SB 5564
In CommitteeSenate
Goals of a basic education
Modifying the goals of a basic education.
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 updates Washington’s definition and goals of a basic education to focus on preparing students to be globally competitive citizens, strengthen civic understanding, and appreciate diverse cultures. It also strengthens requirements for ethnic studies materials and learning standards to support inclusive, culturally responsive education.
- Updates the definition and goals of a basic education to emphasize becoming globally competitive citizens, strengthening academic achievement, and ensuring high expectations for all students.
- Revises the list of essential knowledge and skills students should develop, including updated language around civics and history (with emphasis on the foundations of the constitutional republic) and mathematics and science accuracy.
- Requires the Office of the Superintendent of Public Instruction (OSPI) to identify and post ethnic studies materials and resources for grades K–12, designed to help students appreciate and admire differing cultures.
- Encourages public schools in grades 7–12 to offer an ethnic studies course, and schools in grades K–6 to incorporate ethnic studies materials into existing instruction.
- Requires OSPI to identify and periodically update state learning standards related to cultural appreciation and global citizenship, incorporating best practices in ethnic studies.
Who is affected
- Students — Students in Washington public schools (K–12) will experience updated curriculum goals and materials emphasizing global competitiveness, cultural appreciation, and foundational civic education.
- School Districts — School districts must revise local education goals and ensure alignment with the updated state goals, including involving parents and community members in setting those goals.
- Office of the Superintendent of Public Instruction (OSPI) — The Office of the Superintendent of Public Instruction (OSPI) must develop, review, and post ethnic studies materials and identify relevant learning standards.
- Teachers and Schools — Teachers and schools in grades 7–12 may offer new or updated ethnic studies courses; schools in grades K–6 may incorporate related materials into existing instruction.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (3)
The bill strengthens requirements for culturally responsive and inclusive education, which research shows improves student engagement, belonging, and academic outcomes—particularly for historically marginalized students (e.g., students of color, English learners, low-income students).
EducationPeopleRef: Sec. 1 & 3 (RCW 28A.150.210 & 28A.655.300)By requiring OSPI to identify and post ethnic studies materials for K–12, the bill lowers barriers for districts—especially under-resourced ones—to adopt inclusive curricula, potentially reducing reliance on costly, inconsistent local development efforts.
EducationPeopleRef: Sec. 2 (RCW 28A.300.112)The updated definition of a basic education explicitly ties academic goals to economic well-being and global competitiveness, reinforcing alignment with workforce readiness and long-term economic mobility for Washington’s youth—especially students from disadvantaged backgrounds.
EducationPeopleRef: Sec. 1 (RCW 28A.150.210)
Potential Concerns (3)
The bill expands the definition of a basic education to include global citizenship and cultural appreciation, but does not specify new funding or resources to support implementation, potentially straining already-constrained school budgets and teacher time without clear guidance on how to integrate new expectations into existing curricula.
EducationRef: Sec. 1 (RCW 28A.150.210)While the bill encourages ethnic studies courses in grades 7–12 and integration in K–6, it does not mandate implementation or provide dedicated funding for curriculum development, teacher training, or materials—placing the burden on districts with varying capacity and resources, potentially exacerbating inequities between wealthy and low-income districts.
EducationPeopleRef: Sec. 2 (RCW 28A.300.112)The emphasis on “foundations of our constitutional republic” and civic education may lead to inconsistent interpretation across districts, especially in the absence of standardized implementation guidance, risking uneven civic literacy outcomes.
EducationRef: Sec. 1 (RCW 28A.150.210)
Who Is Most Affected
Students—particularly students of color, low-income students, and English learners—are likely to benefit from more inclusive, culturally responsive curricula, which correlate with improved academic engagement, sense of belonging, and long-term outcomes. However, benefits depend on consistent, high-quality implementation across districts.
School districts with strong resources and existing DEI infrastructure may implement the changes with minimal strain, while under-resourced districts may face unmet costs for training, materials, and staffing—potentially widening equity gaps if state funding does not follow the mandate.
Teachers and school staff will face increased expectations to integrate ethnic studies and culturally responsive pedagogy, which may require professional development and curriculum redesign—benefiting those with support and professional development, but burdening those without.
OSPI gains new responsibilities to curate and maintain ethnic studies resources and update learning standards, increasing administrative workload and requiring ongoing coordination with stakeholders—though no additional funding is specified.
Families of color, immigrant families, and low-income families may benefit from more representative curricula that affirm their identities and improve student motivation, but may also bear indirect costs if districts cut arts, sports, or other enrichment programs to prioritize new requirements.