HB 1838
In CommitteeHouse
College grant/cert. programs
Expanding access to the Washington college grant to students enrolled in certificate programs for high-demand fields.
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 expands the Washington College Grant to include students in certificate programs for high-demand fields and adds new eligibility pathways for high school students from low-income households receiving food assistance. It aims to increase access to postsecondary credentials for Washington residents with financial need.
- Expands the Washington College Grant to include students enrolled in certificate programs in high-demand fields, as determined by the state office.
- Adds eligibility for high school students (grades 10–12) who are part of households receiving Washington basic food benefits or food assistance, starting in the 2025–26 academic year.
- Maintains existing eligibility for students receiving certain public assistance (e.g., disability benefits, housing support) or whose parents/guardians do.
- Allows part-time students to receive a prorated grant amount, increasing access for non-full-time learners.
- Keeps the 6-year or 150% program-length limit on grant eligibility, and requires satisfactory academic progress for renewal.
Who is affected
- Certificate program students — Students in high-demand certificate programs (e.g., healthcare, skilled trades) who meet income and other eligibility criteria can now receive grant funding to cover tuition and fees.
- High school students from low-income families — High school students in grades 10–12 whose families receive public assistance (e.g., basic food, housing support, or disability benefits) may qualify for the grant starting in 2025–26.
- Adult learners and apprentices — Adult learners and recent high school graduates with financial need who are pursuing certificates or apprenticeships in high-demand fields.
- Colleges, universities, and apprenticeship programs — Public institutions of higher education and apprenticeship sponsors must verify student eligibility and return unused grant funds per state rules.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (5)
Expanding eligibility to high school students in grades 10–12 whose households receive food assistance—combined with inclusion of high-demand certificate programs—directly targets low-income youth most at risk of educational disengagement, increasing pathways to high-wage credentials without debt.
EducationPeopleRef: Sec. 1, RCW 28B.92.200(5)(a)(iv), (5)(b)(iii)Covering certificate programs in high-demand fields (e.g., healthcare, skilled trades) aligns education with state labor market needs, increasing credential attainment for jobs where Washington faces shortages—benefiting workers through better wages and employers through a stronger pipeline.
Business & EmploymentPeopleRef: Sec. 1, RCW 28B.92.200(5)(b)(ii), (5)(b)(iii)Prorated grants for part-time students remove a major barrier for non-traditional learners (e.g., parents, caregivers, part-time workers), enabling incremental progress toward credentials while managing competing responsibilities.
EducationPeopleRef: Sec. 1, RCW 28B.92.200(10)Extending eligibility to students receiving public assistance (e.g., ABD, housing support) or whose guardians do creates a bridge for youth aging out of foster care or living in unstable housing—reducing long-term reliance on safety-net programs and improving life outcomes.
Public SafetyPeopleRef: Sec. 1, RCW 28B.92.200(5)(a)(ii), (5)(a)(iii)The bill explicitly frames the program as a “statewide free college program” for students with financial need, reinforcing equity as a core principle—shifting institutional priorities toward accessibility and reducing debt-driven attrition.
EducationPeopleRef: Sec. 1, RCW 28B.92.200(1)
Potential Concerns (5)
Expanding eligibility to high school students receiving food assistance may increase participation in postsecondary education, but the bill does not include funding for academic or social support services (e.g., counseling, tutoring, mental health) needed to ensure success for historically underserved students—potentially increasing dropout rates and undermining long-term public safety outcomes.
Public SafetyPeopleRef: Sec. 1, RCW 28B.92.200(5)(a)(ii), (5)(a)(iii), (5)(a)(iv)The provision allowing continued eligibility if family income increases by ≤3% may create a narrow “cliff effect” for families just above that threshold, discouraging wage growth or full-time employment without addressing broader income volatility—reducing the program’s effectiveness as a true mobility tool.
EducationLean peopleRef: Sec. 1, RCW 28B.92.200(7)The 6-year or 150% program-length limit may disproportionately disadvantage students in longer certificate programs (e.g., nursing, IT) or those needing remediation, especially low-income students more likely to face life disruptions—limiting real-world credential completion despite expanded access.
EducationPeopleRef: Sec. 1, RCW 28B.92.200(6)Prorated grants for part-time students improve access but may reduce the incentive to enroll full-time, potentially extending time-to-credential and delaying labor market entry—especially for students balancing work and family responsibilities.
EducationLean peopleRef: Sec. 1, RCW 28B.92.200(10)The bill does not clarify how the prorated grant interacts with other need-based aid (e.g., Pell Grant, state need-based aid), risking duplication or under-awarding—potentially leaving students with unmet need or creating administrative confusion for institutions.
FinancialLean peopleRef: Sec. 1, RCW 28B.92.200(3), (11)
Who Is Most Affected
Low-income high school students in grades 10–12 whose families receive food assistance gain a new pathway to postsecondary credentials without debt; however, success depends on access to academic and social supports not funded in the bill.
Adult learners in high-demand certificate programs (e.g., nursing, welding, IT) gain tuition-free access to credentials aligned with state job growth—though time limits and part-time enrollment rules may constrain completion for those with caregiving or work obligations.
Public community and technical colleges will see increased enrollment in certificate programs, but must absorb administrative costs and may face pressure to expand capacity without guaranteed long-term funding beyond the current appropriation cycle.
Healthcare and skilled trades employers benefit from a larger pool of credentialed workers, but may face pressure to raise wages to retain newly credentialed employees—potentially increasing labor costs.
State government gains long-term fiscal benefits (e.g., reduced public assistance reliance, higher tax revenue) but must front significant upfront costs; the fiscal sustainability depends on future legislative appropriations and enrollment uptake.