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Evergreen Ledger

2SSB 5358

Signed

Senate

Career & tech. ed./6th grade

Concerning career and technical education in sixth grade.

How does a bill become law?
  1. Introduced: The bill is filed and assigned a number.
  2. Committee: A subject-matter committee holds hearings, takes public testimony, and decides whether to advance the bill.
  3. Floor Vote: The full chamber (House or Senate) debates and votes on the bill.
  4. Opposite Chamber: The bill repeats the committee and floor vote process in the other chamber.
  5. Governor: The Governor reviews the bill and decides whether to sign or veto it.
  6. Signed: The bill has been signed into law.
Introduced: February 27, 2025
Last Action: April 22, 2025
Status: C 134 L 25
View Bill Text (HTML) (opens in new tab)View Bill Text (PDF) (opens in new tab)

AI Analysis

This analysis was generated by AI and may contain errors. It is not legal advice. Always refer to the official bill text for authoritative information.
People & CommunitiesPeople-leaningCorporate & Wealthy Interests

This bill expands access to career and technical education (CTE) in sixth grade by updating state funding formulas to support exploratory CTE courses in middle schools and clarifying how districts can use CTE funds. It also increases transparency around per-pupil spending and strengthens accountability for how CTE funds are spent.

  • Allows school districts to offer exploratory career and technical education (CTE) courses to students in grade 6 (previously only grades 7–12), with new state funding for such courses.
  • Updates the state’s basic education funding formula to include specific allocations for CTE, including class-size calculations (23:1 for middle/high school CTE), staffing, and materials.
  • Expands how districts can use CTE funding—now explicitly permitting use for work-based learning (e.g., internships), industry certifications, career guidance staff, and community partnerships.
  • Requires the Office of the Superintendent of Public Instruction to publish per-pupil funding data for all major programs—including CTE—on its website, and requires school districts to link to that report.
  • Adds transparency and accountability measures, including reporting on how increased funding for paraeducators and support staff is used, and rules to ensure CTE funds are used only for CTE purposes when they exceed general education allocations.

Who is affected

  • School districts — School districts receive updated funding formulas and new opportunities to offer career and technical education (CTE) courses in sixth grade, with additional flexibility to use CTE funds for specific purposes like staff, materials, and work-based learning.
  • Students in grades 6–12 — Students in grades 6–12 gain access to new exploratory CTE courses in middle school and expanded CTE pathways in high school and skill centers, with potential benefits like certifications and work-based learning.
  • CTE educators and support staff — Career and technical education instructors, coordinators, and support staff may benefit from increased funding for salaries, training, and program development, especially in high-demand fields.
  • Families and employers — Families and employers benefit from stronger alignment between K–12 education and workforce needs, especially through partnerships with industry, tribal governments, and workforce agencies.
Effective: July 1, 2025Fiscal impact: The bill adjusts the state’s basic education funding formula to include new funding for exploratory career and technical education in grades 6–12, and increases per-pupil allocations for materials, supplies, and operating costs. It also requires transparency reporting on per-pupil funding, which may increase administrative costs for the Office of the Superintendent of Public Instruction and school districts. The omnibus appropriations act determines the actual dollar amounts and funding levels each biennium.
Model: Intel/Qwen3-Coder-Next-int4-AutoRoundGenerated: Mar 19, 2026 at 8:52 PM

Pro/Con Analysis

Stronger case for benefits

Potential Benefits (5)

  • Formally authorizing and funding exploratory CTE for sixth graders expands early exposure to career pathways—especially beneficial for students in underserved communities who may not otherwise have access to career exploration before high school.

    EducationPeopleRef: Sec. 1, RCW 28A.150.260(9)(a)(i), as amended

  • The new 23:1 class size allocation for CTE (vs. 28.53:1 for general middle school) improves instructional quality in CTE courses, supporting hands-on learning and reducing teacher workload—benefiting both students and instructors.

    EducationPeopleRef: Sec. 1, RCW 28A.150.260(4)(c), as amended

  • Mandating public per-pupil funding transparency for CTE and other programs increases accountability and enables families and communities to compare resource allocation across districts—empowering equity-focused oversight.

    EducationPeopleRef: Sec. 1, RCW 28A.150.260(2)(a), as amended

  • Explicitly allowing CTE funds to support work-based learning (e.g., internships, preapprenticeships) and industry certifications increases real-world exposure and credentialing opportunities for students—particularly valuable for students from low-income households who may not otherwise afford such experiences.

    EducationPeopleRef: Sec. 2, RCW 28A.150.265(1)(d), as amended

  • Permitting CTE funds to cover student fees for industry-recognized certifications removes financial barriers to credentialing—directly benefiting students who might otherwise be priced out of high-value credentials like CompTIA, AWS, or OSHA.

    EducationPeopleRef: Sec. 2, RCW 28A.150.265(1)(h), as amended
Potential Concerns (5)

  • Expanding CTE to sixth grade may strain district resources by requiring new curriculum development, teacher training, and infrastructure adjustments—especially in districts without existing CTE infrastructure—potentially diverting funds from core academic instruction in grades K–5.

    EducationPeopleRef: Sec. 1, RCW 28A.150.260(9)(a)(i), as amended

  • Mandating data collection on how increased paraeducator and support staff funding is used adds administrative burden on districts, particularly small or rural districts with limited staff capacity to report in standardized formats.

    Business & EmploymentLean peopleRef: Sec. 1, RCW 28A.150.260(5)(c), as amended

  • While the bill enhances transparency, the requirement for districts to link to the OSPI per-pupil report on their main website may impose additional IT and maintenance costs on districts without robust web infrastructure—disproportionately affecting small and rural districts.

    Local GovernmentLean peopleRef: Sec. 1, RCW 28A.150.260(2)(a), as amended

  • The requirement that middle school CTE courses be part of a “planned program of study” that ensures “nonduplicative progression” may be burdensome for districts lacking alignment with high school CTE pathways, potentially limiting implementation to wealthier or more organized districts.

    EducationPeopleRef: Sec. 1, RCW 28A.150.260(9)(a)(ii), as amended

  • The bill’s funding formula for exploratory CTE in grades 6–12 is tied to the omnibus appropriations act, meaning actual dollar levels and sustainability are uncertain and subject to political negotiation—risking underfunding if the legislature does not fully appropriate needed amounts.

    EducationPeopleRef: Sec. 1, RCW 28A.150.260(9)(a)(i), as amended

Who Is Most Affected

Small and rural school districtsMixed Impact

Rural and small districts may lack existing CTE infrastructure, staff, or industry partnerships, making full implementation challenging without additional targeted support—though the bill provides new funding, it does not include dedicated transition support or phased-in implementation.

Students from low-income families and historically underrepresented groupsPositive Impact

Low-income students and students of color—often underrepresented in CTE—stand to benefit significantly from early exposure to career pathways and paid credentials, potentially improving post-secondary success and workforce entry.

CTE educators and program coordinatorsMixed Impact

CTE instructors and coordinators gain expanded authority to use CTE funds for work-based learning and career guidance, but may face new reporting and compliance requirements without corresponding increases in professional development support.

Industry partners and employersPositive Impact

Employers and industry groups benefit from earlier pipeline development and alignment with workforce needs, especially in high-demand fields like IT, healthcare, and advanced manufacturing—though the bill does not mandate employer involvement.

Families and guardians of K–12 studentsPositive Impact

Families gain transparency tools and earlier access to career exploration, but may face confusion if districts implement CTE inconsistently or without adequate communication—especially in districts without prior CTE programs.