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The education data center at the Office of Financial Management (OFM) reports on outcomes for students who had received special education services. The data are collected one year after they leave high school. This report summarizes the data currently available to the Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) that aligns with RCW 28A.155.220. 

The Washington State Behavioral Health Student Assistance Program (BH-SAP) aims to expand school-based behavioral health services statewide. This report details the critical need for Local Education Agencies (LEAs) to have a clear framework which is consistently funded to successfully implement an evidence-based tiered continuum of supports that serve all students. 

Career and Technical Education (CTE) course equivalencies provide students with the opportunity to meet the learning standards for a specific core subject while simultaneously earning credit for the aligned CTE course within a single CTE class. Each year, according to Revised Code of Washington , the Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) must report on the following: 

• The annual number of students participating in state-approved equivalency courses. 
• The annual number of state-approved equivalency credit courses offered in school districts and skill centers. 
• The list of equivalent CTE equivalency courses and their curriculum frameworks that ½ñÈÕ¿´ÁÏ has approved under . 

Each year, school districts receive an efficiency rating of their student transportation operations using previous school year data recorded in the transportation funding system, Student Transportation Allocation Reporting System (STARS). 

As part of the basic education requirements in Washington state, each school district must make a minimum of 180 school days available to students each school year. In 2018, House Bill 2824 shifted responsibility of certain school waiver applications from the State Board of Education (SBE) to the Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ). ½ñÈÕ¿´ÁÏ is required to report annually to SBE and to the education committees of the Legislature regarding the applications ½ñÈÕ¿´ÁÏ received for these waivers during the prior school year.

The Washington State Legislature has specifically funded climate science education in K¨C12 schools since 2017, with the creation of a legislative proviso focused on science teacher training, which has since been named ¡°ClimeTime.¡± In 2023, a legislative proviso called for a Deliberative Democratic Climate Change Education Program that could be replicated across the state. The Pacific Education Institute (PEI) was awarded the contract to develop this program through a Request for Proposal (RFP) process. 

During the 2023 legislative session, funding was appropriated to the Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) to execute a contract for the purpose of completing a feasibility study for the creation of a maritime academy on the Olympic Peninsula.   

The feasibility study needed to include, but was not limited to, the selected location, design, scope, and budget for the construction of the maritime academy. Additionally, the study must include plans to address systems, policies, and practice that address disparities of historically marginalized communities in the maritime industry

House Bill (HB) 1216 (2019) directed the Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) to establish and appoint members of a School Safety and Student Well-Being Advisory Committee (SS-SWAC, or the Committee). The purpose of the Committee is to advise the State Superintendent, ½ñÈÕ¿´ÁÏ¡¯s School Safety Center, the Regional School Safety Centers (RSSCs) at the nine educational service districts (ESDs), school districts, and public and private schools on all matters related to comprehensive school safety and student well-being. Committee members and participants met on a quarterly schedule between 2022¨C24 to learn about, discuss, and make recommendations for the safety and well-being of Washington¡¯s students. 

The Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) works with the Washington State Department of Health (DOH) and other education and public health partners on the implementation of medically accurate, inclusive comprehensive sexual health education (CSHE) in Washington schools. This includes annually reviewing CSHE instructional materials for consistency with state requirements, posting resources on our website (including guidance, model policies, and lists of instructional materials that are consistent with legislative requirements), and providing technical assistance and professional development on delivering CSHE in line with requirements and best practices.

The federal McKinney-Vento ½ñÈÕ¿´ÁÏless Assistance Act broadly defines homelessness in an effort to provide protections and supports for students living in a variety of unstable housing situations. In 2014, the Washington State Legislature passed Senate Bill 6074, which aims to improve educational outcomes for children and youth experiencing homelessness by bolstering student homelessness identification and establishing further data reporting requirements. RCW 28A.300.540 requires the Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) to report this data every other year. 

Dual language programs, which teach content, language, and literacy in English and in another language, are designed to close opportunity gaps for student groups who have been traditionally underserved. These programs in Washington prioritize multilingual learners or Native American students but are also effective for all students. Most programs begin in kindergarten and continue through middle or high school to fully develop bilingualism and biliteracy. 

Washington¡¯s 2023¨C25 Operating Budget outlined in ESSB 5950, Sec. (522)(2)(a) directed the Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) to report to relevant committees of the legislature on the options for entering into statewide agreements with companies providing dual credit exams to reduce costs to all students and eliminate them for students from low-income families. To develop this report, ½ñÈÕ¿´ÁÏ communicated with the organizations responsible for the administration of the exam-based dual credit programs; the College Board for Advanced Placement (AP), the International Baccalaureate Organization (IBO), and Cambridge International (CI). 

The Educational Technology assessment survey specifically gathers data on the number of school districts that use assessments each school year.  This year¡¯s survey data is similar to past reporting years. This past year, teachers developed and implemented student assessments and used technology tools more often across all grade levels. 

In 2022, the Washington state Legislature passed Second Substitute House Bill 2078 (SHB 2078) to establish the Establishing the Outdoor School for All Program. This initiative aims to enhance outdoor educational experiences for students in Washington public schools. The program aims to foster a connection with nature, enhance educational outcomes, and contribute to the overall well-being and future success of its participants. 

In some instances, a local school district may determine that it cannot provide free appropriate public education (FAPE) for a student with a disability within their district. In partnership with the student¡¯s family and teachers, the district may decide that the student would be best served in a private school or facility better suited to meet the student¡¯s unique needs. ½ñÈÕ¿´ÁÏ has an ongoing responsibility to ensure that certain entities, known as nonpublic agencies (NPAs), are authorized to provide these services. This report provides information on student placement at NPAs during the 2023¨C24 school year and the 2024 authorization cycle for NPAs.

Many students experiencing foster care, homelessness, or juvenile justice face significant challenges that hinder their educational success. Recognizing these disparities, the Washington State Legislature formed the Project Education Impact (PEI) Workgroup in 2018, composed of state legislators, youth-serving agencies, and nonprofits. The Workgroup¡¯s mission is to make recommendations that will serve to eliminate racial and ethnic disparities and promote parity in educational outcomes between these vulnerable student groups and their peers. 

The 2023 Legislature directed ½ñÈÕ¿´ÁÏ to make progress toward the state¡¯s goal of eliminating student isolation within schools and tracking and reducing the use of restraint. The Legislature provided ½ñÈÕ¿´ÁÏ with funds to support demonstration sites, professional development, and other activities to support this work. This report provides an update on the work ½ñÈÕ¿´ÁÏ has led so far.

Safety Net funding is available to Local Education Agencies (LEAs) that demonstrate need for additional special education funding. The Legislature requires ½ñÈÕ¿´ÁÏ to annually survey LEAs about their satisfaction with the Safety Net process

As part of the 2024 supplemental budget, the Washington State Legislature added a requirement that each local education agency (LEA) report to ½ñÈÕ¿´ÁÏ, by November 1, 2024, on the LEA¡¯s expenditures relating to special education.

The 2024 Legislature directed ½ñÈÕ¿´ÁÏ to collaborate with the Department of Health and the Health Care Authority to develop age-appropriate substance use prevention and awareness materials for school and classroom uses. Further, the Office of Native Education is directed to collaborate with state-tribal education compact schools and Tribal before and after school programs to implement a one-year pilot project to develop, review, and select opioid and fentanyl abuse prevention materials and resources. This report provides an interim update on this work. A final report will be available in June 2025.

The ½ñÈÕ¿´ÁÏ EdTech team, The Association of Educational Service Districts, and the nine regional ESD EdTech Leads worked together on key initiatives to ensure universal student access to devices, provide technical assistance and support to small and rural districts, offer procurement support services, and deliver professional learning and district consultation to enhance instructional technology integration.  

The purpose of the Academic, Innovation, and Mentoring (AIM) program is to support community-based youth development organizations that deliver educational services, mentoring, and connection to positive out-of-school time activities for youth ages 6¨C18. The AIM program was designed to provide targeted academic and social-emotional development interventions during out-of-school time.

Building Bridges is charged with creating a statewide program for comprehensive dropout prevention, intervention, and retrieval (DPIR) programming, and to make annual recommendations to the legislature and the governor on DPIR best practices and system needs. 

In 2014, the Washington State Legislature passed Senate Bill 6074, which aims to improve educational outcomes for children and youth experiencing homelessness by bolstering student homelessness identification and establishing further data reporting requirements. RCW 28A.300.540 requires the Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) to report this data every other year.

FEPPP promotes personal finance education in schools and is administratively housed within ½ñÈÕ¿´ÁÏ. FEPPP brings together public and private stakeholders to improve and advocate for financial education by providing high-quality training and resources to educators. This report provides a summary of FEPPP¡¯s work in 2024.

½ñÈÕ¿´ÁÏ is required to collect and report on graduation pathways data annually. This report includes which pathways students accessed, a data summary, and disaggregated pathway completion data. 

In accordance with state law (RCW 28A.320.203), all schools in Washington are required to report to their school district the number of students in kindergarten through 4th grade who are reading below grade level, as well as the interventions that are being provided to improve reading skills. ½ñÈÕ¿´ÁÏ is required to submit a report on this data annually to the Legislature. 

The Learning Assistance Program (LAP) provides academic and nonacademic supports to students who are not meeting academic standards in basic skills areas (reading, writing, and mathematics, as well as readiness associated with these skills) as identified by statewide, school, or district assessments or other performance measurement tools. Under the guidelines provided in RCW 28A.165.100, the Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) produces an annual report to the Legislature summarizing the findings from the prior school year. This report synthesizes the data reported by districts during the 2023¨C24 school year.

The Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) is required by RCW 28A.250.040 to report annually on online learning. In the 2022¨C23 school year, more students accessed online courses and more schools and districts used online courses. There was a small reduction in the overall number of online courses.

School districts annually report to ½ñÈÕ¿´ÁÏ on supplemental contracts for additional time, responsibility, or incentive. 

In order to increase the number of students able to receive no-cost meals at school, the 2022 Legislature required eligible schools and school districts to participate in the Community Eligibility Provision (CEP). The CEP is a federal program that allows for universal breakfast and lunch at no cost to students in schools that meet a certain threshold of students identified as low-income. In the 2023¨C24 school year, the number of CEP schools increased to 1,287 and the number of school districts to 210.

The Washington Social Emotional Learning (SEL) Committee was established in 2019 through Senate Bill 5082 (SB 5082) to address the growing body of evidence that shows the need for improving a student¡¯s social and emotional competencies which are critical to every child¡¯s development and learning. SB 5082¡ªcodified in Revised Code of Washington (RCW) 28A.300.477¡ª requires the Committee to submit a progress report to the legislature annually beginning June 1, 2021. The progress report must include accomplishments, state-level data regarding implementation of SEL, and the identification of systemic barriers or policy changes necessary to promote and expand SEL. 

The Washington Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) annually submits a report outlining the method used in determining the coefficients for each site characteristic used to establish the transportation allocation for the following year. The Student Transportation Allocation Reporting System (STARS) will determine the 2024¨C25 school year allocation. The 2024¨C25 regression analysis will use data elements from spring 2024, fall 2024, and winter 2025 reporting periods.

Washington students in Juvenile Rehabilitation (JR) facilities have had limited opportunities to access the education necessary for making life-changing academic progress and to receive the supports needed to successfully reenter their community and connect with education and employment opportunities following incarceration. In 2023, Substitute House Bill (SHB) 1701 was passed by the legislature with the intent of focusing attention on the Institutional Education governance structure and funding model. Under SHB 1701, ½ñÈÕ¿´ÁÏ is responsible for the development of a timeline and plan for assuming the above responsibilities of SHB 1701 as well as annual interim reports.

Every year on January 16, Washington public schools participate in Temperance and Good Citizenship Day. On this day, Washington social studies teachers must provide instructional time for high school seniors to register to vote. In January 2024, 2,631 young adults were registered in total. This report includes ½ñÈÕ¿´ÁÏ's recommendations to continue increasing youth voter registration. 

A report on Native Education in Washington state. The report provides a brief overview of Tribal history in Washington. It also discusses the role of the Office of Native Education (ONE), the work ONE is doing to connect with students and communities, implementation of the John McCoy (lulila?) Since Time Immemorial curriculum, and future opportunities to support Native Education in Washington.

Multilingual learners (MLs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Students served by TBIP in 2023¨C24 spoke 266 different home languages. The most identified language was Spanish, spoken by 59% of students. The top ten languages spoken by multilingual students in Washington¡¯s public schools are Spanish, Russian, Ukrainian, Vietnamese, Dari, Arabic, Marshallese, Mandarin Chinese, Somali, and Pashto.
In 2023-24, the Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) Multilingual Education Department focused on the expansion of K¨C12 dual, heritage, and Tribal language programs, implementing strong research-based program models and supports.

Multilingual learners (MLs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Eligible MLs receive TBIP services until they become proficient in English. During the 2022¨C23 school year, 149,357 students were identified as multilingual learners.

As required under statute RCW 28A.225.151, this report provides a summary of truancy data reported to the Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) through the Comprehensive Education Data and Research System (CEDARS). The report highlights data and trends from the 2023¨C24 school year. 

This report summarizes state standardized assessments for the 2023¨C24 school year. It also includes a summary of the State Board of Education (SBE) activities concerning the state comprehensive assessment program and actions of the Board anticipated for school year 2024¨C25 as required by the Revised Code of Washington (RCW) 28A.300.041. 

State law Revised Code of Washington RCW 28A.320.130 requires the Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) to annually report to the Legislature the number of incidents in violation of RCW 9.41.280, which involves the possession of weapons on school premises, transportation systems, or in areas of facilities while being used exclusively by public or private schools.   

State law requires the Office of Superintendent of Public Instruction (½ñÈÕ¿´ÁÏ) to annually report to the Legislature the number of incidents in violation of RCW 9.41.280, which involves the possession of weapons on school premises, transportation systems, or in areas of facilities while being used exclusively by public or private schools. In the 2022¨C23 school year, 2,275 incidents involving the possession of a weapon were reported by Washington¡¯s public and private schools.

The Legislature created the Washington State Seal of Biliteracy in 2014. The Seal of Biliteracy (the Seal) is an award earned by graduating seniors who meet certain proficiency standards in both English and a second language. The Seal's intent is to increase the number of students who are proficient in at least two languages. In 2023¨C24, 6,306 high school seniors earned the Seal in 138 districts in 89 languages.  

The 2024 Legislature directed ½ñÈÕ¿´ÁÏ to collaborate with the Department of Ecology to conduct a survey of Washington¡¯s local education agencies (LEAs) to collect information on how to prepare for a transition to zero emission school buses. In total, 77 out of 308 LEAs responded to the survey, providing information about barriers that will aid ½ñÈÕ¿´ÁÏ, the Department of Ecology, and the Legislature in providing funding, supports, and other resources.