HB 2007
In CommitteeHouse
Competency-based assessments
Expanding opportunities for competency-based assessments in graduation pathway options.
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 broadens how Washington high school students can demonstrate readiness for college or a career after graduation by adding more flexible options—including performance-based projects and competency-based assessments—beyond traditional standardized tests. It also requires schools to better inform students and families about these options and gives the State Board of Education authority to set standards for new pathways.
- Expands graduation pathway options to include more competency-based assessments—including courses, exams (like AP, IB, SAT, ACT), and real-world performance experiences—in addition to traditional standardized tests.
- Adds a new pathway using performance-based learning experiences (e.g., projects, internships, portfolios) that let students show mastery of state standards in English and math through real-world work, evaluated by teachers and community experts.
- Allows students to combine different pathway options (e.g., one in English and one in math) to meet graduation requirements.
- Requires school districts to annually inform students and families about available graduation pathways, starting as early as 6th grade, and in line with language access rules.
- Authorizes the State Board of Education to adopt rules for implementing new pathways—including defining qualifying courses, assessments, and evaluation standards—and to set proficiency targets and rubrics for performance-based assessments.
Who is affected
- High school students — High school students in grades 8–12 (and increasingly grades 6–7) will have more flexible ways to show they are ready for college or a career after graduation, including through real-world projects or alternative assessments.
- Public school districts and their boards of directors — Must decide which graduation pathway options to offer and ensure students and families are informed about them each year; may adopt local policies for performance-based assessments.
- State Board of Education — Will develop rules and guidance for how performance-based and competency-based assessments work, including safety standards, evaluation criteria, and proficiency targets.
- Office of the Superintendent of Public Instruction (OSPI) — Will provide data and support for implementing new pathways, especially around performance-based assessments and alignment with state learning standards.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (5)
Performance-based pathways allow students who struggle with standardized tests—including students with learning differences, English learners, and those with trauma or anxiety—to demonstrate mastery through real-world work, increasing equitable access to graduation and postsecondary success.
EducationPeopleRef: Sec. 1, RCW 28A.230.710(2)(f)Allowing students to combine different pathway options (e.g., SAT in math, portfolio in English) better accommodates diverse learning styles and strengths, supporting students who excel in some areas but not others—particularly beneficial for low-income and first-generation students who may lack access to test prep.
EducationPeopleRef: Sec. 1, RCW 28A.230.710(2)(g)Expanding competency-based options to include AP/IB/SAT/ACT aligns with existing college-readiness infrastructure and may increase access to dual-credit opportunities for students in under-resourced schools that partner with local colleges—though benefit is strongest for students who already have access to these programs.
EducationPeopleRef: Sec. 1, RCW 28A.230.710(2)(d), (e)Mandating early, annual information about graduation pathways (starting in 6th grade) helps families—especially those without college-going capital—make informed course selections and avoid remediation later, supporting long-term postsecondary success.
EducationPeopleRef: Sec. 1, RCW 28A.230.710(4)State-developed proficiency targets and rubrics for performance assessments aim to standardize expectations and reduce subjectivity—potentially improving consistency and fairness across districts, though success depends on implementation quality and training.
EducationLean peopleRef: Sec. 1, RCW 28A.230.710(2)(f)(iii)
Potential Concerns (5)
Implementation of performance-based assessments requires significant teacher and school time for training, evaluation, and coordination with external evaluators—time that may not be compensated beyond current workloads, increasing stress and burnout risk for educators without additional funding or staffing.
EducationPeopleRef: Sec. 1, RCW 28A.230.710(2)(f)(ii), (iii)Mandating annual pathway information starting in 6th grade increases administrative burden on districts without providing new funding, potentially diverting resources from core instructional support—especially in under-resourced districts.
EducationPeopleRef: Sec. 1, RCW 28A.230.710(4)Allowing external evaluators (e.g., community leaders, professionals) to assess safety and quality of performance-based experiences without standardized training or oversight may lead to inconsistent or inadequate safety protocols, especially for high-risk activities like internships or fieldwork.
Public SafetyLean peopleRef: Sec. 1, RCW 28A.230.710(2)(f)(i), (ii)School boards must adopt written policies for performance-based pathways, adding local governance complexity and potential for inconsistent implementation across districts—disproportionately burdening small or rural districts with limited legal and administrative capacity.
Local GovernmentLean peopleRef: Sec. 1, RCW 28A.230.710(2)(f)(iv)The bill’s permissive language—‘school districts have discretion in determining which options…they will offer’—means wealthier districts with more resources (e.g., AP teachers, internship networks) will likely implement more pathways, potentially widening equity gaps in access to college- and career-readiness options.
EducationLean peopleRef: Sec. 1, RCW 28A.230.710(3)
Who Is Most Affected
Low-income, first-generation, and students with learning differences benefit significantly—these students often underperform on standardized tests but can demonstrate mastery through real-world projects, increasing graduation and postsecondary success rates.
May benefit from more flexible pathways, but rural and small districts may lack resources to implement performance assessments (e.g., externship supervision, evaluator training), potentially widening equity gaps if not adequately funded.
State Board of Education gains authority to define standards, but faces significant implementation challenges—developing rubrics, training evaluators, and ensuring equity across districts without new funding.
May benefit from clearer alignment between high school work and college placement, but could face increased remediation if performance assessments are inconsistently evaluated or lack rigor.
Teachers gain flexibility to assess diverse skills, but face increased workload for designing, supervising, and evaluating performance tasks—often without additional compensation or support.