HB 1151
In CommitteeHouse
Ninth grade success grants
Establishing the ninth grade success grant program.
This status may be delayed. See Action History below for the latest updates.
How does a bill become law?
- Introduced: The bill is filed and assigned a number.
- Committee: A subject-matter committee holds hearings, takes public testimony, and decides whether to advance the bill.
- Floor Vote: The full chamber (House or Senate) debates and votes on the bill.
- Opposite Chamber: The bill repeats the committee and floor vote process in the other chamber.
- Governor: The Governor reviews the bill and decides whether to sign or veto it.
- Signed: The bill has been signed into law.
AI Analysis
This bill establishes a permanent Ninth Grade Success Grant Program to help Washington high schools support ninth-grade students at risk of falling behind. Research shows that doing well in ninth grade strongly predicts on-time graduation, and the program builds on a successful pilot that increased on-track rates by nearly 7 percentage points. Schools will form ‘success teams’ to monitor attendance, behavior, and grades, and intervene early with support.
- Creates the Ninth Grade Success Grant Program administered by the Office of the Superintendent of Public Instruction (OSPI) beginning in the 2025-26 school year.
- Grants are awarded to public high schools, with priority given to schools with low ninth grade on-track scores or below-average graduation rates, and efforts will be made to include schools across different regions of the state.
- Grant funds may be used for stipends for success team members, professional development, substitute teacher coverage, and student support services.
- OSPI may contract with a nonprofit organization to provide coaching support to schools implementing success teams.
- Requires annual reports to the governor and legislature by June 30, starting in 2026, including data on grant recipients, student demographics, changes in on-track rates, graduation rates, and recommendations for improvement.
Who is affected
- Public high schools — Public high schools in Washington that serve ninth-grade students, especially those with low on-track rates or below-average graduation rates, may receive funding to form or expand ninth grade success teams.
- Ninth-grade students — Ninth-grade students—especially those at risk of falling behind due to poor attendance, behavior, or academic performance—will benefit from early intervention and support services provided by success teams.
- School staff — School staff such as teachers, counselors, and administrators who serve on or support ninth grade success teams may receive additional compensation, training, or professional development.
- Historically underserved student populations — Students from low-income families, students of color, students in special education, English learners, foster youth, and homeless students are specifically highlighted as groups whose outcomes will be tracked and supported.
Pro/Con Analysis
Potential Benefits (5)
The bill creates a permanent, state-funded program to support at-risk ninth graders—students most likely to disengage or drop out—with evidence from a 6.69-percentage-point improvement in on-track rates in pilot schools, strongly suggesting improved graduation outcomes and reduced long-term public costs (e.g., corrections, social services).
EducationPeopleRef: Sec. 2(2)(a)By requiring disaggregated data on historically underserved student populations, the bill ensures that equity is not an afterthought but a measurable, tracked outcome—this helps prevent resegregation of support and holds schools accountable for serving marginalized youth.
EducationPeopleRef: Sec. 2(4)(b)Allows use of funds for substitute teachers during team training, reducing the opportunity cost for staff participation and making it more feasible for schools to implement the program without overburdening existing staff.
EducationPeopleRef: Sec. 2(3)(c)Authorizes OSPI to contract with a nonprofit for coaching support, which could improve implementation fidelity—though this may disproportionately benefit schools with strong administrative capacity to access and utilize such coaching.
EducationLean peopleRef: Sec. 2(2)(b)Requires annual recommendations for scalability and resource needs, which could lead to future expansion—but those recommendations are advisory only and depend on political will, limiting immediate impact.
EducationLean peopleRef: Sec. 2(4)(e)
Potential Concerns (5)
The grant prioritizes schools with low on-track scores and below-average graduation rates, directing resources to historically underserved schools and students—this is a targeted, evidence-based intervention that aligns with research showing early academic support improves long-term outcomes.
EducationPeopleRef: Sec. 2(2)(a)Grant funds may be used for student supports needed to help ninth graders thrive, which—while not specifying dollar amounts—creates flexibility for schools to address individualized needs (e.g., counseling, tutoring, mental health), especially critical for vulnerable populations.
EducationPeopleRef: Sec. 2(3)(d)Mandates disaggregated reporting on key student subgroups—including free/reduced-price lunch status, special education, English learners, foster youth, and homeless students—ensuring accountability and transparency in whether equity goals are being met.
EducationPeopleRef: Sec. 2(4)(b)Allows stipends for success team members and professional development, which may improve staff morale and capacity—but since stipends are optional and dependent on local school budget decisions, benefits are uneven and may not reach all staff equally.
EducationLean peopleRef: Sec. 2(3)(a) and (b)Requires annual reporting on on-track rates and graduation rates, enabling data-driven evaluation and program refinement—this supports continuous improvement and long-term sustainability.
EducationLean peopleRef: Sec. 2(4)(c) and (d)
Who Is Most Affected
Ninth-grade students—especially those at risk of falling behind—will benefit significantly from early, structured academic and behavioral interventions. The pilot program showed a 6.69-point increase in on-track rates, directly improving their odds of graduating on time and accessing postsecondary opportunities.
Historically underserved students—including low-income, students of color, English learners, and foster or homeless youth—are explicitly prioritized in reporting and program design. While the bill does not mandate set-asides, the targeting mechanism and disaggregated data collection strongly suggest improved outcomes for these groups if implementation is equitable.
School staff (teachers, counselors, administrators) may receive stipends and professional development, enhancing capacity—but participation is voluntary and depends on school leadership buy-in. Benefits are not guaranteed across all staff and may reinforce existing hierarchies if stipends go primarily to senior staff.
Public high schools in high-poverty or low-graduation-rate districts will receive targeted funding to build support systems—potentially reducing long-term academic and behavioral challenges. However, schools without strong data systems or staff bandwidth may struggle to implement the model effectively, risking uneven outcomes.
State and local governments may benefit from long-term cost savings (e.g., reduced remediation, incarceration, and social service reliance) due to higher graduation rates—but only if the program is fully funded and sustained beyond the initial five-year reporting period.