HB 3263

HOUSE BILL REPORT
HB 3263

This analysis was prepared by non-partisan legislative staff for the use of legislative members in their deliberations. This analysis is not a part of the legislation nor does it constitute a statement of legislative intent.

As Reported by House Committee On:
Higher Education
Appropriations Subcommittee on Education

Majority Report: Do pass. Signed by 10 members: Representatives Wallace, Chair; Sells, Vice Chair; Anderson, Ranking Minority Member; Hankins, Hasegawa, Jarrett, McIntire, Roberts, Schmick and Sommers.

Background:

A variety of education programs allow high school students to earn post-secondary course credit while also earning credit toward high school graduation. Examples of dual credit programs include Running Start, College in the High School, Tech Prep, and International Baccalaureate. Students who participate in these dual credit programs have the opportunity to graduate from high school with all or a portion of their intended college course work already completed.

In College in the High School, students complete college-level work while staying on their high school campuses. High school teachers typically form a relationship with a college or university and receive adjunct, extension, or lecturer status. They work with a professor to align a particular high school course with a college-level course published in the college catalog. The college course is then taught to high school students by the high school teacher during the regular school day. Students usually pay a fee for this program that varies based on the area of study. Other funding, fees, and eligibility requirements are negotiated by participating schools through a local contract.

Advanced Placement and International Baccalaureate also allows students to take college-level courses while staying on their high school campuses. For both of these programs, students complete courses taught by high school teachers but then must pass a standardized examination at the end of the course. Credit is awarded based on a student's score on the exam. For Advanced Placement, students score from zero to five points. Credit is usually awarded for scores of three or higher, though each college or university determines the required scores for their respective institutions. Minimum scores to qualify for credit may also vary by subject area.

Running Start is a somewhat different model. Through the program, students have an opportunity to study on a college campus while acquiring credits that count toward both high school and college graduation. The students take courses from college faculty and do not pay tuition for Running Start classes. If the student passes the college course, he or she receives the same amount of credit as any other college student taking the course. The state provides funding that covers the amount of time the students spend in either high school or college. School districts retain 7 percent of the basic education allocation and provide the remainder to colleges or universities.

Tech Prep is a cooperative effort between K-12 schools, community and technical colleges, and the business community to develop applied integrated, academic, and technical programs. These professional technical courses are taught on high school campuses by high school instructors. The instructors work with local colleges to assure the courses are taught at the college level and articulate to the college program. Each of the state's 22 Tech Prep consortia have developed competency-based articulation agreements between high schools and colleges that help students transition from high school into post-secondary professional technical programs. Through Tech Prep articulation agreements, colleges award credit to students who successfully complete college-equivalent courses and programs with a "B" or better while still in high school. Articulation agreements between the individual college and school define the criteria for equivalency and the granting of credit.

Summary of Bill:

The Office of the Superintendent of Public Instruction must convene a workgroup including representatives from the State Board for Community and Technical Colleges, the Workforce Training Education and Coordinating Board, the Higher Education Coordinating Board, and the Council of Presidents to develop a strategic plan for statewide coordination of dual credit programs.

For each program, the workgroup must articulate the purpose and definition, goals, personnel required to administer and teach each program, benefits, and barriers to access. The workgroup must also specify the average cost for each program to the student, the state, the common schools, and the institutions of higher education.

The workgroup must recommend a strategic plan for coordinating the administration of dual credit programs based on these findings. The strategic plan must set goals for increased student enrollment, identify strategies to increase access and efficiency, as well as options for addressing costs to the state, schools, and institutions of higher education. The plan must also contain strategies to contain costs for students and their families.

Effective Date: The bill takes effect 90 days after adjournment of session in which bill is passed.

Staff Summary of Public Testimony:

(In support) Blurring the line between high school and college was one of the themes of
Washington Learns; it is part of the Strategic Master Plan and people are very supportive of
the bill. There are many different funding streams, eligibility requirements, and student
populations served. It is very important to get all of the stakeholders together to work though
the strategic planning process.

(In support with comments) There are concerns that the time line is too steep, though one
way to mitigate the deadline would be to offer an interim report with the final report to come
out six to 12 months later. The workgroup must be broadened to properly balance
representation from K-12 and higher education and should include K-12 members outside of
the Office of the Superintendent of Public Instruction. The workgroup should also include
students and their families. It is also important to examine the importance of dual credit programs for workforce education including Tech Prep. The committee is urged to remember
student choice when creating the strategic plan; Running Start is an extremely popular
program because students simply want a different experience. This notion should be factored
into framing the strategic plan.

(Opposed) None.

Persons Testifying: (In support) Representative Wallace, prime sponsor; Maddy Thompson,
Workforce Board; and Brian Jeffries, Office of the Superintendent of Public Instruction.

(In support with comments) Ann Daley, Higher Education Coordinating Board; Chris
Reykdal, State Board for Community and Technical Colleges; and Marcia Fromhold,
Evergreen School District and Mentoring Advanced Programs for Students.

Majority Report: The substitute bill be substituted therefor and the substitute bill do pass. Signed by 17 members: Representatives Haigh, Chair; Sullivan, Vice Chair; Priest, Ranking Minority Member; Anderson, Assistant Ranking Minority Member; Barlow, Crouse, Fromhold, Haler, Herrera, Jarrett, Kagi, Kenney, Ormsby, Quall, Seaquist, Springer and Wallace.

Summary of Recommendation of Committee On Appropriations Subcommittee on Education Compared to Recommendation of Committee On Higher Education:

The substitute house bill adds representatives from high schools and the Tech Prep program to the work group. Additionally, a null and void clause was added, making the bill null and void unless funded in the budget.

Effective Date of Substitute Bill: The bill takes effect 90 days after adjournment of session in which bill is passed. However, the bill is null and void unless funded in the budget.

Staff Summary of Public Testimony:

(In support) Developing a strategic plan for statewide coordination of dual credit is a strategy that fits into the master plan for higher education. The plan would allow for coordinated expansion of dual credit programs such as College in the High School, Tech Prep, Running Start, International Baccalaureate and Advance Placement (AP). Notably, the state's Running Start program is one of the most successful in the country. It's important to get more people involved in post-secondary education and these programs are proven to be highly successful. Yet, there is a cost to such programs that needs to be evaluated when thinking about expanding dual-credit programs. This bill would result in reducing barriers to students to pursue a dual credit program and to take these programs to the next generation.

(With concerns) The Mentoring Advanced Programs for Students is a program that has the sole purpose of doing exactly what the work group would be charged with doing: increasing the number of students in AP and those who receive qualifying AP scores in math, science and English. High school teachers need to be involved and have a balanced presence in the work groups due to the level of involvement they have in AP dual credit programs.

(Opposed) None.

Persons Testifying: (In support) Brian Jeffries, Office of the Superintendent of Public Instruction.

(With concerns) Marcia Fromhold, Evergreen School District, Mentoring Advanced Programs for Students.