Across the United States, dozens of state supreme courts choose to interpret their state constitutions as co-extensive, or in “lockstep” with analogous provisions of the Constitution of the United States.Yet since the Supreme Court overruled or changed its interpretation in a number of rights-based cases, state constitutions are receiving new attention. In Virginia, several years before Dobbs sparked this new focus, the Supreme Court of Virginia departed from the Supreme Court of the United States’ interpretation of its Free Exercise Clause analogue and adopted a new standard providing increased protection. In doing so, the Court signaled its willingness to consider arguments rooted in the Commonwealth’s unique text and history.

This Essay begins an important task for litigants and scholars inVirginia—exploring the under-analyzed text, history, and context that comprise the Constitution for the Commonwealth of Virginia. This Essay contributes to this important area of scholarship by positing two more candidates for increased protection: Virginia’s Fourth Amendment and Establishment Clause analogues. With an introduction written by Virginia Court of Appeals Judge Lisa Lorish, this Essay proceeds in two main parts. The first Part considers Virginia’s Fourth Amendment analogue and argues that the dis-tinct text and history of the provision merit heightened protection against modern-day reverse warrants. The second Part analyzes Virginia’s establishment provisions and unique disestablishment history, arguing that the Supreme Court of Virginia’s reasoning providing increased protection to free exercise applies in equal part to the establishment provisions.

Financial literacy programs typically provide instruction on money management, basic economics, investment strategies, and a savings-centric approach. However, states vary as to whether the classes are implemented at the middle school level, the high school level, or both.  Economists and educators see financial literacy as a way to combat racial wealth disparities and advocate for better citizenship.  To understand the true success of these programs and where they have room for improvement, Virginia proves to be a prime case study. Despite being one of the first states to pass a financial literacy education requirement for middle and high schools, the racial wealth gap in Virginia has only grown, raising questions regarding the program’s purpose and efficacy.

The rise and fall of the Freedman’s Saving Bank illustrates the role that financial literacy education should have in Virginia today by demonstrating the historical attempt to alleviate inequality through financial literacy. The Bank’s history also provides a deeper understanding of the causes behind the wealth gap still affecting marginalized groups. Finally, it underscores the need to address the systemic inequities facing racial minorities, rather than merely promoting safe spending. This Comment uses Virginia, specifically Richmond, Virginia, as a case study due to the region’s long usage of financial literacy education and its deep connection with the Bank, Black banking generally, and segregationist policies.