The choice of cultural competency training or professional learning at least every two years for educators is not focusing on the challenge at hand for Virginia.  The NAEP Report Card for Virginia demonstrated in 2019, indicates no statistically significant change in twelfth-graders average mathematics score.  Additionally, twelfth-graders performing at the 75th percentile in reading comprehension was not measurably different from 1992.  Where is this being addressed? Yet, introducing cultural competency training for educators is more of a priority than enhancing educators' teaching capabilities to improve the quality of education for our children.  The test scores do not reveal a need for cultural competency integration, rather they support a need to equip educators with enhanced capabilities to teach the basics of math, reading, sciences, art, history, economics, etc, and not focus on their own cultural identity.  The education achievement criteria for students and teachers continue to be challenged by the existential angst of politics.  Do not integrate any form of cultural competency training adding to even more confusion, rather focus on academic achievement based on the character of a student and not their cultural identity.