ESHB 1414
SignedHouse
CTE careers work group
Improving access to career opportunities for students.
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 work group to review and recommend changes to state rules that prevent 16- and 17-year-old students in career and technical education (CTE) programs from starting work, training, or obtaining certifications—even after completing required coursework. The goal is to remove unnecessary age-based barriers while preserving safety protections for minors.
- Create a work group led by the Office of the Superintendent of Public Instruction (OSPI) and the Department of Labor & Industries (L&I) to review state laws, rules, and policies that restrict 16- and 17-year-old students in career and technical education (CTE) programs from starting training, testing for certifications, or working in certain jobs.
- Identify barriers—including age restrictions—that prevent students from completing CTE programs and entering the workforce, especially in fields where they have already earned certifications or licenses.
- Assess prohibited work categories for minors under L&I rules where students have already received CTE training or earned professional licenses.
- Review agency rules limiting when minors can begin training, take licensing exams, or work in licensed professions—even if they’ve completed required CTE coursework.
- Evaluate rules on minors’ working hours and schedules in CTE-related jobs, and assess how school districts obtain approval to offer CTE programs under RCW 28A.700.010.
- Require reports to the legislature by December 1, 2025 (initial) and October 1, 2026 (final), with recommendations for law or rule changes.
Who is affected
- High school students aged 16–17 in CTE programs — 16- and 17-year-old high school students enrolled in career and technical education (CTE) programs may gain earlier access to hands-on work experience, certifications, or jobs in fields like construction, healthcare, or manufacturing—if barriers are removed.
- School districts and CTE program staff — School districts and CTE program administrators may need to adjust program designs, safety protocols, or partnerships with employers based on new guidance or rule changes.
- State agencies (e.g., Department of Labor & Industries, OSPI) — State agencies like Labor & Industries and the Office of the Superintendent of Public Instruction must convene and participate in a work group to review and potentially revise age-based restrictions in their rules.
- Employers and business associations — Employers and business associations may gain access to younger, trained workers earlier, and may need to adapt worksite training or supervision practices.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (3)
The work group is mandated to identify and remove age-based barriers preventing 16–17-year-old CTE students from obtaining certifications, licenses, or jobs in fields like construction, healthcare, and manufacturing—potentially enabling hundreds of thousands of Washington teens to enter high-demand fields earlier, increasing lifetime earnings and economic mobility—especially for students from low-income or underrepresented backgrounds who rely on early work experience.
Business & EmploymentPeopleRef: Sec. 2(1), Sec. 2(2)(a), Sec. 2(2)(d)By requiring assessment of prohibited work categories where students have already received CTE training or earned professional licenses, the bill could unlock pathways for students to earn industry-recognized credentials while still in high school—reducing time and cost to enter skilled trades or technical careers, and improving alignment between K–12 education and regional labor market needs.
EducationPeopleRef: Sec. 2(2)(b), Sec. 2(2)(c)The work group includes representation from CTE educators, employers, and labor unions—ensuring that any recommendations balance youth worker protections with workforce needs, potentially leading to more equitable and sustainable apprenticeship and entry-level job structures that benefit both students and employers seeking skilled talent.
Business & EmploymentPeopleRef: Sec. 2(3)(d), Sec. 2(3)(i), Sec. 2(3)(j)
Potential Concerns (3)
Removing age-based restrictions on minors working in licensed or certified professions (e.g., cosmetology, plumbing, electrical work) could expose 16–17-year-olds to higher-risk tasks before they have full physical, cognitive, or emotional maturity—particularly where licensing standards assume adult-level judgment or physical capacity. While the bill mentions preserving safety protections, it does not specify how those will be maintained if age thresholds are lowered without corresponding safeguards.
Public SafetyPeopleRef: Sec. 2(2)(c)The bill focuses on removing barriers to work experience but does not require safeguards to ensure CTE participation does not displace or reduce core academic instruction or lead to tracking into low-wage, low-mobility pathways—especially for students already at risk of disengagement or academic underperformance.
EducationLean peopleRef: Sec. 2(2)(e)School districts may face increased administrative and compliance burdens in adapting CTE program designs to new regulatory expectations—even if no formal rule changes occur—due to uncertainty about how agencies will interpret or enforce revised policies, potentially diverting staff time and resources from other priorities.
Local GovernmentLean peopleRef: Sec. 2(2)(f)
Who Is Most Affected
16–17-year-old CTE students—especially those from low-income, rural, or historically underrepresented backgrounds—stand to gain earlier access to paid work experience, certifications, and career pathways. This can improve high school retention, reduce time-to-credential, and increase lifetime earnings. However, those in hazardous fields (e.g., construction, welding) may face elevated safety risks if age-based safeguards are removed without compensating protections.
School districts and CTE program staff may benefit from increased student engagement and program expansion, but could face added administrative and legal risk if they implement new work-based learning models without clear regulatory guidance or liability protections.
Employers in skilled trades, healthcare, and manufacturing may gain earlier access to trained, motivated young workers—reducing recruitment and onboarding costs. However, they may also face increased costs for supervision, safety training, or liability coverage for younger workers.
Labor unions may benefit from early inclusion in the work group, allowing them to advocate for protections like wage standards, supervision ratios, and apprenticeship pipelines. However, if age restrictions are removed without corresponding labor safeguards, they may oppose implementation.
State agencies (OSPI and L&I) will incur minimal administrative costs to convene the work group, but may gain long-term efficiency if overlapping or outdated rules are streamlined—potentially reducing future regulatory friction and improving interagency coordination.