SB 5210
In CommitteeSenate
Ninth grade success grants
Establishing the ninth grade success grant program.
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 creates a permanent Ninth Grade Success Grant Program to help Washington high schools support ninth-grade students who are at risk of falling behind. Research shows that doing well in ninth grade strongly predicts on-time graduation, and the program builds on a successful pilot that boosted on-track rates by nearly 7 percentage points. Schools will receive funding to form teams that monitor student progress and provide early interventions.
- Establishes the Ninth Grade Success Grant Program administered by the Office of the Superintendent of Public Instruction (OSPI) to fund school-based support teams for ninth graders.
- Grants will be awarded to public high schools beginning in the 2025–26 school year, with priority given to schools with low ninth-grade on-track scores or below-average graduation rates.
- Grant funds may be used for stipends for team members, professional development, substitute coverage, and student support services aimed at improving attendance, behavior, and grades.
- OSPI may contract with a nonprofit organization to provide coaching support to schools implementing the success team model.
- Requires annual reporting to the legislature by June 30, 2026, through 2030, including data on grant recipients, student demographics, and changes in on-track and graduation rates.
Who is affected
- Public high schools — Public high schools in Washington that serve ninth-grade students, especially those with low on-track rates or below-average graduation rates, may receive funding to establish or expand support teams for ninth graders.
- Ninth-grade students — Ninth-grade students—especially those at risk of falling behind due to poor attendance, behavior, or academic struggles—will benefit from early intervention and support services provided by school-based success teams.
- School staff — School staff such as teachers, counselors, and administrators who serve on or support ninth grade success teams may receive stipends, professional development, or training to better support students.
- Office of the Superintendent of Public Instruction (OSPI) — The Office of the Superintendent of Public Instruction (OSPI) will be responsible for managing the grant program, awarding funds, and reporting outcomes to the legislature.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (5)
The program targets early intervention for at-risk ninth graders with evidence-based success teams, which research shows can increase on-track rates by ~6.7 percentage points—directly improving graduation prospects for low-income, historically underserved students who are disproportionately represented in ninth-grade failure.
EducationPeopleRef: Sec. 2(1), Sec. 2(3)(d)Priority funding for schools with low on-track scores and graduation rates, combined with mandated demographic reporting, ensures that the most vulnerable student populations—including students in foster care, experiencing homelessness, or receiving special education—receive targeted support and are tracked for outcomes.
EducationPeopleRef: Sec. 2(2)(a), Sec. 2(4)(b)Funding for professional development and substitute coverage enables schools to build staff capacity without overburdening existing teachers—supporting teacher retention and improving instructional quality in high-need schools.
EducationPeopleRef: Sec. 2(3)(b), Sec. 2(3)(c)Contracting with nonprofits for coaching support and requiring scalability recommendations creates a feedback loop for continuous improvement and may enable statewide replication of best practices—potentially leading to systemic, long-term gains in high school completion.
EducationPeopleRef: Sec. 2(2)(b), Sec. 2(4)(e)The requirement to report longitudinal graduation rate data allows for evidence-based policy adjustments and accountability—ensuring the program remains aligned with its core goal of increasing on-time graduation, especially for historically marginalized student groups.
EducationPeopleRef: Sec. 2(4)(d)
Potential Concerns (5)
The grant prioritizes schools with low on-track scores and below-average graduation rates, which may lead to resource concentration in already under-resourced schools—potentially reinforcing existing inequities by creating a two-tiered intervention model where only the most struggling schools receive targeted support, while mid-performing schools receive no additional assistance.
EducationPeopleRef: Sec. 2(2)(a)The phrase “student supports needed to help ninth grade students thrive” is vague and could allow schools to use funds for non-educational services (e.g., food, clothing, or mental health referrals) without accountability, potentially diluting academic focus and creating inconsistent implementation across districts.
EducationLean peopleRef: Sec. 2(3)(d)The bill requires legislative appropriation but does not guarantee funding, leaving schools vulnerable to inconsistent or insufficient support—especially in years of budget shortfalls—undermining program sustainability and long-term impact.
Local GovernmentLean peopleRef: Fiscal Impact (not in bill text but in summary)Annual reporting requirements impose administrative burdens on schools and OSPI, requiring staff time and data collection capacity—resources that may be scarce in small or rural districts, potentially diverting staff from direct student support.
EducationRef: Sec. 2(4)(c)Stipends for success team members are not standardized or capped, which may lead to unequal distribution—e.g., wealthier districts offering higher stipends to attract staff, widening staff capacity gaps between affluent and high-need schools.
Business & EmploymentLean peopleRef: Sec. 2(3)(a)
Who Is Most Affected
Ninth-grade students—especially those struggling academically, economically, or socially—gain direct academic and social-emotional support through early intervention, which research shows dramatically improves graduation odds. This is especially impactful for students in foster care, experiencing homelessness, or on free/reduced-price lunch.
Schools in high-poverty or low-graduation-rate districts receive critical resources to build structured support systems, but may face challenges if funding is inconsistent or if they lack staff capacity to implement the model effectively.
Teachers, counselors, and administrators who serve on success teams may receive stipends and professional development, but implementation burden and unclear expectations could strain already-overextended staff if not properly resourced.
OSPI gains expanded authority and reporting responsibilities, but must balance program oversight with limited fiscal discretion—especially if legislative appropriations fall short of demand.
Nonprofit coaching partners may gain new contracts and influence over statewide education practice, but their role is advisory—not funding-determining—limiting their direct power over program design.