HB 1166
In CommitteeHouse
DOC reentry education
Establishing the providing effective education for reentry success act.
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 creates a new program to expand digital access and postsecondary education for incarcerated individuals in Washington, including providing laptops, broadband internet, and support for online learning. It also updates existing education and funding rules to remove barriers and encourage participation in degree and certificate programs, with an emphasis on digital equity and rehabilitation.
- Establishes the Providing Effective Education for Reentry Success Act within the Department of Corrections to expand access to postsecondary education and digital literacy for incarcerated individuals.
- Allows incarcerated individuals to purchase and retain laptop computers with Wi-Fi capability, along with accessories like mice, cameras, and microphones, as personal property.
- Requires the Department of Corrections to install and maintain broadband infrastructure in all correctional facilities to support online learning from any housing location.
- Mandates that the Department collaborate with the Governor’s Statewide Broadband Office to promote digital inclusion and equity, and to ensure educational websites are accessible within two weeks of request.
- Prohibits the Department from limiting internet access for individuals using it responsibly for education, even if others misuse it, and requires approval of distance education programs leading to associate, bachelor’s, or graduate degrees.
- Amends existing education and financial policies to expand access to postsecondary programs, clarify financial aid eligibility, and protect third-party funding from mandatory deductions.
- Requires the Department to provide unofficial transcripts at no cost upon release or program completion, regardless of whether the individual completed the program.
Who is affected
- Incarcerated individuals — Incumbent incarcerated individuals in Washington state correctional facilities, especially those pursuing or eligible for postsecondary education or digital literacy programs, will gain new access to technology, internet, and educational support services.
- Department of Corrections — State correctional facilities and the Washington Department of Corrections must implement new infrastructure, policies, and programs to support digital access and education, including installing broadband and managing device policies.
- Nonprofit and community-based education providers — Nonprofit and community-based education providers will have expanded opportunities to partner with the state to deliver accredited postsecondary and digital literacy programs inside facilities.
- Incarcerated individuals with disabilities — Individuals with learning disabilities, traumatic brain injuries, or other cognitive impairments will gain access to formal identification and accommodation processes for educational programming.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (5)
The bill establishes a new program to expand digital access and postsecondary education for incarcerated individuals, including laptops, broadband, and support for online learning — which significantly improves access to accredited degree and certificate programs, especially for those who would otherwise be excluded due to geographic, financial, or systemic barriers. This aligns with evidence that education reduces recidivism and improves post-release outcomes.
EducationPeopleRef: Sec. 3; Sec. 4(1); Sec. 4(4)(a)(iii); Sec. 4(13); Sec. 5(1); Sec. 5(5)The bill mandates that the Department of Corrections collaborate with the Governor’s Statewide Broadband Office to ensure educational websites are accessible within two weeks of request, and requires identification and accommodation processes for individuals with learning disabilities, traumatic brain injuries, and other cognitive impairments — which directly supports equitable access to education for vulnerable populations, including those with disabilities who are overrepresented in the prison system.
EducationPeopleRef: Sec. 3(2)(d); Sec. 4(8); Sec. 5(5)(b)The bill requires the Department of Corrections to provide unofficial transcripts at no cost upon release or program completion — which supports continuity of education and credential portability, improving reentry outcomes. Combined with expanded access to accredited postsecondary education, this supports rehabilitation and reduces recidivism, a well-documented public safety benefit.
Public SafetyPeopleRef: Sec. 4(13); Sec. 5(5)(a); Sec. 5(5)(b)The bill allows incarcerated individuals to purchase and retain laptops with Wi-Fi capability as personal property and prohibits deductions from third-party payments for technology and online learning — which supports digital equity and reduces barriers to education, but may raise security concerns in correctional settings. However, the bill explicitly requires security protocols that do not hinder educational use, balancing safety with access.
HousingPeopleRef: Sec. 3(2)(b); Sec. 3(2)(c); Sec. 4(4)(b)(ii); Sec. 6(6)(c)The bill supports health-related digital technologies (e.g., continuous glucose, heart rate, and sleep monitors) and explicitly links education and health outcomes to rehabilitation and reentry — which improves holistic care for incarcerated individuals, many of whom have unmet health needs. This aligns with evidence that integrated health and education programming improves long-term well-being.
HealthcarePeopleRef: Sec. 4(1); Sec. 4(4)(a)(iii); Sec. 5(5)(a); Sec. 5(5)(b)
Potential Concerns (5)
The bill prohibits mandatory deductions from third-party payments for education, technology, and online learning costs — which protects program funding but may reduce state revenue from inmate funds that would otherwise support general correctional operations. While this protects education funding, it reduces general fund revenue, potentially increasing pressure on state budgets to maintain other services.
FinancialRef: Sec. 3(2)(c); Sec. 3(2)(d); Sec. 4(4)(b)(ii); Sec. 4(4)(c); Sec. 4(11); Sec. 4(12); Sec. 4(14); Sec. 5(2); Sec. 6(6)(c)The postaward formula for incarcerated individuals who self-pay or use third-party funds for postsecondary education is tied to income or savings account balances — but the formula may still impose financial hardship on low-income individuals who are already incarcerated and have limited means. Though the bill prohibits deductions from third-party payments, individuals with minimal personal funds may still be required to contribute a prorated share, which could strain already precarious financial stability.
FinancialPeopleRef: Sec. 4(4)(b)(ii); Sec. 4(4)(c); Sec. 4(11); Sec. 4(12); Sec. 5(2)The bill allows incarcerated individuals to be required to pay for postsecondary education programs not covered by financial aid or third-party funding — which may disproportionately burden low-income individuals who cannot afford to self-pay, potentially limiting access to those who can afford to contribute or have external support. This creates a two-tiered system where access depends on financial means, not just educational need or potential.
FinancialPeopleRef: Sec. 4(4)(a)(iv); Sec. 4(4)(c); Sec. 4(11); Sec. 5(2)The bill explicitly excludes non-citizens subject to deportation (8 U.S.C. § 1227) from participating in state-funded postsecondary education unless fully self- or third-party funded — which disproportionately harms incarcerated non-citizens, many of whom have long-standing ties to Washington and may be eligible for relief under federal programs like DACA or pending applications. This creates a discriminatory barrier to education based on immigration status.
Rights & LibertiesPeopleRef: Sec. 4(12); Sec. 5(2); Sec. 6(6)(c)The bill does not require or incentivize employers to hire graduates of prison education programs — though education may improve employability, without explicit labor market integration support, the return on investment for individuals may be limited, especially for those with criminal records that persist as barriers to employment.
Business & EmploymentLean peopleRef: Sec. 4(4)(b)(ii); Sec. 4(4)(c); Sec. 4(11); Sec. 5(2)
Who Is Most Affected
Incarcerated individuals — especially those pursuing postsecondary education or with disabilities — gain direct access to technology, internet, academic support, and credential portability. This improves educational outcomes, reduces recidivism risk, and supports reentry success. However, low-income individuals and non-citizens may still face barriers due to self-pay requirements or immigration status exclusions.
Nonprofit and community-based education providers gain expanded authority to partner with the state, deliver accredited programs, and receive direct third-party funding without deduction. This strengthens their role in prison education and increases program sustainability — but they must cover the cost of technologies and supplies, which may strain smaller organizations.
The Department of Corrections gains new authority to expand digital infrastructure and education programming, but must also implement broadband, manage device policies, and develop accommodation processes — which increases administrative and capital costs. However, the bill explicitly prohibits deductions from third-party education funding, protecting program integrity but reducing general fund revenue.
Non-citizens subject to deportation (8 U.S.C. § 1227) are explicitly excluded from state-funded postsecondary education unless fully self- or third-party funded — which disproportionately harms this vulnerable group, many of whom have long-standing community ties and may be eligible for federal relief. This creates a discriminatory barrier to education and rehabilitation.
Low-income incarcerated individuals who cannot afford to self-pay for non-financial-aid-eligible programs may be priced out of postsecondary education, even if they meet priority criteria. The postaward formula ties payments to income or savings, but many incarcerated individuals have minimal assets, making participation financially precarious.