Education System Health

Statewide Indicators of Educational System Health

The Indicators of Educational System Health, established by the Legislature in 2013 (RCW 28A.150.550), provide a framework to evaluate the overall health of Washington's education system and guide state agencies in strategic planning. The State Board of Education (SBE), working with partner agencies, sets challenging yet realistic system-wide performance goals and biennial targets for six key indicators. These targets can only be adjusted upward to ensure continuous progress.

While the six indicators offer a high-level view of the education system's condition, they do not capture its full complexity. Every two years, the SBE reports on progress toward these goals and recommends reforms to improve outcomes where goals are not being met. This work is done collaboratively with partner agencies to align efforts and strategies across the educational landscape.

Statewide Indicators of System Health Report Thumbnail

Read Our 2024 Report 

Key Findings & Recommendations from 2024 Report

In December 2024, the Board submitted the seventh report on the Indicators of Educational System Health to the Governor’s Office and the Educational Committees of the Legislature.

The 2024 report found that two of the six indicators met or exceeded the annual target. The All Students group did not meet the annual targets on the Kindergarten Readiness, 4th Grade Reading, 8th Grade Math, and Postsecondary Engagement indicators. Please note that the Readiness for College Coursework and Postsecondary Engagement indicators each have two elements, so we report on eight measure for the six indicators.

After the COVID-related physical closure of school buildings, educators in Washington reported that student learning had not progressed at rates comparable to those of prior school years. The recently reported spring 2024 statewide assessment results show that student learning in math increased a small amount from the previous assessment administration, but the reading results declined a small amount. Student performance on both the reading and mathematics statewide assessments remain approximately one to 13 percentage points lower than the pre-pandemic levels depending on content area, grade level, and student group.

Key Recommendations from the 2024 Report:

  • Increase investments to expand high quality, publicly funded learning opportunities including early learning, extended day, summer learning opportunities and extracurricular activities, and other supports necessary to ensure equitable access.
  • Provide equitable access to evidence-based early literacy programs and high-quality science education opportunities.
  • Prioritize funding based on the diverse needs of students including full funding for students receiving special education services and funding to address gaps for those furthest from educational justice.
  • Broaden the school and district accountability system to include the conditions for learning.
  • Collect data on resources, school climate, and other conditions to better describe the quality of our learning environments and support continuous improvement in K-12 education.
System Health Report Metrics showing that Kindergarten readiness, 4th grade reading, 8th grade math, and post-secondary engagement metrics are not meeting annual targets. Only Readiness for college coursework is meeting targets.

Past Board Reports on the Indicators

Background on the Indicators

In 2013, the Legislature passed Senate Bill 5491, which pertains to the establishment of goals for our educational system. The law uses the term “statewide indicators of educational health” to describe the metrics upon which system goals will be set. The law requires the SBE to identify realistic but challenging system-wide performance goals and measurements with assistance from the Office of Superintendent of Public Instruction, the Workforce Training and Education Coordinating Board, the Educational Opportunity Gap Oversight and Accountability Committee, and the Student Achievement Council.

The law further states that if the educational system is not on target to meet the performance goals on any individual indicator, the report must recommend evidence-based reforms intended to improve student achievement in that area. The law required the Board to establish initial system goals in 2013, and issue a report every other year (even-numbered years) on the status of those goals.