SB 5567
In CommitteeSenate
Natural resources careers
Expanding secondary training for careers in natural resources and conservation.
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 establishes a new Youth in Sustainable Natural Resource Systems (YESS) program to give Washington students ages 14 to 17—especially those from historically marginalized or disadvantaged communities—paid, hands-on training in natural resource careers like forestry, fisheries, and renewable energy. The program integrates state education standards, includes work-integrated learning, and helps students earn high school credit, college credits, or industry credentials.
- Creates a new program called Youth in Sustainable Natural Resource Systems (YESS) to provide career preparation in natural resources and conservation for students ages 14 to 17.
- Requires the Office of the Superintendent of Public Instruction (OSPI) to select a qualified nonprofit partner with at least 20 years of experience in Washington’s education and natural resource sectors.
- Program must include at least 90 hours of instruction, with at least two-thirds (60+ hours) dedicated to paid, hands-on work-integrated learning (e.g., internships, apprenticeships) with community partners.
- Students earn high school credit, and may also earn dual credit from a community and technical college or an industry-recognized credential aligned with local employer needs.
- Mandates annual and triennial reports to the legislature evaluating program implementation, funding use, and recommendations for continuation or revision.
- Requires the nonprofit partner to prioritize schools in disadvantaged communities (as defined by the EPA Climate Justice Program or Washington’s Environmental Health Disparities Map) and to regularly survey employers about workforce needs.
Who is affected
- Youth ages 14 to 17 — Students aged 14–17, especially those from historically marginalized backgrounds or living in disadvantaged communities, gain access to paid, hands-on training in natural resource careers while earning high school credit, college credits, or industry credentials.
- Public school districts and skill centers — School districts and skill centers—especially those in rural areas or designated as disadvantaged communities—can partner with the program to offer career-connected learning opportunities aligned with state standards.
- Nonprofit organizations in natural resources and education — Private, nonprofit organizations with deep experience in natural resources and education will be selected to design and run the program, potentially expanding their reach and impact across the state.
- Natural resource employers — Local employers in natural resource sectors (e.g., fisheries, forestry, renewable energy) will help shape training through workforce needs surveys and by offering work-integrated learning opportunities like internships or apprenticeships.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (5)
The program directly benefits historically marginalized youth by providing paid, hands-on training in high-demand natural resource fields—while earning high school credit, college credits, or industry credentials—thereby reducing barriers to career pathways and increasing equitable access to green-collar jobs.
EducationPeopleRef: Sec. 1(2), Sec. 3(1)(b), Sec. 3(2)(a)By integrating outdoor learning and connection to nature—linked to improved mental and physical health—the program serves as a protective factor for youth experiencing adverse childhood experiences, supporting long-term well-being and reducing future behavioral health costs.
Public SafetyPeopleRef: Sec. 1(3), Sec. 3(1)(b)The program’s requirement for employer surveys and work-integrated learning creates direct pathways to local natural resource jobs (e.g., fisheries, forestry, renewable energy), helping align education with regional labor market needs and expanding the skilled workforce for critical-demand sectors.
Business & EmploymentPeopleRef: Sec. 2(2)(i), Sec. 3(2)(b)The program explicitly targets students ages 14–17 from historically marginalized or disadvantaged communities, using state-defined equity frameworks (EPA Climate Justice Program, WA Environmental Health Disparities Map), which helps reduce systemic inequities in career exposure and access.
EducationPeopleRef: Sec. 2(2)(h), Sec. 3(1)(a)Mandated triennial legislative reports ensure transparency and accountability in program implementation and funding use, enabling data-driven adjustments and helping prevent waste or misallocation of public resources.
Local GovernmentPeopleRef: Sec. 4
Potential Concerns (3)
The program requires the nonprofit partner to leverage private-sector contributions (e.g., equipment, scholarships, job offers), but the bill does not mandate or enforce a minimum private match—meaning success depends on voluntary corporate participation, which may be inconsistent across regions and could lead to unequal access. This creates a risk that wealthier districts or well-connected nonprofits secure more resources, while disadvantaged communities receive less.
FinancialPeopleRef: Sec. 2(2)(g)The requirement to prioritize schools in disadvantaged communities (as defined by EPA or state maps) may strain local school district capacity—especially in rural or under-resourced districts—where staff time, transportation, and coordination infrastructure are limited, potentially increasing administrative burden without additional funding.
Local GovernmentLean peopleRef: Sec. 2(2)(h)The 90-hour minimum program structure—60+ hours of work-integrated learning—may conflict with summer school schedules, extracurricular commitments, or family responsibilities for low-income students, potentially limiting participation despite the program’s intent to be inclusive.
EducationPeopleRef: Sec. 3(2)(b)
Who Is Most Affected
Youth aged 14–17—especially those from historically marginalized or disadvantaged communities—gain access to paid, career-connected learning in high-demand fields, potentially improving high school retention, postsecondary success, and long-term earnings.
Public school districts—especially those in rural or disadvantaged areas—can expand career-connected learning opportunities and strengthen partnerships with natural resource employers, but may face added administrative and coordination demands without guaranteed additional staffing or funding.
Nonprofits with 20+ years of experience in WA’s education and natural resource sectors stand to gain expanded reach, credibility, and funding—but must meet rigorous criteria and deliver measurable outcomes, increasing competition and accountability.
Local employers in natural resource sectors benefit from early talent pipeline development and workforce input, but must invest time and resources in hosting internships/apprenticeships—though the bill encourages (but does not require) employer participation.
State and local governments benefit from a more skilled, diverse workforce and potential long-term reductions in youth behavioral health costs, but must appropriate ongoing funding without guaranteed private match—posing fiscal sustainability concerns.