HB 2666
In CommitteeHouse
African American studies
Identifying African American studies curricula for students in grades seven through 12.
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 requires Washington’s public schools to offer African American studies to students in grades 7–12 by directing the state education office to identify and recommend approved curricula from across the country. It builds on earlier laws that called for integrating African American history into social studies and creates a work group to ensure high-quality, culturally responsive materials are available.
- Directs the Office of the Superintendent of Public Instruction (OSPI) to convene a work group to identify existing African American studies curricula and instructional materials for grades 7–12.
- Requires the work group to review prior curriculum reports, consult with faculty at historically Black colleges and universities (HBCUs), and survey high school and college courses.
- Specifies work group membership to include representatives from state agencies (e.g., Washington State Commission on African American Affairs, NAACP, Urban League), educators, students, and families.
- Mandates that OSPI report a list of approved curricula and instructional methods to the legislature by December 1, 2027, so schools can select and implement them.
- Defines African American studies as an interdisciplinary field focused on the history, culture, and contributions of people of African descent in the U.S. and the African diaspora.
Who is affected
- Public school students in grades 7–12 — Public school students in grades 7–12 will gain access to a new or expanded African American studies curriculum, helping them learn about the history, culture, and contributions of people of African descent in the U.S. and the African diaspora.
- Teachers, principals, and school districts — Educators and school staff will need professional development to effectively teach African American studies, and school districts may adopt new curricula from a state-provided list.
- Office of the Superintendent of Public Instruction (OSPI) — The office of the superintendent of public instruction must convene and support a work group, coordinate with federal and state partners, and report findings to the legislature.
- State agencies and community organizations — State agencies and organizations—including the Washington State Commission on African American Affairs, NAACP, and Urban League—will help guide curriculum development and provide community input.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (4)
Mandating African American studies for grades 7–12 expands access to culturally responsive curriculum, which research shows improves academic engagement, identity development, and sense of belonging for Black students, while reducing implicit bias and broadening historical understanding for all students—benefiting the majority of Washington’s public school students.
EducationPeopleRef: Sec. 1(1); Sec. 2(1); Sec. 2(3)(a)Inclusion of community-based organizations (NAACP, Urban League), students, and families in curriculum development ensures frontline voices shape implementation, increasing local relevance and trust—especially for historically marginalized communities.
EducationPeopleRef: Sec. 2(4)(a)(viii), (ix); Sec. 2(4)(b)(iii)The December 2027 reporting deadline and legislative accountability mechanism create a clear timeline for implementation, reducing the risk of delayed or inconsistent adoption across districts—helping ensure equitable access statewide.
EducationPeopleRef: Sec. 2(5); Sec. 1(2)(c)Surveying existing high school and college courses (including at HBCUs) allows Washington to adopt proven, rigorous models rather than developing new curriculum from scratch—lowering implementation burden and improving fidelity.
EducationLean peopleRef: Sec. 2(3)(c)
Potential Concerns (1)
The requirement to consult with faculty at historically Black colleges and universities (HBCUs) strengthens curriculum quality and cultural authenticity, improving educational relevance and representation for students of color—particularly Black students—while enhancing critical thinking for all students through exposure to diverse scholarly perspectives.
EducationPeopleRef: Sec. 2(3)(b)
Who Is Most Affected
Black students benefit significantly from seeing themselves reflected in rigorous, asset-based curriculum, which research links to higher academic engagement, self-esteem, and college persistence. This is a direct, positive impact.
Teachers and districts gain access to vetted, high-quality curricula and may receive professional development support, but implementation requires time, training, and potential reallocation of existing resources—net positive with moderate effort.
OSPI gains legislative mandate and timeline clarity but faces administrative burden (convening work group, reporting). However, the bill explicitly builds on existing 2021/2022 efforts and funding, minimizing net fiscal strain.
State agencies (e.g., Commission on African American Affairs) and community orgs (NAACP, Urban League) gain formal advisory roles and influence over curriculum design—strengthening community trust and institutional relevance.
Families of students—especially those from historically underserved communities—gain confidence that curriculum development includes their lived experience and input, supporting advocacy and engagement.