AN
ACT Relating to high school credit equivalencies; amending RCW 28A.230.090 and
28A.305.285; and creating a new section.
BE IT ENACTED BY THE
LEGISLATURE OF THE STATE OF WASHINGTON:
NEW
SECTION. Sec. 1. In
1994, the legislature directed the higher education board and the state board
of education to convene a task force to examine and provide recommendations on
establishing credit equivalencies. In November 1994, the task force
recommended unanimously that the state board of education maintain the
definition of five quarter or three semester college credits as equivalent to
one high school credit. Therefore, the legislature intends to adopt the
recommendations of the task force.
Sec.
2. RCW
28A.230.090 and 1993 c 371 s 3 are each amended to read as follows:
(1)
The state board of education shall establish high school graduation
requirements or equivalencies for students. Any course in Washington state
history and government used to fulfill high school graduation requirements is
encouraged to include information on the culture, history, and government of
the American Indian peoples who were the first inhabitants of the state.
(2)
In recognition of the statutory authority of the state board of education to
establish and enforce minimum high school graduation requirements, the state
board shall periodically reevaluate the graduation requirements and shall
report such findings to the legislature in a timely manner as determined by the
state board.
(3)
Pursuant to any requirement for instruction in languages other than English
established by the state board of education or a local school district, or
both, for purposes of high school graduation, students who receive instruction
in American sign language or one or more American Indian languages shall be
considered to have satisfied the state or local school district graduation
requirement for instruction in one or more languages other than English.
(4)
If requested by the student and his or her family, a student who has completed
high school courses before attending high school shall be given high school
credit which shall be applied to fulfilling high school graduation requirements
if:
(a)
The course was taken with high school students, if the academic level of the
course exceeds the requirements for seventh and eighth grade classes, and the
student has successfully passed by completing the same course requirements and
examinations as the high school students enrolled in the class; or
(b)
The academic level of the course exceeds the requirements for seventh and
eighth grade classes and the course would qualify for high school credit,
because the course is similar or equivalent to a course offered at a high
school in the district as determined by the school district board of directors.
(5)
Students who have taken and successfully completed high school courses under
the circumstances in subsection (4) of this section shall not be required to
take an additional competency examination or perform any other additional
assignment to receive credit. Subsection (4) of this section shall also apply
to students enrolled in high school on April 11, 1990, who took the courses
before attending high school.
(6)
At the college or university level, five quarter or three semester hours equals
one high school credit.
Sec.
3. RCW
28A.305.285 and 1994 c 222 s 2 are each amended to read as follows:
(((1)))
By May 1, 1994, or as soon as possible thereafter, the higher education
coordinating board and the state board of education shall convene a task force
creating a forum for ongoing discussion of curriculum issues that transect
higher education and the common schools. In selecting members of the task
force, the boards shall consult the office of the superintendent of public
instruction, the commission on student learning, the state board for community
and technical colleges, the work force training and education coordinating
board, the Washington council on high school-college relations, representatives
of the four-year institutions, representatives of the school directors, the
school and district administrators, teachers, higher education faculty,
students, counselors, vocational directors, parents, and other interested
organizations. The process shall be designed to provide advice and counsel to
the appropriate boards on topics that may include but are not limited to: (((a)))
(1) The changing nature of educational instruction and crediting, and
awarding appropriate credit for knowledge and competencies learned in a variety
of ways in both institutions of higher education and high schools; (((b)))
(2) options for students to enroll in programs and institutions that
will best meet the students' needs and educational goals; and (((c))) (3)
articulation agreements between institutions of higher education and high
schools.
(((2) By December 30, 1994, after considering the advice of the
task force created in this section, the higher education coordinating board and
the state board of education shall report the recommendations on establishing
credit equivalencies to the house of representatives and senate education and
higher education committees.))
