SENATE BILL REPORT

SB 5449

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.

Majority Report: That Substitute Senate Bill No. 5449 be substituted therefor, and the substitute bill do pass.

Signed by Senators McAuliffe, Chair; Kauffman, Vice Chair, Early Learning; Oemig, Vice Chair, K-12; King, Ranking Minority Member; Brandland, Hobbs, Holmquist, Jarrett, McDermott and Tom.

Background: Under current law, the State Board of Education (SBE) may establish school and school district goals addressing high school graduation rates and dropout reduction goals for students in seventh through twelfth grade. Under SBE's rule, each high school must reach a graduation rate goal of 70 percent in 2009. This rate must increase by three percentage points each year through 2013. In 2014 the graduation rate must be 85 percent.

In 2007 the Legislature directed the Office of Superintendent of Public Instruction (OSPI) to create a grant program to begin the phase-in of a statewide comprehensive dropout prevention, intervention, and retrieval system, as well as a state-level work group to assist and enhance the work of the grantees. In December 2008 the work group recommended to the Legislature that the state should set statutory goals and targets for (1) the percentage of students that will graduate from high school; and (2) the percentage of youth who have dropped out but will reengage in education.

Additionally, under the new federal regulations, a state must set a single graduation rate goal that all high schools must meet and annual graduation rate targets that reflect continuous and substantial improvement from the prior year toward meeting or exceeding the graduation rate goal. Beginning with the 2009-10 school year, any high school and the state must meet or exceed either the graduation rate goal or the state's targets for continuous and substantial improvement from the prior year.

Summary of Bill (Recommended Substitute): It is a goal of the state that by 2020, 95 percent of students must graduate from high school in four years, and 60 percent of youth who have dropped out of school must be reengaged in education and be college and work ready. SBE must establish annual graduation rate targets for school and school districts in order to meet the graduation and reengagement goals for 2020. SBE, in consultation with OSPI and the Building Bridges Advisory Committee (Advisory Committee), must also make recommendations to the Legislature on a focused assistance program and incentives for school districts to improve their high school graduation rate.

The following entities must collaborate with other state agencies and organizations to meet state graduation rate goals and help reduce the dropout rate: the Workforce Training and Education Coordinating Board (Workforce Board), the State Board for Community and Technical Colleges (SBCTC), the Employment Security Department (ESD), the Department of Community, Trade, and Economic Development (CTED), the Department of Health (DOH), the Department of Social and Health Services (DSHS), and the Family Policy Council.

EFFECT OF CHANGES MADE BY EARLY LEARNING & K-12 EDUCATION COMMITTEE (Recommended Substitute): Removes the sections pertaining to the Building Bridges Advisory Committee, including the direction to OSPI, the Workforce Board, SBCTC, ESD, CTED, DOH, DSHS, and the Family Policy Council to each appoint a representative to the Advisory Committee; to develop programmatic objectives and measures to help meet the state dropout goals; and to explore opportunities for collaborative action to help reduce the state dropout program such as developing protocols and templates for sharing records and data and providing professional development.

It also removes the requirement that the Advisory Committee must make recommendations to the Legislature addressing flexible funding, common program eligibility criteria, common objectives and strategies, alignment of critical program resources, common assessment criteria or tools, and connections between education and social service programs at the local level.