HB 1167
SignedHouse
Maritime careers task force
Directing the statewide career and technical education task force to consider educational opportunities for careers in maritime professions.
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 expands the existing statewide career and technical education task force to include maritime industry representation and directs it to develop recommendations for growing education and training pathways into maritime careers—such as ferry operations, shipbuilding, and port logistics—through improved access to work-based learning and standardized program models. The goal is to better prepare students for high-demand maritime jobs and ensure programs meet industry needs.
- Establishes or expands the membership of the Statewide Career and Technical Education Task Force to include a dedicated representative from the maritime industry and Washington State Ferries.
- Directs the task force to develop recommendations for expanding maritime career pathways, including work-based learning opportunities (e.g., apprenticeships, internships) that lead to U.S. Coast Guard–approved credentials.
- Requires the task force to create a core plus model framework to guide the development of new maritime-focused career and technical education programs, including curriculum, industry partnerships, and educator training.
- Mandates that recommendations focus on accessibility, stability, and uniformity of programs across the state, and includes guidance on aligning secondary programs with postsecondary education and industry credentials.
- Sets a November 15, 2025 deadline for the task force to submit final recommendations to the governor and legislature.
Who is affected
- Students — Students in Washington high schools and community/technical colleges who may gain new or expanded pathways into maritime-related careers through improved access to career and technical education programs and work-based learning opportunities.
- Maritime industry employers and organizations — Maritime employers, ports, ferry operators, and related industries that may benefit from a more skilled and prepared workforce entering maritime professions, and may be asked to provide work-based learning opportunities or hire program graduates.
- CTE educators and school staff — Career and technical education (CTE) instructors, counselors, and administrators who will help implement new or expanded maritime-focused CTE programs and must align curriculum and instruction with industry standards.
- State agencies — State agencies—including the Office of the Superintendent of Public Instruction, Washington State Ferries, and the Workforce Training and Education Coordinating Board—that will collaborate on developing and supporting maritime career pathways.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (4)
Adding dedicated maritime industry and Washington State Ferries representation to the task force ensures that curriculum and program design reflect real-world labor market needs—increasing the likelihood that students, especially those in coastal or port-adjacent communities, gain job-relevant skills and pathways to stable, union-adjacent maritime careers.
EducationPeopleRef: Sec. 1(1)(e)–(f)Mandating work-based learning (e.g., apprenticeships, internships) that lead to U.S. Coast Guard–approved credentials creates direct pathways to high-demand, well-compensated maritime jobs—particularly beneficial for students who may not pursue four-year degrees but seek career-sustaining employment with strong benefits and union representation potential.
EducationPeopleRef: Sec. 1(3)(a)Requiring promotion of student, family, and community awareness of maritime CTE programs helps demystify these pathways—potentially increasing enrollment among underrepresented groups (e.g., first-generation students, rural students) who may not have prior exposure to maritime careers.
EducationPeopleRef: Sec. 1(3)(c)(ix)Mandating industry, labor, and community partnerships helps ensure that programs remain responsive to evolving workforce needs and can leverage local employer investment—supporting long-term program sustainability and job placement outcomes for students.
EducationPeopleRef: Sec. 1(3)(c)(v)
Potential Concerns (4)
The bill mandates the task force to develop recommendations for governance, operations, and codification of work-based learning programs—including draft legislation—but provides no funding or implementation authority, potentially creating unfunded mandates for local school districts and community/technical colleges to absorb costs of program expansion or compliance.
Local GovernmentRef: Sec. 1(3)(a)While the bill requires educator training and professional development, it does not allocate dedicated funding for these activities, placing additional burden on already-constrained CTE program budgets at the local level—particularly in rural or under-resourced districts.
EducationRef: Sec. 1(3)(c)(vi)–(vii)The requirement to align maritime CTE pathways with U.S. Coast Guard credentials may inadvertently exclude students who cannot afford or access the time-intensive training or credentialing process, potentially limiting access for low-income or non-traditional students without explicit support mechanisms.
EducationRef: Sec. 1(3)(a)The emphasis on articulation to postsecondary programs assumes seamless transfer pathways, but without guaranteed funding or guaranteed seat availability in high-demand maritime programs at community/technical colleges, students may face bottlenecks that undermine the intended mobility.
EducationRef: Sec. 1(3)(c)(viii)
Who Is Most Affected
Students—especially those in high school or community/technical college—may gain access to high-demand, well-compensated maritime careers with clear pathways, including apprenticeships and Coast Guard credentials. This is especially impactful for students in coastal regions (e.g., Puget Sound, Grays Harbor) where maritime jobs are abundant and culturally embedded.
Maritime employers and port operators stand to benefit from a more skilled, credential-ready workforce, reducing onboarding and training costs. However, they are not required to hire program graduates or provide paid apprenticeships—so benefits are contingent on voluntary participation and investment.
CTE educators gain clearer industry-aligned frameworks and professional development opportunities, but may face added workload in curriculum redesign and coordination with industry partners—especially in districts without existing maritime program infrastructure.
State agencies (OSPI, WSDOT, Workforce Training Board) will need to coordinate across departments and potentially allocate staff time to support implementation—though no new funding is provided, increasing interagency burden without guaranteed resource support.
Local school districts and community/technical colleges—particularly those near ports or ferry terminals—may expand CTE offerings and strengthen employer partnerships, but those without existing infrastructure or geographic advantage may struggle to implement the core-plus model without additional funding.