Washington 2023-2024 Regular Session Status: In Committee 3 D cosponsors

HB 1273 — Concerning high school and beyond planning.

Last action — By resolution, reintroduced and retained in present status.

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    Introduced
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    In Committee
  3. 3
    Passed House
  4. 4
    Passed Senate
  5. 5
    To Executive
  6. 6
    Enacted

This bill died with 2023-2024 Regular Session. It reached “In Committee” and never advanced before the session ended, so it can no longer move — a new version would have to be reintroduced in the current session.

This bill is no longer active — its legislative session has ended, so there is no live prognosis. It would have to be reintroduced in the current session to move again.

Bill Text

What changed in the latest version

681 added · 619 removed

Plain-language change summary

The recent changes to HB 1273 include the addition of specific language emphasizing the importance of including information about the culture, history, and government of American Indian peoples in high school history courses. This change aims to ensure that students gain a comprehensive understanding of Washington's history and promotes inclusivity in education. It matters because it fosters a more culturally responsive curriculum that recognizes and values the contributions and experiences of Indigenous peoples in the state.

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H-1121.2 SUBSTITUTE HOUSE BILL 1273 State of Washington 68th Legislature 2023 Regular Session By House Education (originally sponsored by Representatives Berg, Reed, and Pollet;
Z-0296.1 HOUSE BILL 1273 State of Washington 68th Legislature 2023 Regular Session By Representatives Berg, Reed, and Pollet;
by request of Superintendent of Public Instruction) READ FIRST TIME 02/13/23.
by request of Superintendent of Public Instruction Read first time 01/12/23.
Referred to Committee on Education.
amending RCW 28A.230.090, 28A.230.215, 28A.230.091, 28A.230.310, and 28A.230.320;
amending RCW 28A.230.090, 28A.230.215, 28A.230.091, 28A.230.310, 28A.230.320, 28A.300.900, and 28A.655.250;
adding new sections to chapter 28A.230 RCW;
adding a new section to chapter 28A.230 RCW;
creating a new section;
NEW SECTION.
(1) The legislature finds that promoting career awareness, exploration, and preparation is important for all students as they progress through their educational experiences.
This promotion is consistent with ongoing legislative efforts to create an education system focused on individualized student learning that is relevant and culturally responsive to Washington's diverse student population, and empowers students to make progress towards their own education and career goals.
(2) The legislature finds also that the promotion of a consistent and equitable continuum of career development supports is fostered by a system that helps to guide each student's career and college exploration and preparation efforts.
This system should include access to an online course and goal planning platform that allows each student to work with teachers, parents or guardians, school counselors, and other adults who support their academic progress and career development.
This platform should allow students, in p.
1 SHB 1273 partnership with these supportive adults, to develop meaningful high school and beyond plans that promote the attainment of their career and college goals.
(3) The legislature recognizes the need for a uniform, online high school and beyond plan platform that enables students and others to understand the steps needed to meet graduation requirements and to prepare for postsecondary education and training.
A statewide high school and beyond plan platform can also ensure that qualified adults who support students can have access to applicable information as they guide students' high school experiences and assist in preparing students for postsecondary education or training and career engagement.
(4) The legislature, therefore, intends to revise and strengthen high school and beyond plan requirements and to direct the office of the superintendent of public instruction to facilitate the transition to and adoption of a statewide online platform for high school and beyond plans to guide students' secondary education experiences and ensure preparation for their postsecondary plans.
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(b) Except as provided otherwise in this subsection, the certificate of academic achievement requirements under RCW 28A.655.061 or the certificate of individual achievement requirements under RCW 28A.155.045 are required for graduation from a public high school but are not the only requirements for graduation.
(b) Except as provided otherwise in this subsection, the certificate of academic achievement requirements under RCW p.
The requirement to earn a certificate of academic achievement to qualify for graduation from a public high school concludes with the p.
1 HB 1273 28A.655.061 or the certificate of individual achievement requirements under RCW 28A.155.045 are required for graduation from a public high school but are not the only requirements for graduation.
2 SHB 1273 graduating class of 2019.
The requirement to earn a certificate of academic achievement to qualify for graduation from a public high school concludes with the graduating class of 2019.
(c)(((i))) Each student must have a high school and beyond plan to guide the student's high school experience and inform course taking that is aligned with the student's goals for education or training and career after high school ((.
(c)(((i))) Each student must have a high school and beyond plan to guide the student's high school experience and inform course taking that is aligned with the student's goals for education or training and career after high school((.
(iv) School districts are encouraged to involve parents and guardians in the process of developing and updating the high school and beyond plan, and the plan must be provided to the students' parents or guardians in their native language if that language is one of the two most frequently spoken non-English languages of students in the district.
(iv) School districts are encouraged to involve parents and guardians in the process of developing and updating the high school and beyond plan, and the plan must be provided to the students' parents or guardians in their native language if that language is one p.
2 HB 1273 of the two most frequently spoken non-English languages of students in the district.
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(v) All high school and beyond plans must, at a minimum, include the following elements:
3 SHB 1273 (v) All high school and beyond plans must, at a minimum, include the following elements:
information specific to students whose family member or guardians will be required to provide financial and tax information necessary to complete applications;
information specific to students whose family member or guardians will be p.
3 HB 1273 required to provide financial and tax information necessary to complete applications;
and p.
and (G) By the end of the twelfth grade, a current resume or activity log that provides a written compilation of the student's education, any work experience, and any community service and how the school district has recognized the community service pursuant to RCW 28A.320.193.
4 SHB 1273 (G) By the end of the twelfth grade, a current resume or activity log that provides a written compilation of the student's education, any work experience, and any community service and how the school district has recognized the community service pursuant to RCW 28A.320.193.)) (((d) Any decision on whether a student has met the state board's high school graduation requirements for a high school and beyond plan shall remain at the local level.
(d))) as provided for under section 2 of this act.
Any decision on whether a student has met the state board's high school graduation requirements for a high school and beyond plan shall remain at the local level.
(e))) that meets the requirements established in section 3 of this act.
(((e))) (d)(i) The state board of education shall adopt rules to implement the career and college ready graduation requirement proposal adopted under board resolution on November 10, 2010, and revised on January 9, 2014, to take effect beginning with the graduating class of 2019 or as otherwise provided in this subsection (1)(((e))) (d).
(d)(i) The state board of education shall adopt rules to implement the career and college ready graduation requirement proposal adopted under board resolution on November 10, 2010, and revised on January 9, 2014, to take effect beginning with the graduating class of 2019 or as otherwise provided in this subsection (1)(((e))) (d).
(ii) School districts may apply to the state board of education for a waiver to implement the career and college ready graduation requirement proposal beginning with the graduating class of 2020 or 2021 instead of the graduating class of 2019.
(ii) School districts may apply to the state board of education for a waiver to implement the career and college ready graduation requirement proposal beginning with the graduating class of 2020 or p.
In the application, a school district must describe why the waiver is being requested, the specific impediments preventing timely implementation, and efforts that will be taken to achieve implementation with the graduating p.
4 HB 1273 2021 instead of the graduating class of 2019.
5 SHB 1273 class proposed under the waiver.
In the application, a school district must describe why the waiver is being requested, the specific impediments preventing timely implementation, and efforts that will be taken to achieve implementation with the graduating class proposed under the waiver.
(d) The state board of education may not require students to complete a culminating project as a graduation prerequisite.
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(3) Pursuant to any requirement for instruction in languages other than English established by the state board of education or a p.
5 HB 1273 (3) Pursuant to any requirement for instruction in languages other than English established by the state board of education or a local school district, or both, for purposes of high school graduation, students who receive instruction in American sign language or one or more American Indian languages shall be considered to have satisfied the state or local school district graduation requirement for instruction in one or more languages other than English.
6 SHB 1273 local school district, or both, for purposes of high school graduation, students who receive instruction in American sign language or one or more American Indian languages shall be considered to have satisfied the state or local school district graduation requirement for instruction in one or more languages other than English.
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(1) This section establishes the school district, content, and other substantiative requirements for the high school and beyond plan required by RCW 28A.230.090.
(1)(a) Beginning in the seventh grade, each student must be administered a career interest and skills inventory which is intended to be used to inform eighth grade course taking and development of a high school and beyond plan.
(2)(a) Beginning in grade seven, each student must be administered a career interest and skills inventory that is intended to inform grade eight course taking and the development of a high school and beyond plan.
No later than eighth grade, each student must have a high school and beyond plan that includes a proposed plan for first-year high school courses aligned with graduation requirements and secondary and postsecondary goals.
No later than grade eight, each student must have a high school and beyond plan that includes a proposed plan for first-year high school courses aligned with graduation requirements and secondary and postsecondary goals.
7 SHB 1273 (b) For each student who has not earned a score of level 3 or 4 on the middle school mathematics assessment identified in RCW 28A.655.070 by grade nine, the high school and beyond plan must be updated to ensure that the student takes a mathematics course in grades nine and 10.
6 HB 1273 (b) For each student who has not earned a score of level 3 or 4 on the middle school mathematics assessment identified in RCW 28A.655.070 by ninth grade, the high school and beyond plan must be updated to ensure that the student takes a mathematics course in both ninth and 10th grades.
(3) Students, with staff support, must update their high school and beyond plan annually, at a minimum, to review academic progress and inform future course taking.
(2) Each student's high school and beyond plan must be updated annually, at a minimum, to review academic progress and inform future course taking.
(a) The high school and beyond plan must be updated in grade 10 to reflect high school assessment results in RCW 28A.655.061, ensure student access to advanced course options in accordance with the district's academic acceleration policy under RCW 28A.320.195, assess progress toward identified goals, and revised as necessary for the student's changing interests, goals, and needs.
(a) The high school and beyond plan must be updated in 10th grade to reflect high school assessment results in RCW 28A.655.061, ensure student access to advanced course options per the district's academic acceleration policy in RCW 28A.320.195, assess progress toward identified goals, and revised as necessary for changing interests, goals, and needs.
The parent or legal guardian must be notified about these opportunities as included in the student's high school and beyond plan, preferably through a parent conference and at least annually until the student is on track to graduate.
The parent or legal guardian shall be notified about these opportunities as included in the student's high school and beyond plan, preferably through a parent conference and at least annually until the student is on track to graduate.
The high school and beyond plan must be developed and updated in a similar manner and with similar school personnel as with other students.
The high school and beyond plan must be developed and updated in a similar manner and with similar school personnel as for all other students.
(4) School districts shall involve parents and legal guardians to the greatest extent feasible in the process of developing and updating the high school and beyond plan.
(3) School districts shall involve parents and legal guardians to the greatest extent feasible in the process of developing and updating the high school and beyond plan, adhering to the principles outlined in RCW 28A.183.020.
The plan must be provided to the student and the students' parents or legal guardians in a language the student and parents or legal guardians understand.
(a) The plan must be provided to the student and the students' parents or legal guardians in a language the student and parents or legal guardians understand and in accordance with the school district's language access policy and procedures as required under chapter 28A.183 RCW, which may require language assistance for p.
(5) School districts must annually provide students in grades eight through 12 and their parents or legal guardians with comprehensive information about the graduation pathway options offered by the district and are strongly encouraged to begin providing this information to students in grade six.
7 HB 1273 students and parents or legal guardians with limited English proficiency.
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(b) School districts must annually provide students in grades eight through 12 and their parents or legal guardians with comprehensive information about the graduation pathway options offered by the district and are strongly encouraged to begin providing this information beginning in sixth grade.
8 SHB 1273 (6) School districts are strongly encouraged to partner with student serving community-based organizations that support career exploration and preparation for postsecondary and career pathways.
School districts must provide this information in a manner that conforms with the school district's language access policy and procedures as required under chapter 28A.183 RCW.
These partnerships may include high school and beyond plan coordination and planning, data-sharing agreements, and secure access to individual student high school and beyond plans.
(4) All high school and beyond plans must, at a minimum, include the following elements:
(7) All high school and beyond plans must, at a minimum, include the following elements:
(b) Identification of secondary and postsecondary education and training goals;
(b) Identification of educational goals;
(vii) Identifies, if applicable, career and technical education and paid work experience opportunities that can lead to technical college certifications and apprenticeships;
and (vii) If applicable, identifies opportunities for partial credit accrual, including accrual of mastery-based credit, to eliminate barriers for on-time grade level progression and graduation per RCW 28A.320.192;
and (viii) Identifies, if applicable, opportunities for partial credit accrual, including accrual of mastery-based credit, to eliminate barriers for on-time grade level progression and graduation per RCW 28A.320.192;
9 SHB 1273 (ii) The documentation necessary for completing state and federal financial aid scholarship applications;
8 HB 1273 (ii) The documentation necessary for completing the applications;
and the importance of submitting applications early;
the importance of submitting applications early;
(iii) Information specific to students who are or have been the subject of a dependency proceeding pursuant to chapter 13.34 RCW, who are or are at risk of being homeless, and whose family member or legal guardian will be required to provide financial and tax information necessary to complete applications;
(iii) Information specific to students who are or have been in foster care, who are or are at risk of being homeless, and whose family member or legal guardian will be required to provide financial and tax information necessary to complete applications;
and (e) By the end of grade 12, a current resume or activity log that provides a written compilation of the student's education, any work experience, extracurricular activities, and any community service including how the school district has recognized the community service pursuant to RCW 28A.320.193.
and (e) By the end of the 12th grade, a current resume or activity log that provides a written compilation of the student's education, any work experience, extracurricular activities, and any community service including how the school district has recognized the community service pursuant to RCW 28A.320.193.
(8) Any decision on whether a student has met the high school graduation requirements established by the state board of education for a high school and beyond plan remain at the local level.
(5) In accordance with RCW 28A.230.090(1)(c) any decision on whether a student has met the state board's high school graduation requirements for a high school and beyond plan shall remain at the local level, and a school district may establish additional, local requirements for a high school and beyond plan to serve the needs and interests of its students and the purposes of this section.
(9) School districts may establish additional, local requirements for a high school and beyond plan to serve the needs and interests of their students and the purposes of this section.
(6) The state board of education shall adopt rules to implement this section.
(10) The state board of education shall adopt and revise rules as necessary to implement this section.
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(2) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction shall facilitate the creation of a list of available p.
10 SHB 1273 (2) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction shall facilitate the creation of a list of available electronic platforms for the high school and beyond plan.
9 HB 1273 electronic platforms for the high school and beyond plan.
(a) Enable students to create, personalize, and revise their high school and beyond plan as required by ((RCW 28A.230.090)) section 3 of this act;
(a) Enable students to create, personalize, and revise their high school and beyond plan as required by ((RCW 28A.230.090)) section 2 of this act;
School districts shall subsequently adopt a statewide online platform for high school and beyond plans in accordance with section 5 of this act.
(4) The office of the superintendent of public instruction shall facilitate the transition to and adoption of a common online platform for the high school and beyond plan.
(4) The office of the superintendent of public instruction may adopt and revise rules as necessary to implement this section.
The office must conduct a cost analysis and feasibility study to inform development or adoption of a statewide platform.
NEW SECTION.
The analysis must include an inventory of existing vendors who meet the criteria outlined in (a) of this subsection and subsection (2) of this section and section 2 of this act, and costs associated with the development of a statewide platform that incorporates all requirements indicated in (a) of this subsection and subsection (2) of this section.
The office must submit costs to the governor, and the education policy and fiscal committees of the legislature by September 2024.
(a) In addition to the requirements outlined in subsection (2) of this section, the statewide platform must include the following p.
10 HB 1273 elements and capabilities to ensure equity in high school and beyond plans implementation and engagement across the state:
(i) Seamless integration between high school and beyond plan course planning capabilities and most commonly used student information data platforms across the state;
(ii) College, career, and aptitude assessments that provide in- platform relevant recommendations to students;
(iii) The ability for staff to make notes and develop support and recovery plans for students, if needed;
(iv) Accessibility options for students needing accommodations including, but not limited to, visual aids and voice dictation for students with limited literacy skills;
(v) The ability to print and download high school and beyond plans in one document, without requiring students to access multiple screens;
(vi) The capability to auto pull from the school district's student information system enrolled courses and grades earned to allow for ease of access and portability;
and (vii) The ability for school districts to customize or add features to align with local needs and local graduation requirements.
(b) The office must also include considerations around how the statewide tool will operate in alignment with school to postschool transition plans required for students with an individualized education program transition plan to create efficiencies and reduce redundancy with the high school and beyond plan process and statewide tool.
(c) The cost and feasibility study must include needs for statewide technical assistance and professional development to support the transition to a statewide tool.
(5) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction must develop or adopt a universal high school and beyond planning tool.
(6)(a) Within two years of adoption of a statewide tool, school districts must transition to the adopted universal platform.
(b) The office of the superintendent of public instruction will develop and provide technical assistance for school districts in transitioning to the statewide platform.
(7) In carrying out subsections (4) and (5) of this section, the office of the superintendent of public instruction shall seek input p.
11 HB 1273 from the state board of education, educators, school and district administrators, school counselors, families, students, higher education, and community partners who support students' career and college preparation.
(8) The office of the superintendent of public instruction may adopt and revise rules as necessary to implement this section.
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A new section is added to chapter 28A.230 RCW to read as follows:
(1)(a) The office of the superintendent of public instruction shall facilitate the transition to and adoption of a statewide online platform for high school and beyond plans required by RCW 28A.230.090.
In meeting the requirements of this subsection (1), the p.
11 SHB 1273 office of the superintendent of public instruction must conduct a cost analysis and feasibility study to inform development or adoption of the platform.
The analysis must:
(i) Include an inventory of existing vendors who meet the criteria provided in (b) of this subsection (1) and RCW 28A.230.215(2) and section 3 of this act;
(ii) Include an estimate of the anticipated costs associated with the development of the platform that incorporates the requirements provided in (b) of this subsection (1) and RCW 28A.230.215(2);
(iii) Address the need for technical assistance and professional development to support the transition to a statewide platform;
and (iv) Be submitted to the governor, and the education policy and fiscal committees of the legislature by September 2024.
(b) The statewide platform must include the following features and capabilities to ensure equity in high school and beyond plan implementation and engagement throughout the state:
(i) Full integration between high school and beyond plan course planning capabilities and the most commonly used student information data platforms;
(ii) College, career, and aptitude assessments that provide relevant career exploration recommendations to students;
(iii) Capabilities permitting students, parents or legal guardians, applicable school district personnel, and approved community partners who support students' career and college preparation to develop support and recovery plans for students, if needed;
(iv) Accessibility options for students needing accommodations including visual aids and voice dictation;
(v) Document printing capabilities that align with student and staff needs;
(vi) The ability to retrieve student course and grade information;
(vii) Sufficient flexibility for incorporating differing and locally determined school district requirements;
and (viii) The ability to grant secure access to the platform to student serving community-based providers that support career exploration and postsecondary and career pathways.
(c) In meeting the requirements of this section, the office of the superintendent of public instruction must also address how the statewide online platform will align with school to postschool p.
12 SHB 1273 transition plans for students with an individualized education program transition plan.
(2)(a) Subject to the availability of amounts appropriated for this specific purpose, and after the requirements in subsection (1) of this section have been met, the office of the superintendent of public instruction shall develop and adopt a statewide online platform for the high school and beyond plans required by RCW 28A.230.090.
(b) Within two years of adoption of the statewide platform required by this subsection (2), school districts must transition to the adopted platform.
(c) The office of the superintendent of public instruction shall develop guidance, provide technical assistance, and support the facilitation of statewide professional development for school districts and partner organizations in transitioning to the statewide platform.
(3) In implementing subsections (1) and (2) of this section, the office of the superintendent of public instruction shall seek input from the state board of education, educators, school and district administrators, school counselors, families, students, the student achievement council, institutions of higher education as defined in RCW 28B.10.016, and community partners who support students' career and college preparation.
(4) The office of the superintendent of public instruction may partner with community and regional networks and organizations that support students' career and college preparation in the analysis, selection, and implementation of a statewide platform for the high school and beyond plans.
(5) The office of the superintendent of public instruction may adopt and revise rules as necessary to implement this section.
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Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction shall work with school districts, including teachers, principals, and school counselors, educational service districts, the Washington state school directors' association, institutions of higher education ((as defined in RCW 28B.10.016)) that are authorized to participate in state student financial aid programs under chapter p.
Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction shall work with school districts, including teachers, principals, and school counselors, educational service districts, the Washington state school directors' association, institutions of higher education as defined in RCW 28B.10.016, students, and parents and guardians to identify best practices for high school and beyond plans that districts and schools may employ when complying with high school and beyond plan requirements adopted in accordance with ((RCW 28A.230.090)) section 2 of this act.
13 SHB 1273 28B.92 RCW, students, and parents and guardians to identify best practices for high school and beyond plans that districts and schools may employ when complying with high school and beyond plan requirements adopted ((in accordance with RCW 28A.230.090)) under section 3 of this act.
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and (iv) Any community-based resources available to assist parents and guardians in understanding the requirements of and how to complete the free application for federal student aid and the Washington application for state financial aid.
and (iv) Any community-based resources available to assist parents and guardians in understanding the requirements of and how to p.
(2) Districts may administer the financial aid advising day, as defined in RCW 28A.300.815, in accordance with information-sharing requirements ((set in)) for the high school and beyond plan ((in)) required by RCW 28A.230.090.
12 HB 1273 complete the free application for federal student aid and the Washington application for state financial aid.
(2) Districts may administer the financial aid advising day, as defined in RCW 28A.300.815, in accordance with information-sharing requirements set in the high school and beyond plan in ((RCW 28A.230.090)) section 2 of this act.
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(5) The office of the superintendent of public instruction may adopt rules for the implementation of this section.
14 SHB 1273 (5) The office of the superintendent of public instruction may adopt rules for the implementation of this section.
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and (d) The student has demonstrated skills and knowledge indicating preparation for the next steps identified in their high school and beyond plan ((under)) required by RCW 28A.230.090 and for success in postsecondary education, gainful employment, and civic engagement.
and (d) The student has demonstrated skills and knowledge indicating preparation for the next steps identified in their high school and beyond plan under ((RCW 28A.230.090)) section 2 of this act and for success in postsecondary education, gainful employment, and civic engagement.
(a) Maintain a record of courses and requirements waived as part of the individual student record;
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13 HB 1273 (a) Maintain a record of courses and requirements waived as part of the individual student record;
At a minimum, the subgroups to be examined must include those referenced in RCW p.
At a minimum, the subgroups to be examined must include those referenced in RCW 28A.300.042(3).
15 SHB 1273 28A.300.042(3).
and (ii) An analysis of any concerns regarding school district implementation, including any concerns related to school district demonstrations of good faith efforts as required by subsection (1)(b) of this section, identified by the state board of education during its review of the data.
and (ii) An analysis of any concerns regarding school district implementation, including any concerns related to school district demonstrations of good faith efforts as required by subsection (1)(b) p.
14 HB 1273 of this section, identified by the state board of education during its review of the data.
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(a) "Emergency" has the same meaning as "emergency or disaster" in RCW 38.52.010.
16 SHB 1273 (a) "Emergency" has the same meaning as "emergency or disaster" in RCW 38.52.010.
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RCW 28A.300.900 and 2018 c 228 s 1 are each amended to read as follows:
(1) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction, in consultation with the state board for community and technical colleges and the Washington state apprenticeship and training council, shall examine opportunities for promoting recognized preapprenticeship and registered youth apprenticeship opportunities for high school students.
(2) In accordance with this section, by November 1, 2018, the office of the superintendent of public instruction shall solicit input from persons and organizations with an interest or relevant expertise in registered preapprenticeship programs, registered youth apprenticeship programs, or both, and employer-based preapprenticeship and youth apprenticeship programs, and provide a p.
15 HB 1273 report to the governor and the education committees of the house of representatives and the senate that includes recommendations for:
(a) Improving alignment between college-level vocational courses at institutions of higher education and high school curriculum and graduation requirements, including high school and beyond plans required by ((RCW 28A.230.090)) section 2 of this act.
Recommendations provided under this subsection may include recommendations for the development or revision of career and technical education course equivalencies established in accordance with RCW 28A.700.080(1)(b) for college-level vocational courses successfully completed by a student while in high school and taken for dual credit;
(b) Identifying and removing barriers that prevent the wider exploration and use of registered preapprenticeship and registered youth apprenticeship opportunities by high school students and opportunities for registered apprenticeships by graduating secondary students;
and (c) Increasing awareness among teachers, counselors, students, parents, principals, school administrators, and the public about the opportunities offered by registered preapprenticeship and registered youth apprenticeship programs.
(3) As used in this section, "institution of higher education" has the same meaning as defined in RCW 28A.600.300.
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RCW 28A.655.250 and 2021 c 7 s 3 are each amended to read as follows:
(1)(a) Beginning with the class of 2020, except as provided in RCW 28A.230.320, graduation from a public high school and the earning of a high school diploma must include the following:
(i) Satisfying the graduation requirements established by the state board of education under RCW 28A.230.090 and any graduation requirements established by the applicable public high school or school district;
(ii) Satisfying credit requirements for graduation;
(iii) Demonstrating career and college readiness through completion of the high school and beyond plan as required by ((RCW 28A.230.090)) section 2 of this act;
and (iv) Meeting the requirements of at least one graduation pathway option established in this section.
The pathway options established in this section are intended to provide a student with multiple p.
16 HB 1273 pathways to graduating with a meaningful high school diploma that are tailored to the goals of the student.
A student may choose to pursue one or more of the pathway options under (b) of this subsection, but any pathway option used by a student to demonstrate career and college readiness must be in alignment with the student's high school and beyond plan.
(b) The following graduation pathway options may be used to demonstrate career and college readiness in accordance with (a)(iv) of this subsection:
(i) Meet or exceed the graduation standard established by the state board of education under RCW 28A.305.130 on the statewide high school assessments in English language arts and mathematics as provided for under RCW 28A.655.070;
(ii) Complete and qualify for college credit in dual credit courses in English language arts and mathematics.
For the purposes of this subsection, "dual credit course" means a course in which a student qualifies for college and high school credit in English language arts or mathematics upon successfully completing the course;
(iii) Earn high school credit in a high school transition course in English language arts and mathematics, an example of which includes a bridge to college course.
For the purposes of this subsection (1)(b)(iii), "high school transition course" means an English language arts or mathematics course offered in high school where successful completion by a high school student ensures the student college-level placement at participating institutions of higher education as defined in RCW 28B.10.016.
High school transition courses must satisfy core or elective credit graduation requirements established by the state board of education.
A student's successful completion of a high school transition course does not entitle the student to be admitted to an institution of higher education as defined in RCW 28B.10.016;
(iv) Earn high school credit, with a C+ grade, or receiving a three or higher on the AP exam, or equivalent, in AP, international baccalaureate, or Cambridge international courses in English language arts and mathematics;
or receiving a four or higher on international baccalaureate exams.
For English language arts, successfully completing any of the following courses meets the standard:
AP English language and composition literature, macroeconomics, microeconomics, psychology, United States history, world history, United States government and politics, or comparative government and p.
17 HB 1273 politics;
or any of the international baccalaureate individuals and societies courses.
For mathematics, successfully completing any of the following courses meets the standard:
AP statistics, computer science, computer science principles, or calculus;
or any of the international baccalaureate mathematics courses;
(v) Meet or exceed the scores established by the state board of education for the mathematics portion and the reading, English, or writing portion of the SAT or ACT;
(vi) Meet any combination of at least one English language arts option and at least one mathematics option established in (b)(i) through (v) of this subsection (1);
(vii) Meet standard in the armed services vocational aptitude battery;
and (viii) Complete a sequence of career and technical education courses that are relevant to a student's postsecondary pathway, including those leading to workforce entry, state or nationally approved apprenticeships, or postsecondary education, and that meet either:
The curriculum requirements of core plus programs for aerospace, maritime, health care, information technology, or construction and manufacturing;
or the minimum criteria identified in RCW 28A.700.030.
Nothing in this subsection (1)(b)(viii) requires a student to enroll in a preparatory course that is approved under RCW 28A.700.030 for the purposes of demonstrating career and college readiness under this section.
(2) While the legislature encourages school districts to make all pathway options established in this section available to their high school students, and to expand their pathway options until that goal is met, school districts have discretion in determining which pathway options under this section they will offer to students.
(3) The state board of education shall adopt rules to implement the graduation pathway options established in this section.
17 SHB 1273
18 HB 1273
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Action History

  1. By resolution, reintroduced and retained in present status.

  2. Referred to Appropriations.

  3. ED - Majority; 1st substitute bill be substituted, do pass.

  4. Executive action taken in the House Committee on Education at 8:00 AM.

  5. Public hearing in the House Committee on Education at 4:00 PM.

  6. First reading, referred to Education.

Sponsors

Sponsorship breakdown

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1 sponsors · 2 co-sponsors · 148 not signed on

Sponsors (1)

Co-sponsors (2)

Not signed on (148)

148 members have not signed on to this bill.

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"Not signed on" means a member has not sponsored or co-sponsored this bill — it does not imply opposition. Members flagged Voted No have a recorded No vote on this bill.

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Subjects

education
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Frequently asked questions

Who sponsors HB 1273?
HB 1273 is sponsored by Gerry Pollet (Democrat), Julia Reed (Democrat), and April Berg (Democrat).
What is the current status of HB 1273?
This bill died with 2023-2024 Regular Session. It reached “In Committee” and never advanced before the session ended, so it can no longer move — a new version would have to be reintroduced in the current session.
Where can I track HB 1273?
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