HOUSE BILL REPORT
2SHB 2789
As Amended by the Senate
Title: An act relating to expanding opportunities for graduating secondary school students to enter apprenticeships.
Brief Description: Expanding apprenticeship opportunities for high school graduates.
Sponsors: By House Committee on Appropriations (originally sponsored by Representatives Quall, Conway, Wood, Hasegawa, Haigh, Ormsby, Murray, Chase, Kessler, Morrell, Green, Roberts, McCoy, Moeller, Simpson, Sells, Lantz, McDermott, Ericks, Hankins, Kagi and Hudgins; by request of Governor Gregoire).
Brief History:
Commerce & Labor: 1/26/06, 2/2/06 [DPS];
Appropriations: 2/4/06 [DP2S(w/o sub CL)].
Floor Activity:
Passed House: 2/28/06, 42-2.
Senate Amended.
Passed Senate: 2/28/06, 42-2.
Brief Summary of Second Substitute Bill |
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HOUSE COMMITTEE ON COMMERCE & LABOR
Majority Report: The substitute bill be substituted therefor and the substitute bill do pass. Signed by 5 members: Representatives Conway, Chair; Wood, Vice Chair; Hudgins, Kenney and McCoy.
Minority Report: Do not pass. Signed by 4 members: Representatives Condotta, Ranking Minority Member; Chandler, Assistant Ranking Minority Member; Crouse and Holmquist.
Staff: Sarah Dylag (786-7109).
HOUSE COMMITTEE ON APPROPRIATIONS
Majority Report: The second substitute bill be substituted therefor and the second substitute bill do pass and do not pass the substitute bill by Committee on Commerce & Labor. Signed by 27 members: Representatives Sommers, Chair; Fromhold, Vice Chair; Alexander, Ranking Minority Member; Anderson, Assistant Ranking Minority Member; McDonald, Assistant Ranking Minority Member; Buri, Clements, Cody, Conway, Darneille, Dunshee, Grant, Haigh, Hinkle, Hunter, Kagi, Kenney, Kessler, Linville, McDermott, Miloscia, Pearson, Priest, Schual-Berke, P. Sullivan, Talcott and Walsh.
Minority Report: Do not pass. Signed by 3 members: Representatives Armstrong, Bailey and Chandler.
Staff: Brian Enslow (786-7143).
Background:
Apprenticeship Programs
Apprenticeship programs enable individuals to learn trades and occupations through a
combination of on-the-job training and related supplemental instruction. Apprenticeship
programs are sponsored by joint employer and labor groups, individual employers, and/or
employer associations. The sponsor of an apprenticeship program plans, administers, and
pays for the program.
The Washington State Apprenticeship and Training Council (WSATC) is the administrative
arm of the apprenticeship section of the Department of Labor and Industries. The WSATC
has the authority to, among other things, establish standards for apprenticeship programs and
assist program sponsors with local administration of training programs.
Secondary School Pre-Apprenticeship Programs
Some high schools in Washington have established programs in partnership with local
apprenticeships. The programs allow students to earn high school credits through courses at
the high school and work-based internships at an employer's job site. Upon graduation, the
students who complete these programs are typically qualified to enter directly into a full
apprenticeship.
Centers of Excellence
The State Board for Community and Technical Colleges designates certain community and
technical colleges as Centers of Excellences to focus on a "targeted industry." A targeted
industry is defined as one that is strategic to the economic growth of a region or the state.
The mission of Centers of Excellence includes providing responsive education, translating
industry research into best practices, and building a competitive workforce.
Running Start
The 1990 Legislature created the Running Start program as part of the "Learning by Choice"
law. The law was designed to expand educational options for students in public high schools.
Through Running Start, qualified students in grades 11 or 12 may take college level courses
in any of the state's 32 community and technical colleges. Running Start students earn both
high school and college credit for successfully completed college courses. The school
districts in which the students are enrolled must reimburse the colleges and universities for
their students' participation in the program.
Summary of Second Substitute Bill:
Centers of Excellence
The existing community and technical college Centers of Excellence and other colleges
identified by the Washington State Apprenticeship and Training Council (WSATC) as having
a high density of apprenticeship programs must "act as a broker of relevant information and
resources." These entities must also aid all local school districts in meeting the goals of the
bill, in conjunction with the Office of the Superintendent of Public Instruction (OSPI).
Educational Outreach by the Washington State Apprenticeship and Training Council
The WSATC educational outreach program must be conducted in conjunction with
individual state-approved apprenticeship programs and OSPI. As part of the educational
outreach program, the WSATC must communicate workforce projections to OSPI to
distribute to all local school districts. Appropriate activities of the WSATC include
curriculum development, assistance with the establishment of practical opportunities for
students, and seeking the advice and participation of industry and labor interests.
Direct-Entry Programs and Incentive Grants
The WSATC also must approve and oversee direct-entry programs for graduating secondary
students into building and construction-related apprenticeships by:
WSATC Reporting Requirements
Beginning December 1, 2006 and annually thereafter the Washington State Apprenticeship
and Training Council must report to the Legislature on the following:
Pilot Projects
Subject to funding, up to four pilot projects are created to expand student enrollment in
pre-apprenticeship programs, particularly building and construction apprenticeships. The
OSPI in consultation with the WSATC, must award grants on a competitive basis for these
pilot projects. Two of the pilot projects must involve Skill Centers and two of the pilot
projects must involve community and technical colleges. At least one of the pilots is
encouraged to involve small or rural high schools.
To review grant applications, the OSPI and the WSATC must convene a review committee
representing the State Board for Community and Technical Colleges, the Workforce Training
and Education Coordinating Board, business and labor interests with ties to apprenticeship
fields, apprenticeship program coordinators, and career and technical educators in the public
schools.
The pilot projects must be ready to enroll students in 2006-07 and must operate for three
years. To the maximum extent possible, students in the pilot projects must receive dual
credit through Tech Prep or Running Start.
In addition to enrolling students in career and technical programs that enable them to enter
into apprenticeships upon graduation, pilot projects may also do the following:
Funding for Pilots
The pilots programs are established "subject to funding." The funding formula for a Skill
Center that enrolls a high school student in a pilot project is modified so that it can be up to
1.2 full time equivalent.
The funding for a Community and Technical College that enrolls a high school student in a
pilot project is through Running Start, and the Running Start funding applies even if the
student is only receiving high school credit for the course and not college credit.
The OSPI and the State Board for Community and Technical Colleges may jointly adopt
rules regarding enrollment reporting and allocation of funds.
The OSPI Workgroup
The OSPI must convene a workgroup to identify barriers and opportunities for further
expansion and scale-up of pre-apprenticeship programs, particularly building and
construction apprenticeships. Recommendations from the workgroup are due to the
Legislature by December 1, 2006. This report may be submitted in conjunction with the
report required from the WSATC. The workgroup expires on August 31, 2009.
The workgroup must include representatives from the WSATC, local or regional
apprenticeship programs, Community and Technical Colleges, high schools, and Skill
Centers. Issues to be considered by the workgroup may include:
EFFECT OF SENATE AMENDMENT(S):
Under the language of the Senate amendment, the incentive grants for direct-entry programs
are "up to ten incentive grants" (instead of exactly ten incentive grants) specifically for the
2006-07 school year. The Washington State Apprenticeship and Training Council (WSATC)
must "make every effort" to award the grants evenly across the state instead of being required
to do so.
The Senate amendment also changes the funding model for the pilot projects by removing
language that increased Skills Center funding to 1.2 FTE and, for the coummunity/technical
college pilots, permitting funding to be negotiated by the home school district and the college
under contract instead of using the Running Start rate.
The Senate amendment adds language clarifying that the WSATC must act within existing
resources when coordinating the education outreach program and when approving and
overseeing the direct-entry programs. The Senate amendment also adds language regarding
appropriate activities of the WSATC, including assistance with curriculum development, the
establishment of practical learning opportunities, seeking the advice of industry and labor.
Under the Senate amendment, the Office of the Superintendent of Public Instruction (OSPI)
must act within existing resources when convening the workgroup.
The Senate Amendment removes the requirement that Centers of Excellence, in conjunction
with OSPI, aid all local school districts in meeting the goals of the act. Instead, the WSATC
in conjunction with OSPI shall aid all local school districts in meeting the goals of the act.
In addition, the State Board for Community and Technical Colleges in consultation with the
WSATC (instead of the WSATC alone) will identify other colleges having a high density of
apprenticeship programs.
The Senate amendment adds an emergency clause and an effective date of April 1, 2006.
Appropriation: None.
Fiscal Note: Preliminary fiscal note available on the substitute bill.
Effective Date: The bill takes effect 90 days after adjournment of session in which bill is passed.
Testimony For: (Commerce & Labor) (In support) When the Governor gave her State of the
State address she mentioned Running Start for the trades, looking at the K-12 system and real
work opportunities for the building and construction trades. Running Start is a good program
for high school juniors or seniors and this is a good proposal. This bill comes from the
Washington Learns Task Force. There is a substitute bill that expands the Governor's
proposal and creates four pilot projects for pre-apprenticeship training. People are already
interested in these pilots and schools are already doing this type of work. Spokane Skill
Center is already working on these types of programs.
There is a growing demand for highly skilled workers and there is likely to be a shortage of
skilled workers in the future. In a number of ways, this bill provides guidance and
opportunities for high school students to choose careers in trades and technical fields and to
begin thinking about this early in their secondary school career. It provides an opportunity
for other types of learning and builds a bridge that hasn't existed. In addition, this bill will
help students make choices to get good training for high paying jobs and it is clearly in
Washington's best interest to educate youth to enter into building trades. High school
students don't know about other options and it is awareness of programs and opportunities
helps students make choices about their lives.
There are a handful of pre-apprenticeship programs operating today. One example of another
type of pre-apprenticeship program, although not for high school students, is
Helmets-to-Hardhats for the military and it works. It allows direct-entry to apprenticeships
from the military and allows the person to apply related career hours from the military toward
hours in the apprenticeship program. The demonstration grants in this bill will help create
high school programs and provide ideas for putting these programs into place statewide.
There are fiscal concerns about a proposed substitute that contains pilot projects that were not
contained in the original bill, although the concept of the proposed substitute can be
supported.
(With concerns) There is concern about this bill, but not with the concept or goal. The
problem isn't with apprenticeship; it is getting attention focused on opportunities when
students are in middle and high school. The K12 curriculum does not honor the idea that
building and construction trades are viable career opportunities. This bill should address that
issue.
The WSATC has a role to play in this bill, but the bill should also emphasis the importance
and responsibility of local apprenticeship programs. The bill should be clearer about
responsibilities and directives. The WSATC is directed make grants to "negotiate and
implement agreements" and those seem to be two different activities. There is no
requirement for the school districts to do their part to make these programs successful.
Testimony For: (Appropriations) This bill is a response the declining access to industrial arts education in our secondary schools. There is a direct relationship between the elimination of these programs and the drop-out rate. This bill exposes students to career opportunities that would help address our skills gap shortage. It is also unique in that it reaches out to parents to let them know of the opportunities that are available for their children. One of the biggest advantages of this bill is the support and resources provided and the direction given to the K-12 system. It is import to send a message to the K-12 system that these career paths are viable alternatives and should not be considered as electives.
Testimony Against: (Commerce & Labor) None.
Testimony Against: (Appropriations) None.
Persons Testifying: (Commerce & Labor) (In support) Dave Johnson, Washington Building
Trades; Heather Peterson; Rob Doolin; Amber Doolin; Bob Abbott; Jonathan Platt, JM
Martinac Building Corporation; Brett Olson; David Borolsky, Bates Technical College;
Patrick Woods, State Apprenticeship Council; Melinda Nichols, State Apprenticeship
Council; Amy Brackenbury, Building Industry Association of Washington; Jan Rohila,
Building Industry Association of Washington; John Aultmar, New Market Skills Center;
Cathy Heryford; Chris Heryford; Madeleine Thompson, Workforce Board; and Randy
Loomans, Operating Engineers.
(Concerns) Rick Slunaker, Associated General Contractors; Larry Stevens, National
Electrical Contractors Association and Mechanical Contractors Association; and Heather
Hansen, Washington Nursery and Landscape Association.
Persons Testifying: (Appropriations) David Johnson, Washington State Building Trades; and Rick Slunaker, Association of General Contractors.