HOUSE BILL REPORT
HB 2973
As Reported by House Committee On:
Education
Appropriations
Title: An act relating to creating a career and technical high school graduation option for students meeting state standards in fundamental academic content areas.
Brief Description: Creating a career and technical high school graduation option for students meeting state standards in fundamental academic content areas.
Sponsors: Representatives Priest, Ormsby, Kenney, Kagi, Hasegawa, P. Sullivan, Moeller, Santos and Springer.
Brief History:
Education: 1/26/06, 2/1/06 [DPS];
Appropriations: 2/4/06 [DPS(ED)].
Brief Summary of Substitute Bill |
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HOUSE COMMITTEE ON EDUCATION
Majority Report: The substitute bill be substituted therefor and the substitute bill do pass. Signed by 13 members: Representatives Quall, Chair; P. Sullivan, Vice Chair; Talcott, Ranking Minority Member; Anderson, Assistant Ranking Minority Member; Curtis, Haigh, Hunter, McDermott, Priest, Santos, Shabro, Tom and Wallace.
Staff: Barbara McLain (786-7383).
Background:
High School Graduation Requirements.
Most graduation requirements are established by the State Board of Education (SBE). The
current SBE requirements are:
(1) accumulate 13.5 credits in the content areas of English, math, science, social studies,
health and fitness, arts, and occupational education, plus an additional 5.5 credits of
electives;
(2) complete a high school and beyond plan; and
(3) complete a culminating project.
The SBE also requires that each content area cover at least benchmark three of the Essential
Academic Learning Requirements (EALRs). The EALRs cover reading, writing,
mathematics, science, communication, social studies, arts, and health and fitness. Local
school districts can adopt additional courses or other requirements. School districts also
determine whether and to what extent career and technical courses are equivalent to academic
courses and meet graduation requirements in core academic areas.
Beginning with the graduating class of 2008, most students will also be required to obtain a
Certificate of Academic Achievement (CAA) to obtain a diploma. Students must meet the
state standards in reading, writing, and mathematics on the high school Washington
Assessment of Student Learning (WASL) to earn a CAA. Science will be added in 2010.
Career and Technical Education.
The Office of the Superintendent of Public Instruction (OSPI) establishes standards for and
reviews and approves all career and technical education (CTE) programs offered by local
school districts. The standards distinguish between exploratory and preparatory courses. In
preparatory courses, students are expected to demonstrate a level of competency that includes
application of the EALRs to meet industry defined standards for a specific career;
demonstrate leadership and employability skills; and be employment ready or prepared for
postsecondary options. The occupational skills in an approved program are written based on
nationally or locally recognized industry standards.
A number of CTE programs lead to a credential or certificate recognized by the appropriate
industry as a benchmark level of knowledge and skills. Examples include Cisco (computer
networks), Certified Nursing Assistant, or Core Carpentry from the National Center for
Construction Education and Research.
Summary of Substitute Bill:
The SBE must establish a career and technical high school graduation option that:
The OSPI must develop a list of approved CTE programs that qualify for the graduation option. The programs must have the following characteristics:
Information about the option is included in a booklet about enrollment options and program
opportunities distributed by the OSPI.
Each high school or school board must adopt course equivalencies for high school CTE
courses using a course equivalency approval procedure adopted by the board. The
equivalency can be for whole or partial credit. Career and technical courses determined to be
equivalent to academic core courses must be accepted as meeting core requirements,
including graduation requirements, if the courses are recorded on the student's transcript
using the academic department designation and title.
Substitute Bill Compared to Original Bill:
The requirement that an approved CTE program consist of at least 1,080 hours is replaced by
a description of the program: a sequenced progression of multiple courses that are
vocationally intensive and rigorous. Language is clarified that students enrolled in the CTE
graduation option may be permitted to not meet all state standards in content areas not
assessed on the WASL. A requirement is added that each high school or school board must
adopt course equivalencies for CTE courses. Career and technical courses determined to be
equivalent to academic core courses must be accepted as meeting core requirements,
including graduation requirements.
Appropriation: None.
Fiscal Note: Requested on February 2, 2006.
Effective Date of Substitute Bill: The bill takes effect 90 days after adjournment of session in which bill is passed.
Testimony For: (Original bill) The critical question is whether we are going to have CTE
programs in high school. This must be an active decision, not a passive one. There is
increased pressure to fill the school day with academic courses in preparation or remediation
for the WASL or to fulfill other EALRs and graduation requirements. This proposal creates
flexibility and a clear pathway for CTE students to achieve a diploma. This provides great
potential for students who do not want to attend a four-year university but have a passion and
commitment to be successful. It opens the doors for them to pursue a rigorous CTE program.
The CTE programs are challenging, support high standards, and can ensure rigor, success,
and motivation for students. The CTE provides rigor and relevance to a large number of
students.
(With concerns) Additional work is needed to define the programs that qualify for the option.
We also need to ensure that these programs are actually available for students, especially
students in smaller school districts. It would be better to provide a description of the
programs rather than specify the number of hours. The need for this option is driven by the
use of the WASL as a high stakes graduation requirement, and this is not addressed. There is
concern about creating a second tier diploma.
Testimony Against: None.
Persons Testifying: (In support) Representative Priest, prime sponsor; Gil Mendoza,
Tacoma School District; Bruce McBurney, Central Kitsap School District; Kathleen Lopp,
Washington Association for Career and Technical Education; Lisa Macfarlane, League of
Education Voters; and Don Rash, Association of Washington School Principals.
(With concerns) Wes Pruitt, Workforce Training and Education Coordinating Board; Rod
Duckworth, Office of the Superintendent of Public Instruction; and Gary King, Washington
Education Association.
HOUSE COMMITTEE ON APPROPRIATIONS
Majority Report: The substitute bill by Committee on Education be substituted therefor and the substitute bill do pass. Signed by 30 members: Representatives Sommers, Chair; Fromhold, Vice Chair; Alexander, Ranking Minority Member; Anderson, Assistant Ranking Minority Member; McDonald, Assistant Ranking Minority Member; Armstrong, Bailey, Buri, Chandler, Clements, Cody, Conway, Darneille, Dunshee, Grant, Haigh, Hinkle, Hunter, Kagi, Kenney, Kessler, Linville, McDermott, Miloscia, Pearson, Priest, Schual-Berke, P. Sullivan, Talcott and Walsh.
Staff: Charlie Gavigan (786-7340).
Summary of Recommendation of Committee On Appropriations Compared to
Recommendation of Committee On Education:
No new changes were recommended.
Appropriation: None.
Fiscal Note: Requested on February 2, 2006.
Effective Date of Substitute Bill: The bill takes effect 90 days after adjournment of session in which bill is passed.
Testimony For: None.
Testimony Against: None.
Persons Testifying: None.