BILL REQ. #:  H-0927.1 

Read first time 01/28/13.   Referred to Committee on Education.

     AN ACT Relating to initiatives to improve and expand access to computer science education; amending RCW 28A.230.097 and 28A.250.030; adding a new section to chapter 28A.630 RCW; and creating new sections.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:

NEW SECTION.  Sec. 1   (1) The legislature finds that:
     (a) Through such initiatives as grants for high-demand career and technical education programs and participation in the microsoft IT academy, the state has previously supported K-12 computer science education;
     (b) However, even though there were nearly sixty-five thousand student enrollments in high school computer science courses in the 2011-12 school year, more than half of those enrollments were in beginning or exploratory courses. Fewer than twelve hundred students enrolled in AP computer science courses;
     (c) National studies of K-12 computer science education indicate that, in part because computer science is not treated as an academic subject, students may not perceive advanced computer science as relevant to their future academic or career success; and
     (d) Strategies are needed to support additional opportunities for Washington students to have careers in the innovative, technology-based industries located in our state.
     (2) Therefore the legislature intends to take additional steps to improve and expand access to computer science education, particularly in advanced courses that could prepare students for careers in the field.

Sec. 2   RCW 28A.230.097 and 2008 c 170 s 202 are each amended to read as follows:
     (1) Each high school or school district board of directors shall adopt course equivalencies for career and technical high school courses offered to students in high schools and skill centers. A career and technical course equivalency may be for whole or partial credit. Each school district board of directors shall develop a course equivalency approval procedure. Boards of directors must approve AP computer science courses as equivalent to high school mathematics, including for purposes of meeting the third credit of mathematics required for graduation.
     (2) Career and technical courses determined to be equivalent to academic core courses, in full or in part, by the high school or school district shall be accepted as meeting core requirements, including graduation requirements, if the courses are recorded on the student's transcript using the equivalent academic high school department designation and title. Full or partial credit shall be recorded as appropriate. The high school or school district shall also issue and keep record of course completion certificates that demonstrate that the career and technical courses were successfully completed as needed for industry certification, college credit, or preapprenticeship, as applicable. The certificate shall be either part of the student's high school and beyond plan or the student's culminating project, as determined by the student. The office of the superintendent of public instruction shall develop and make available electronic samples of certificates of course completion.

NEW SECTION.  Sec. 3   A new section is added to chapter 28A.630 RCW to read as follows:
     Subject to funds appropriated specifically for the purpose of this section, the office of the superintendent of public instruction shall allocate, on a competitive basis, grants to school districts that establish partnerships with technology businesses, business organizations, or other nonprofit organizations to support computer science professionals from private industry serving on a voluntary basis as coinstructors along with a certificated teacher for high school computer science and computer programming courses. In making grant awards, the office must take steps to assure that the funds are used to increase the number of courses coinstructed by computer science professionals and are not used to supplant funding for courses coinstructed under partnerships established before the effective date of this section.

NEW SECTION.  Sec. 4   (1) The workforce training and education coordinating board shall convene and provide staff support for a computer science professional shortage task force as provided in this section. The task force must include representatives from technology businesses and business organizations; state education agencies including the office of the superintendent of public instruction, the Washington student achievement council, and the state board for community and technical colleges; education providers such as school districts, skill centers, colleges and universities, and technical schools; and computer science teachers and faculty.
     (2) The purpose of the task force is to develop a strategic plan with specific short and longer-term strategies to increase the number of graduates from high schools, colleges, and universities who are prepared to enter the workforce or continue their education in computer science.
     (3) The task force must consider at least the following issues:
     (a) The status and potential for improvement of computer science education at the secondary and postsecondary level, including issues of capacity and barriers for increased numbers of students to enroll in advanced courses;
     (b) Strategies to increase access to and success in computer science education and careers for disadvantaged students and students living in rural communities; and
     (c) Opportunities for collaboration among education providers, public agencies, and businesses at the local, regional, and state level.
     (4) The task force must submit a report with recommendations to the education, higher education, and labor and workforce committees of the legislature by September 15, 2014.

Sec. 5   RCW 28A.250.030 and 2011 1st sp.s. c 34 s 7 are each amended to read as follows:
     The superintendent of public instruction shall create an office of online learning. In the initial establishment of the office, the superintendent shall hire staff who have been employed by the digital learning commons to the extent such hiring is in accordance with state law and to the extent funds are available. The office shall:
     (1) Develop and maintain a web site that provides objective information for students, parents, and educators regarding online learning opportunities offered by online providers that have been approved in accordance with RCW 28A.250.020. The web site shall include information regarding the online course provider's overall instructional program, specific information regarding the content of individual online courses and online school programs, a direct link to each online course provider's web site, how to register for online learning programs and courses, teacher qualifications, student-to-teacher ratios, course completion rates, and other evaluative and comparative information. The web site shall also provide information regarding the process and criteria for approving online providers. To the greatest extent possible, the superintendent shall use the framework of the course offering component of the web site developed by the digital learning commons;
     (2) Develop model agreements with approved online providers that address standard contract terms and conditions that may apply to contracts between a school district and the approved provider. The purpose of the agreements is to provide a template to assist individual school districts, at the discretion of the district, in contracting with online providers to offer the online provider's courses and programs to students in the district. The agreements may address billing, fees, responsibilities of online course providers and school districts, and other issues; ((and))
     (3) Actively seek additional providers of online computer science courses, including advanced courses, to be made available through the office of online learning, and publicize the availability of such courses to high schools;
     (4) Actively seek funding from private or federal sources to offset the costs to school districts and students of offering and enrolling in online computer science courses made available through the office of online learning; and
     (5) In collaboration with the educational service districts:
     (a) Provide technical assistance and support to school district personnel through the educational technology centers in the development and implementation of online learning programs in their districts; and
     (b) To the extent funds are available, provide online learning tools for students, teachers, administrators, and other educators.