SB 5724
In CommitteeSenate
Dual credit programs
Improving student access to dual credit programs, including career and technical education dual credit programs.
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 strengthens Washington’s dual credit programs—especially career and technical education (CTE) dual credit—by improving access, credit transfer, and coordination between high schools and colleges. It creates new requirements for statewide collaboration, articulation agreements, data system improvements, and reporting to ensure students earn college credit that counts toward credentials and careers.
- Require the state board for community and technical colleges and the office of the superintendent of public instruction to collaborate with local partners (school districts, skill centers, apprenticeship programs, etc.) to improve dual credit access and credit transfer.
- Create a statewide catalog of dual credit courses offered in public high schools, updated annually, to help students and families understand available options.
- Develop and publish statewide articulation agreements for the five most common career and technical education (CTE) dual credit courses in high-demand fields by December 1, 2026, and require all community and technical colleges to accept those courses for equal college credit.
- Develop a plan to improve or replace the state’s online data system for CTE dual credit, including cost estimates and a timeline, with a final report due by October 1, 2026.
- Provide equipment and supplies grants for CTE dual credit courses that address emerging needs in high-demand, high-paying industries.
- Require joint reporting to the legislature by June 30, 2025 (preliminary) and December 10, 2026 (final), with recommendations for policy improvements, cost analysis, and equity strategies.
Who is affected
- High school students — Students in public high schools (grades 9–12), especially those in career and technical education (CTE) programs, benefit from improved access to dual credit that counts toward both high school graduation and college credentials, with better support for credit transfer and reduced administrative barriers.
- Public high schools and staff — Public high schools and their staff gain tools, training, and support to develop and align CTE dual credit courses, receive equipment grants, and improve credit award accuracy and student outreach.
- Community and technical colleges — Community and technical colleges must create and maintain statewide articulation agreements, improve data systems, and collaborate across districts to ensure CTE dual credits transfer reliably.
- Skill centers — Skill centers (statewide career and technical education centers) must partner with colleges and state agencies to expand and standardize dual credit offerings and support student credit receipt.
- Educational service districts — Educational service districts help coordinate regional efforts, provide technical assistance, and support local schools and colleges in implementing dual credit programs.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (5)
Statewide articulation agreements and guaranteed credit transfer for the five most common CTE dual credit courses significantly reduce administrative barriers for students—especially low-income and first-generation students—who may otherwise lose credit due to inconsistent local policies or misaligned course requirements.
EducationPeopleRef: Sec. 2(2)(c), Sec. 2(2)(e)(iii), Sec. 4(4)Mandated outreach and counseling support about dual credit pathways—especially for CTE students—helps ensure equitable access to college credit for students who may not have access to private college counseling or family knowledge of postsecondary systems.
EducationPeopleRef: Sec. 2(2)(e)(i), Sec. 5(2)(d)Aligning CTE dual credit with high-demand industries and apprenticeships improves students’ post-graduation employment prospects—particularly for students who may not pursue four-year degrees—by creating clearer, faster pathways to credential attainment and high-wage jobs.
EducationPeopleRef: Sec. 2(2)(b), Sec. 5(2)(v), Sec. 5(2)(vi)Improvements to the state’s dual credit data system—including data validation and fee transparency—reduce administrative errors and out-of-pocket costs for students, especially those who previously paid for transcript fees or re-enrollment after credit loss.
EducationPeopleRef: Sec. 3(2)(e), Sec. 5(2)(c)Equipment and supplies grants for CTE dual credit courses in high-demand fields directly support underfunded programs (e.g., advanced manufacturing, IT, health tech), helping schools serve students in high-need areas without requiring local matching funds.
EducationPeopleRef: Sec. 2(2)(e)(iv)
Potential Concerns (5)
The equipment and supplies grants for CTE dual credit courses are subject to appropriation and may disproportionately benefit districts or schools with stronger grant-writing capacity or existing infrastructure, potentially widening resource gaps between wealthy and under-resourced districts.
EducationPeopleRef: Sec. 2(2)(e)(iv)While the bill mandates technical assistance for course alignment, it does not require additional funding for implementation—relying on existing staff time or local discretion—which may strain already overburdened CTE coordinators in low-resource districts.
EducationLean peopleRef: Sec. 2(2)(e)(ii)The statewide catalog of dual credit courses may be difficult for families with limited digital literacy or internet access to use effectively, reducing its real-world utility for non-tech-savvy or low-income households.
EducationPeopleRef: Sec. 2(2)(a)Outreach to students about credit receipt and application assumes reliable school-based counseling infrastructure—many high schools, especially in rural or underfunded districts, lack dedicated college/career counselors, limiting the reach of this requirement.
EducationPeopleRef: Sec. 2(2)(e)(i)Professional development for staff is subject to appropriation and may not reach all relevant educators—particularly part-time or contract-based instructors—limiting consistent implementation across districts.
EducationLean peopleRef: Sec. 2(2)(d)
Who Is Most Affected
Low-income and first-generation students benefit significantly: the bill removes financial and administrative barriers to college credit, increasing access to high-wage pathways without requiring family navigation of complex credit-transfer systems.
Rural and under-resourced school districts gain standardized support and state-level coordination, but may still struggle with implementation due to staffing and infrastructure constraints—net impact is positive but uneven without targeted funding.
Community and technical colleges face new administrative obligations (e.g., statewide articulation, data system upgrades), but gain predictability in credit transfer and alignment with high school curricula—net benefit is positive for system efficiency.
CTE instructors and coordinators benefit from professional development and equipment grants, but may face increased workload without additional staffing—net impact is positive if implementation includes adequate support.
Families gain clearer, standardized information about dual credit options, but may lack the digital access or literacy to fully use the new statewide course catalog—net impact is modestly positive.