READ FIRST TIME 02/21/05.   

     AN ACT Relating to dropout prevention; amending RCW 28A.175.010 and 28A.600.300; adding a new section to chapter 28A.175 RCW; and creating new sections.

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

NEW SECTION.  Sec. 1   A new section is added to chapter 28A.175 RCW to read as follows:
     The superintendent of public instruction shall review and evaluate promising programs and practices for dropout prevention. The superintendent may consult with education administrators and providers, parents, students, and researchers as appropriate, and shall include in the review dropout prevention programs using nonpunitive approaches to school discipline. The superintendent shall report to the legislature by December 1, 2005, and recommend:
     (1) The most promising comprehensive dropout prevention programs and practices that encompass school-wide or district-wide restructuring of the delivery of educational services;
     (2) The most promising targeted dropout prevention programs and practices designed to provide social and other services in coordination with educational services to students who are at risk of dropping out due to the presence of family, personal, economic, or cultural circumstances; and
     (3) Policy and other changes to enhance the ability of career and technical education and skills center programs to further contribute to dropout prevention efforts.

NEW SECTION.  Sec. 2   (1) To the extent funds are appropriated, the office of the superintendent of public instruction in conjunction with the administrative office of the courts, shall convene a work group to evaluate the following:
     (a) Review the implementation of the Becca bill and other school attendance measures to determine their consistent application across the state and their conformance with state law;
     (b) The definition of excused and unexcused absences;
     (c) Creating incentives for school districts to improve student attendance; and
     (d) Related data collection requirements on graduation, dropouts, student transfer, and other issues related to student attendance.
     (2) The work group shall include representatives of the following groups, agencies, and organizations:
     (a) The office of the superintendent of public instruction;
     (b) The state board of education;
     (c) Teachers;
     (d) School administrators;
     (e) School counselors;
     (f) Truancy officers and truancy board members;
     (g) The administrator for the courts;
     (h) Court judges;
     (i) Prosecuting attorneys;
     (j) The office of attorney general;
     (k) Institutions of higher education;
     (l) Members of the legislature; and
     (m) Other interested education organizations and personnel.
     (3) The office of the superintendent of public instruction shall report the findings of the work group under this section to the governor, the state board of education, and the legislature no later than January 10, 2006.

Sec. 3   RCW 28A.175.010 and 1991 c 235 s 4 are each amended to read as follows:
     Each school district shall account for the educational progress of each of its students. To achieve this, school districts shall be required to report annually to the superintendent of public instruction:
     (1) For students enrolled in each of a school district's high school programs:
     (a) The number of students ((eligible for graduation)) who graduate in fewer than four years;
     (b) The number of students who graduate in four years;
     (c) The number of students who remain in school for more than four years but who eventually graduate and the number of students who remain in school for more than four years but do not graduate;
     (d) The number of students who transfer to other schools;
     (e) ((The number of students who enter from other schools;
     (f))) The number of students in the ninth through twelfth grade who drop out of school over a four-year period; and
     (((g))) (f) The number of students whose status is unknown.
     (2) Dropout rates of students in each of the grades ((nine)) seven through twelve.
     (3) Dropout rates for student populations in each of the grades ((nine)) seven through twelve by:
     (a) Ethnicity;
     (b) Gender;
     (c) Socioeconomic status; and
     (d) Disability status.
     (4) The causes or reasons, or both, attributed to students for having dropped out of school in grades ((nine)) seven through twelve.
     (5) The superintendent of public instruction shall adopt rules under chapter 34.05 RCW to assure uniformity in the information districts are required to report under subsections (1) through (4) of this section. In developing rules, the superintendent of public instruction shall consult with school districts, including administrative and counseling personnel, with regard to the methods through which information is to be collected and reported.
     (6) In reporting on the causes or reasons, or both, attributed to students for having dropped out of school, school building officials shall, to the extent reasonably practical, obtain such information directly from students. In lieu of obtaining such information directly from students, building principals and counselors shall identify the causes or reasons, or both, based on their professional judgment.
     (7) The superintendent of public instruction shall report annually to the legislature the information collected under subsections (1) through (4) of this section.

NEW SECTION.  Sec. 4   The legislature finds that the dropout rate of the state's Native American students is the highest in the state. Approximately one-half of all Native American high school students drop out before graduating with a diploma. The legislature also finds that culturally relevant educational opportunities are important contributors to other efforts to increase the rates of high school graduation for Native American students. The legislature further finds that the higher education participation rate for Native American students is the lowest in the state, and that more can be done to encourage Native American students to pursue higher educational opportunities. The legislature intends to authorize accredited public tribal colleges to participate in the running start program for the purposes of reducing the dropout rate of Native American students and encouraging greater participation rates in higher education.

Sec. 5   RCW 28A.600.300 and 2002 c 80 s 1 are each amended to read as follows:
     For the purposes of RCW 28A.600.310 through 28A.600.400, "participating institution of higher education" or "institution of higher education" means:
     (1) A community or technical college as defined in RCW 28B.50.030; ((and))
     (2) A public tribal college located in Washington and accredited by the northwest commission on colleges and universities or another accrediting association recognized by the United States department of education; and
     (3) Central Washington University, Eastern Washington University, Washington State University, and The Evergreen State College, if the institution's governing board decides to participate in the program in RCW 28A.600.310 through 28A.600.400.