Washington State
House of Representatives
Office of Program Research
BILL
ANALYSIS

Education Committee

HJM 4015


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.

Brief Description: Petitioning congress to change the definition of highly qualified teachers to include career and technical teachers hired directly from industry.

Sponsors: Representatives Ormsby, Priest, Fromhold, Orcutt, Sells, Hankins, Hasegawa, Kenney and Morrell.

Brief Summary of Bill
  • Requests Congress to make a change in the definition of highly qualified teacher under the No Child Left Behind Act to include career and technical teachers who come into the teaching profession directly from industry.

Hearing Date: 2/15/07

Staff: Barbara McLain (786-7383).

Background:

The federal No Child Left Behind Act (NCLB) requires all teachers of core academic subjects to meet a federal definition of "highly-qualified" to teach in that subject. The core academic subjects are language arts, reading, English, science, mathematics, history, government, geography, economics, arts, civics, and designated world languages. The definition of highly qualified requires at least a bachelor's degree, full state teacher certification, and demonstrated subject area and teaching competencies. The competencies can be met in a number of ways.

Schools that receive Title I funds must notify parents if a student has been taught for more than a month by a teacher who is not considered highly qualified. Washington must file annual reports on the number of teachers in the state not considered highly qualified.

In Washington, approximately two-thirds of career and technical education (CTE) teachers have received their state certification on the basis of business and industry experience rather than by earning a bachelor's degree. These teachers have at least three years of paid work experience in their field, complete a CTE teacher preparation program, and receive certification in a specific specialty area.

Although CTE is not considered a core academic subject for purposes of the NCLB, Washington encourages school districts to adopt course equivalencies for academic and career and technical education courses and to integrate academic instruction into CTE classes. The NCLB would require a mathematics class taught through a CTE program, for example, to be taught by a teacher considered highly qualified to teach mathematics.

Summary of Bill:

Congress is requested to make a change in the definition of highly qualified teacher under the NCLB to include CTE teachers who come into the teaching profession directly from industry.

Appropriation: None.

Fiscal Note: Not requested.