing critical thinking and communication skills. She added that with the current round of school visits complete, the board expects to report its findings soon, categorizing schools as strong, moderate, deficient, or in need of significant support regarding curriculum and instruction quality.
Callwood expressed their view that the Smarter Balanced test should be eliminated altogether, arguing that it does more harm than good by demoralizing students and teachers. They pointed to local infrastructure issues — like unreliable internet and power outages — that often disrupt testing and force students to restart, as just one of the many compounding factors contributing to low test scores. They emphasized the need for a locally developed assessment better aligned with the realities of Virgin Islands classrooms.
Sen. Kurt Vialet proposed the idea of implementing simple exit exams by grade level to better measure if curriculum goals are being met. In response, Callwood said the concept has been discussed in the past but noted challenges, including differing opinions between districts and concerns about reliability and bias. They emphasized the importance of collaboration between policymakers and educators before major legislative decisions are made
As the start of the new school year approaches, lawmakers turned their focus to whether Virgin Islands public schools will be physically ready to welcome students. Sen. Marise James asked Callwood to outline the board’s engagement in school maintenance oversight and preparations for the fall reopening.
Callwood clarified that the board plays an observational role in school site assessments, and the Bureau of School Construction and Maintenance is the lead agency. Still, the Board of Education will participate in a series of walkthroughs scheduled for early August. These visits are part of a broader inspection effort coordinated with multiple regulatory agencies. Callwood said that every school facility under the Education Department will be evaluated, with agencies such as DPNR and Fire Services taking part in the inspections.
The multi-agency team will examine every aspect of each facility — from classrooms to kitchens, auditoriums, and outdoor areas — to ensure they meet health, safety, and fire code standards. The findings from each agency will determine whether schools are deemed suitable for occupancy before students return.
The board also manages the Territorial Scholarship Fund and reported an increase in scholarship applications this year — 659, up from 627. In FY 2025, $1.57 million was allocated to financial aid programs, bolstered by $299,000 in Economic Development Commission contributions and $65,000 in private donations. However, officials noted that 41 of 99 EDC beneficiaries remain non-compliant with their mandatory contributions.
To improve scholarship recovery efforts, the board launched a targeted initiative in FY 2024 to review delinquent accounts, update borrower contact information and reconcile aged files. This included outreach to borrowers and cosigners. Additionally, the board implemented a loan repayment amnesty period from July to December 2024, waiving penalties and interest to encourage voluntary payments. This effort yielded nearly $30,000 in collections.
Despite these efforts, the total outstanding delinquent loan balance remains over $1.18 million, with many accounts more than 20 years old. Recovery remains difficult due to borrowers relocating off-island, ignoring repeated outreach attempts, or even blocking follow-up communication. The board’s staff continues to update loan records, cross-reference public databases, and explore additional recovery options through credit bureaus and legal counsel.
Callwood emphasized that the board’s mission goes beyond numbers. “We remain committed to improving student outcomes, enhancing institutional accountability and promoting educational excellence across the Virgin Islands.”
