HB 1475
In CommitteeHouse
National board bonuses
Suspending the national board for professional standards certification bonuses for certificated instructional staff.
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 temporarily stops paying bonuses to Washington teachers who have earned National Board Certification, including extra bonuses for those working in high-poverty schools. The suspension applies to the 2025–26 through 2028–29 school years, though the underlying bonus program remains in law for future use.
- Suspends all National Board Certification bonuses for the 2025–26, 2026–27, 2027–28, and 2028–29 school years.
- Maintains the existing $5,000 base bonus (adjusted for inflation, except during 2013–14 and 2014–15) for teachers who maintain National Board Certification, but only for school years before 2025–26.
- Allows an additional $5,000 bonus for teachers working in high-poverty schools (as defined by state rule or the federal Community Eligibility Provision), but this extra bonus is also suspended through 2028–29.
- Requires bonuses to be paid as a lump sum and excludes them from salary calculations used for district-wide pay caps.
Who is affected
- Certificated instructional staff (teachers) with National Board Certification — Teachers who hold National Board Certification and work in schools with high percentages of low-income students may have received extra bonuses in prior years, but will not receive them for the 2025–26 school year or the next four years.
- Public school districts — School districts that previously used these bonuses to support staff in high-poverty schools will no longer be able to provide them during the suspension period.
- Students and families in high-poverty schools — Families and students in high-poverty schools may lose the incentive for highly qualified teachers to remain in those schools during the suspension period.
Pro/Con Analysis
Stronger case for concerns
Potential Benefits (2)
The state avoids paying approximately $5,000 per certified teacher per year for four years, providing fiscal savings that may support budget stability during a period of constrained revenue growth.
Local GovernmentRef: Sec. 1, subsection (6)The suspension is temporary and preserves the underlying bonus program structure, allowing for future reinstatement if fiscal conditions improve—providing policy flexibility without permanent legislative repeal.
Business & EmploymentRef: Sec. 1, subsection (6)
Potential Concerns (5)
Suspension of National Board Certification bonuses eliminates a financial incentive for highly qualified teachers—especially those working in high-poverty schools—to remain in those schools, potentially worsening teacher retention and stability in the districts that need experienced educators most.
EducationPeopleRef: Sec. 1, subsection (6)Teachers who have invested time and money to earn and maintain National Board Certification—often at personal cost—will receive no compensation for that credential for four years, undermining professional recognition and financial equity for mid-career educators.
EducationPeopleRef: Sec. 1, subsection (6)Reduced teacher retention in high-poverty schools may destabilize learning environments, increase student turnover, and strain support systems—factors linked to lower school safety and student well-being.
Public SafetyPeopleRef: Sec. 1, subsection (6)Students in high-poverty schools—particularly those already facing systemic disadvantages—may lose access to highly qualified, incentivized teachers during a critical four-year window, potentially widening achievement gaps.
EducationLean peopleRef: Sec. 1, subsection (6)School districts lose a tool they previously used to recruit and retain talent in high-need schools, limiting their flexibility in workforce planning during a period of ongoing staffing challenges.
Local GovernmentLean peopleRef: Sec. 1, subsection (6)
Who Is Most Affected
Teachers who hold National Board Certification—especially those in high-poverty schools—will forgo $5,000 (plus $5,000 if in a high-poverty school) in annual compensation for four years, reducing their lifetime earnings and potentially incentivizing migration to higher-paying districts or states.
School districts in high-poverty areas lose a key retention tool for high-quality teachers, potentially increasing turnover, reducing instructional continuity, and undermining equity-focused staffing strategies.
Students in high-poverty schools—already at higher risk of academic disruption—may experience reduced access to highly qualified, experienced teachers, potentially worsening educational outcomes and equity gaps.
State and local governments benefit from immediate budget savings, but may face longer-term costs if teacher shortages worsen and require alternative (often more expensive) recruitment or retention strategies.
The state’s Office of the Superintendent of Public Instruction (OSPI) loses a programmatic tool used to support equity in teacher distribution, limiting its ability to address geographic inequities in educator quality.