Graduation Requirements FAQs
RCW 28A.230.090 authorizes SBE to establish state graduation requirements. SBE has established credit requirements, and the High School and Beyond Plan (WAC 180-51-220). Credit graduation requirements are established in WAC 180-51-056, WAC 180-51-067, WAC 180-51-068, and WAC 180-51-210.
In 2019, the Legislature passed HB 1599, which removed the explicit link of the state assessment to graduation, and replaced it with a set of pathway options for graduation. SBE identifies the scores students must achieve to meet standard on statewide assessments (RCW 28A.305.130) as well as scores on the graduation pathway options that require an assessment. Districts, tribal schools, and other local education agencies may add local requirements to the state requirements.
Students are assigned an expected graduation year at the time they enter ninth grade (WAC 180-51-035). They are held to the graduation requirements of that graduation year regardless of the year they actually complete high school.
Any changes to graduation requirements made by the State Board of Education or by local education agencies should be applied to an incoming 9th grade class.
WAC 180-51-050 provides:
- Grades nine through twelve or the equivalent of a four-year high school program, or as otherwise provided in RCW 28A.230.090 (4):
- Successful completion, as defined by written district policy, of courses taught to the state’s learning standards. If there are no state-adopted learning standards for a subject, the local governing board, or its designee, shall determine learning standards for the successful completion of that subject; or (b) Satisfactory demonstration by a student of proficiency/mastery, as defined by written district policy, of the state’s learning standards.
Credits can be awarded only for work that is at an academic level of 9th grade (or higher). More information on the state's academic standards and grade level expectations is available on the OSPI website.
SBE has established 20 state-mandated credits for the classes of 2016-2018. WAC 180-51-067 specifies the distribution of credits required for these classes.
SBE has established Career and College Ready Graduation Requirements (24 total credits, with 22 credits for individual students) for the Class of 2019 and beyond, as directed by legislation enacted in the 2014 Session (E2SSB 6552). WAC 180-51-068 (Class of 2019 and 2020) and WAC 180-51-210 (the Class of 2021 and beyond) specify the distribution of credits required for these classes.
For the classes of 2016 and beyond, there are three graduation requirements that students may or may not earn credit for completing: 1) a High School and Beyond Plan, 2) completing a graduation pathway option, and 3) studying Washington State History and Government..
The High School and Beyond Plan: Beginning with students who graduated in 2008, a High School and Beyond Plan has been required for required for graduation (WAC 180-51-067, WAC 180-51-068, and WAC 180-51-220). The HSBP may be offered for credit, if it is included as part of a for-credit course such as an English or social studies course, or if it is offered as part of an advisory for which the school or district offers for credit. More information can be found on the High School and Beyond Plan FAQ.
Graduation Pathway Options: Beginning with students graduating in 2020, students must complete at least one graduation pathway option. In some course-based options, students would earn credit while meeting their graduation pathway requirement. Other graduation pathway options are test-based, and credit may or may not be offered. Read more about the graduation pathway options requirement or see FAQs on the graduation pathway options.
Washington State History and Government: Districts may offer Washington State History and Government at a middle school academic level, allowing middle school students to meet the graduation requirement before high school. If the course is offered at a high school academic level, the district may award high school credit.
By the 2021-2022 school year, each school district board of directors shall adopt an academic acceleration policy for high school students (RCW 28A.320.195).
Students receiving special education services meet graduation requirements, including subject area credit requirements and graduation pathway options, as directed by their Individualized Education Program (IEP) team. The students’ postsecondary goals will be documented in their IEP Transition Plan and aligned High School and Beyond Plan (HSBP). Additionally, IEP teams may use comparable content course substitutions to support students to meet the graduation subject area credit requirements when it is necessary (see question 10 for more information).
IEP teams need to consider what additional accommodations, modifications, and special education services, including transition services, may be needed to support each student to make sufficient progress in their graduation pathway and demonstrate the necessary preparation for their post-secondary goals indicated in their IEP transition Plan and aligned HSBP. Early collaborative and student-centered planning is necessary to develop IEPs that support students to reach graduation and be ready for their next steps after high school.
Specific questions about IEP team decisions around a student's graduation plan can be directed to speced@k12.wa.us for technical assistance.
According to WAC 180-51-115, in limited circumstances when determined necessary by the IEP team due to the unique needs resulting from the student’s disability, a graduation credit and subject area requirement may be substituted with comparable content course work as identified by the IEP team. This does not permit the IEP team to modify existing graduation credit requirements with noncomparable substitutions nor to waive credits needed for graduation. However, IEP teams can determine which district courses may be considered comparable content course substitutions (i.e., similar in scope and content to the learning standards of the course). Mastery-based learning opportunities that align in scope and learning standards with courses that meet credit graduation requirements may also be considered. IEP teams should identify what additional special education services, accommodations, and modifications may be needed to support the student with accessing the learning standards of the course and demonstrating mastery of the comparable content. The Special Education Office of OSPI has published guidance on WAC 180-51-115 that can be found on page 8 of the February 2020 Special Education Update.
Note: WAC 180-51-115 was revised in 2019-2020 (effective January 13, 2020). Prior to this revision, under limited circumstances, credit and subject area graduation requirements could be waived for students with IEPs. The revised rule allows the flexibility noted above but no longer permits a waiver. As of July 1, 2020, all decisions about course substitutions for graduation credit requirements for students receiving special education services should align with the revised WAC 180-51-115 rules.
Students and parents should contact their school or district to identify their local graduation requirements. WAC 180-51-045 requires districts to inform students and their parents or guardian of the students’ graduation requirements. Students and parents should work with schools to track progress in meeting graduation requirements as part of the students’ high school and beyond planning. Questions about state graduation requirements can be directed to: Alissa Muller, Director of Policy.
A table of Graduation Course-Taking Requirements is available on the Graduation Requirements web page.
Page last updated: July 2021.