HB 1618
In CommitteeHouse
College in HS/private school
Expanding access to college in the high school to private school students.
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 extends Washington’s 'College in the High School' program to students at state-approved private schools and formalizes state funding for the program based on course delivery. It ensures students earn both high school and college credit at no cost, and requires reporting and transparency about participation and outcomes.
- Expands the existing 'College in the High School' program to include students at state-approved private schools (in addition to public schools).
- Requires state funding for the program, with per-course payments to institutions: $6,000 max for state universities, $5,000 for regional universities/state college, and $3,500 for community/technical colleges.
- Sets a baseline rate of $300 per student, but caps per-course funding based on institutional type and adjusts it annually for inflation.
- Clarifies that high schools must award credit for successful completion, and institutions must provide college credit and transcripts—even if the student does not graduate or later transfers.
- Mandates that institutions report annual data on participation, performance, and demographics to the legislature, disaggregated by school and student group.
- Requires schools to notify students and families about the program, including that enrollment creates an official college transcript and that credits may only transfer as electives.
Who is affected
- High school students (grades 9–12), including those in state-approved private schools — Students in grades 9–12 (or those eligible for those grades) at public or state-approved private schools can now enroll in college-level courses on their high school campus and earn both high school and college credit—without paying tuition or fees.
- High schools (public, private, charter, and state-tribal compact) — Public and private high schools (including charter and state-tribal compact schools) can partner with colleges to offer college-level courses and must award high school credit for successful completion.
- Institutions of higher education (public four-year and community/technical colleges) — Public four-year universities, regional universities, state colleges, and community/technical colleges will receive state funding to administer college-in-high-school courses and must provide college credit and transcripts for participating students.
- Parents and guardians of high school students — Parents and guardians receive required notifications about the program, including that enrollment in college-credit courses creates an official college transcript and that credits may only transfer as electives.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (5)
The bill eliminates tuition and fees for students in both public and state-approved private schools to take college-level courses, expanding access to dual-credit opportunities for students who previously may have been excluded due to cost or school type—potentially reducing equity gaps in college readiness and credit accumulation.
EducationPeopleRef: Sec. 1(2), Sec. 2(8)(b)(i), Sec. 2(4)By mandating that both high schools and colleges award credit for successful completion—and requiring colleges to provide official transcripts—the bill formalizes dual-credit pathways, increasing the likelihood that students earn meaningful college credit early, potentially shortening time-to-degree and reducing future college costs.
EducationPeopleRef: Sec. 2(1), Sec. 2(4), Sec. 2(6), Sec. 2(7)The requirement for disaggregated reporting on race, ethnicity, gender, and free/reduced-price lunch status will improve oversight and equity monitoring, enabling policymakers to assess whether the expansion to private schools benefits low-income students or widens gaps—especially since private schools serve a more affluent population on average.
EducationPeopleRef: Sec. 2(10), Sec. 2(11)(a)(iii)The requirement that schools notify students and families—including about transcript creation and limited transferability—improves informed consent and reduces the risk of unintended academic consequences, especially for first-generation or low-income students who may not understand how dual-credit courses affect future applications.
EducationPeopleRef: Sec. 2(8)(a)-(b), Sec. 2(4)Expanding eligibility to students at state-approved private schools increases access for families who choose private education but may lack resources to pay for college-level coursework—though the overall impact is tempered because private school enrollment skews higher-income, and many such schools already offer AP/IB or dual-credit options.
EducationLean peopleRef: Sec. 1(1), Sec. 2(4)
Potential Concerns (5)
The bill creates a new state-funded program with per-course payments ranging from $3,500 to $6,000, adjusted annually for inflation, which increases state expenditures—potentially diverting funds from other K–12 or higher education priorities. While the program is designed to be tuition-free for students, the state’s per-course cost is significantly higher than the baseline $300/student cap, and the funding formula rewards institutions based on course volume rather than student outcomes or cost-efficiency.
FinancialPeopleRef: Sec. 1(3)(a)-(c), Sec. 1(5)The requirement that enrollment in a college-credit course automatically creates an official college transcript—even if the student fails or drops the course— may create unintended consequences for students who later apply to colleges, as poor performance on a transcript could affect admissions or financial aid eligibility, despite the course being offered at no direct cost.
Rights & LibertiesLean peopleRef: Sec. 2(8)(b)(ii)The rule that college-in-high-school enrollment data must be kept separate from official enrollment reports and excluded from budgetary determinations may reduce transparency and accountability for how these courses impact actual college readiness or persistence, especially for underrepresented students.
EducationLean peopleRef: Sec. 2(5)The notification that college credits earned may only transfer as electives at other institutions could mislead students and families into believing the courses will reliably count toward a degree, potentially reducing the perceived value of participation—especially for students planning to transfer—without clear guidance on articulation pathways.
EducationRef: Sec. 2(8)(b)(ii)The funding formula rewards institutions based on course delivery volume, which may incentivize institutions to prioritize quantity over quality or alignment with workforce needs—particularly if faculty time is redirected from higher-impact student support or research activities.
Business & EmploymentLean peopleRef: Sec. 1(3)(a)-(c)
Who Is Most Affected
Students in low-income households attending public schools stand to benefit significantly: they gain access to tuition-free college credit without needing to travel to campus or pay for textbooks, potentially accelerating degree completion and reducing debt. However, if the program disproportionately serves wealthier students in private schools, equity gains may be limited.
Students in state-approved private schools gain new access to college credit at no cost, but since private school students are more likely to come from higher-income families, the net benefit is skewed toward those already more likely to attend college. The program may reduce barriers for some, but not address deeper structural inequities.
Public four-year and community/technical colleges receive new state funding to expand dual-credit programming, which may increase their outreach and engagement with K–12 systems. However, the per-course funding model may incentivize course volume over student support, and institutions may face added administrative burdens without additional staffing resources.
Private schools gain a new tool to enhance academic offerings and college counseling, potentially improving their appeal to families. However, they must now comply with state reporting and contractual requirements, and may face pressure to ensure course quality to avoid transcript issues for students.
Parents and guardians gain clearer information about how dual-credit courses affect college transcripts and transferability, improving informed decision-making. However, they may also face confusion or anxiety if their child earns a poor grade on an official college transcript before high school graduation.