SB 5189
SignedSenate
Competency-based education
Supporting the implementation of competency-based education.
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 establishes a formal, statewide framework for competency-based education—where students advance based on demonstrated mastery of skills and knowledge, not just time in class. It creates new definitions, funding pathways, and reporting tools to support schools adopting this model, while ensuring equitable access to activities like sports.
- Defines 'competencies' and 'competency-based education' (also called 'mastery-based learning') with seven core elements—including student agency, mastery-based progression, and equity-focused practices.
- Requires OSPI to adopt rules by September 1, 2025 allowing eligible schools to receive full-time equivalent (FTE) funding for students in competency-based programs, based on participation in the existing mastery-based learning collaborative or state board-approved pathways.
- Directs the State Board of Education to design a process to identify and designate schools/districts implementing competency-based education, and to assess associated costs; OSPI must consult on how this designation appears on the Washington State Report Card website.
- Requires OSPI and the State Board of Education to develop or recommend a competency-based high school transcript format—to be available by the 2026–27 school year—as an alternative to the standard transcript.
- Requires the Washington Interscholastic Activities Association (WIAA) to review its rules to ensure competency-based students are not unfairly excluded from sports and activities.
- Repeals the outdated 'Innovative Learning Pilot Program' law (RCW 28A.300.810), replacing it with a broader, permanent framework for competency-based education.
Who is affected
- Students — Students in Washington public schools may experience changes in how they learn, are assessed, and earn credits—especially those in schools adopting competency-based models, as progress will be based on demonstrated mastery rather than time spent in class.
- School districts and schools — School districts and charter schools implementing or considering competency-based education will need to align practices with new state definitions and reporting requirements, and may be eligible for full-time funding under new rules.
- State education agencies — State agencies—including the Office of the Superintendent of Public Instruction (OSPI) and the State Board of Education—must develop rules, guidance, and reporting tools to support implementation and identification of competency-based programs.
- Student athletes and activity participants — Students participating in or seeking access to high school sports and activities may benefit from protections ensuring they are not excluded due to enrollment in competency-based programs.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (5)
By mandating mastery-based progression over seat time, the bill supports more equitable student advancement—particularly benefiting students who learn at different paces, including those with disabilities, English learners, or students facing poverty-related barriers.
EducationPeopleRef: Sec. 1 (2)(a)(iv)Allowing full-time FTE funding for competency-based programs removes a major financial disincentive for districts to adopt this model—potentially expanding access to personalized learning for students across the state, especially in under-resourced districts.
EducationPeopleRef: Sec. 2 (2)Embedding equity as a core element of competency-based education—requiring strategies to ensure equity in culture, structure, and pedagogy—provides a framework for addressing systemic disparities in access and outcomes.
EducationPeopleRef: Sec. 1 (2)(a)(vi)Requiring WIAA to assess whether its rules create barriers for competency-based students helps protect equitable access to extracurricular activities—supporting social-emotional development and college readiness for students in nontraditional pathways.
Public SafetyPeopleRef: Sec. 4Creating a competency-based transcript option—available by 2026–27—gives schools flexibility to represent student learning more accurately, especially for students who demonstrate mastery through non-traditional means (e.g., internships, CTE, project-based learning).
EducationLean peopleRef: Sec. 5 (2)
Potential Concerns (5)
The bill requires OSPI to adopt rules by September 1, 2025, authorizing full-time funding for competency-based programs, but leaves implementation details (e.g., verification protocols, eligibility criteria) undefined—creating administrative burden and potential inconsistency across districts without additional funding for compliance.
Local GovernmentRef: Sec. 2 (1)School districts must invest staff time and resources to align with new state definitions, reporting, and designation processes—costs that are assessed but not funded, potentially diverting local resources from direct instructional support.
Local GovernmentRef: Sec. 3 (1)–(3)While the bill requires WIAA to review rules to avoid excluding competency-based students from activities, it lacks enforcement mechanisms or penalties for noncompliance—meaning equity in access to sports and activities remains vulnerable to local WIAA chapter discretion.
Public SafetyLean peopleRef: Sec. 4The competency-based transcript option may increase complexity for families and postsecondary institutions trying to compare student credentials—especially if adoption is uneven across districts, potentially disadvantaging students from districts without capacity to implement it robustly.
EducationLean peopleRef: Sec. 5 (2)Repealing the Innovative Learning Pilot Program removes a proven, flexible framework that some districts used to experiment with mastery-based learning—disrupting continuity for schools already invested in that model without a clear transition plan.
Local GovernmentRef: Sec. 6 (repeal of RCW 28A.300.810)
Who Is Most Affected
Students—especially those who struggle in traditional time-based settings (e.g., students with learning differences, English learners, or those facing socioeconomic barriers)—may benefit from mastery-based progression and greater flexibility, though uneven implementation could widen disparities if some districts lack capacity.
School districts with existing mastery-based initiatives (e.g., members of the 2021 collaborative) may gain funding stability and legitimacy, while smaller or under-resourced districts may face new administrative costs and technical challenges in implementation.
OSPI and State Board of Education gain expanded authority but also new responsibilities—designing rules, assessments, and reporting tools—without guaranteed additional funding, potentially straining already-constrained education agency resources.
Student athletes in competency-based programs gain explicit protection against exclusion from activities, but enforcement depends on WIAA’s internal review process, which lacks oversight mechanisms—so real-world impact is uncertain.