House Bill 1915: Empowering Students through Enhanced Financial Literacy

Natalie SoBy Natalie So – Natalie, a current student at the International School in Bellevue, reflects on the impact financial literacy courses in school would have on her and her community.

House Bill 1915

Growing up, I often witnessed how a lack of financial knowledge could negatively impact people’s lives. This understanding deepened when I began volunteering with the Korean Adoptee Family Foundation (KORAFF), an organization dedicated to empowering Korean adoptee communities through education and advocacy. It was during my term serving as president of KORAFF that I truly grasped the transformative power of advocacy, no matter what age you are. I once believed that change could only be made from positions of power, but as I helped adoptees grow and flourish, I saw the significant impact that grassroots advocacy can have on making influential changes within society. These experiences fueled my passion for addressing other systemic issues, such as the educational inequities within my school, where children with disabilities were often neglected due to a lack of funding and resources. Witnessing these challenges led me to passionately support House Bill 1915, which aims to make financial literacy education a mandatory part of the school curriculum.

 

Overview of House Bill 1915

House Bill 1915 proposes the inclusion of comprehensive financial literacy courses in the school curriculum, ensuring that students graduate with a fundamental understanding of personal finance, budgeting, debt management, and investing. This bill aims to prepare students for real-world financial decisions, equipping them with skills that can significantly impact their futures.

 

Why House Bill 1915 Matters to Me

1. School

At school, I recognized the inequalities that persist in our education system. Just as KORAFF seeks to provide adoptees with the support and advocacy they need to thrive, House Bill 1915 seeks to provide all students, regardless of socio-economic background, with the financial tools they need to succeed. By making financial education mandatory, this bill aims to level the playing field and bridge the knowledge gap for all students.

2. Engaging Students Through Practical Learning

Reflecting on my own educational experiences, I recall how transformative it was to see adoptees in KORAFF grow and flourish through tailored advocacy and support. Just as we engaged these young people through meaningful, real-world applications, House Bill 1915 has the potential to engage students through practical financial education. The bill would use interactive and practical learning methods to make financial literacy relatable and applicable, helping students understand how to manage their finances effectively.

3. Cultural Relevance and Inclusivity

Advocacy work with KORAFF taught me the importance of culturally relevant support systems. Friends at school, who grew up in a low-income household, found success through programs that understood and addressed the specific challenges faced by our community. Similarly, House Bill 1915 could make financial education more inclusive by integrating culturally relevant examples and teaching methods, ensuring that all students see themselves reflected in the curriculum.

4. Long-Term Benefits for Society

A financially literate population contributes to a stable and prosperous society. Just as the advocacy efforts in KORAFF empowered individuals and strengthened communities, House Bill 1915 represents an investment in our collective future. It would foster a generation of financially responsible and knowledgeable citizens who can navigate economic challenges more effectively, ultimately benefiting society as a whole.

 

Conclusion

House Bill 1915 is more than just a legislative proposal; it embodies a vision for a more equitable and financially secure future for all students. My experiences with KORAFF, and personal observations at school have shown me the profound impact that education and advocacy can have on individuals and communities. I believe that supporting and advocating for House Bill 1915 is crucial for ensuring that all students have the opportunity to thrive financially and contribute positively to their communities. Thank you for taking the time to read about why House Bill 1915 is so important to me. I hope it empowers and informs you about the vital role of financial literacy in shaping our society. By working together, we can ensure that all students have the opportunity to succeed and make a lasting impact on their communities.

Bridging the Gap: Analyzing English Language Learner Program Efficiency in King County

By Claire Zhao – Claire, a current student at Lakeside School in Seattle, digs into data on English Language Learner (ELL) programs in King County and discusses her findings in a research paper published by the journal, Critical Debates in Humanities, Science and Global Justice.

Claire Zhao

Abstract

About twelve percent of students enrolled in Washington State schools participate in English Language Learner (ELL) programs, which support over 130,000 students in their journey to achieve English language proficiency and academic success (Learning English in Washington Schools, 2024). While these programs are essential for non-native English speakers, there is noticeable variation in program efficiency across school districts and even among individual schools, as indicated by student graduation rates from the program. This study presents the findings from a statistical analysis of factors influencing ELL program graduation rates in King County, using datasets from the annual Washington State Report Card. The analysis reveals significant negative correlations between English Learner (EL) population size and program graduation rates, and between the proportion of limited-certificated teachers in a school and program graduation rates. Conversely, a significant positive correlation is observed between median income by zip code and program graduation rates. These findings reveal the need for King County to prioritize fully training ELL teachers for placement in schools with high EL populations. Additionally, it indicates that the county should increase funding for low-income schools to help attract and retain qualified ELL teachers. Implementing these changes can enhance program efficiency and improve educational outcomes for all ELL students in King County.

Read on: Access Claire’s full research article in Critical Debates in Humanities, Science and Global Justice.

Beyond the Numbers: The Need for Holistic Approaches in Scholarship Eligibility

Author: Anisia Khammala | Anisia, a current student at Gonzaga University, reflects on the importance House Bill 1232 and higher education access.

Anisia Khammala

Higher education is often touted as a key to success and financial stability, but for many students, the cost of that ticket is too steep. One significant barrier to accessing scholarships is the high GPA requirements imposed by many organizations, which effectively shut out low-income students and those facing systemic disadvantages.

Fortunately, there is a glimmer of hope for students who would otherwise be denied scholarship opportunities due to low GPAs. HB 1232 is a bill that aimed to change the eligibility requirements for the College Bound Scholarship (CBS). Currently, students need at least a 2.0 GPA to qualify for college scholarships through the CBS program. With HB 1232, eligible students with any GPA can qualify for scholarship opportunities. Those below the 2.0 GPA mark are not disqualified but instead given an opportunity to attend a community or technical college, make academic progress, and then attend a four-year institution on a scholarship after, if they choose. This bill passed the legislative session and waits to be signed by Governor Inslee; this is a major victory for students from underrepresented backgrounds! It’s worth noting that standardized testing has also been used to gatekeep students from pursuing higher education. However, studies have shown that students who would have been eligible for the CBS, even if they had lower GPAs, were still successful. Lowering GPA requirements for scholarships like the CBS could make a significant difference in the lives of countless students who might otherwise be shut out of higher education opportunities.

As a first-generation student from a low-income background, I understand the challenges faced by students of marginalized identities. I participated in college-access programs in high school such as the TRiO Upward Bound program which introduced me to college. Because of programs like Upward Bound and the Act Six scholarship that I was able to build a foundation of support through college applications and college itself. It was through my upbringing and college career that I worked with and came across students who viewed GPA requirements as a barrier for academic success.

For example, when applying for the Act Six scholarship, I had to rank five schools in order of my desire to attend; I expressed that I wanted Gonzaga University as my number one. The immediate follow-up question from career counselors was, “What is your GPA?” They continued to explain to me that if my GPA was not above a 3.5, then I may consider reranking my school choices because the odds may be against me. Luckily for me, I had the GPA to be deemed “successful.” But I had peers who could not say the same and took themselves out of the running before they could even be considered for admission. GPA served as a gatekeeper, and students were advised not to even try in this instance because the reputation of the school was to not even take a holistic approach. I ended up attending Gonzaga and I have had conversations with admissions where they say that they do take a holistic approach when considering prospective students. If this was the narrative that school counselors and community members knew and were sharing and/or Gonzaga better and transparently advocated that, then maybe my peers would have taken the chance and applied.

GPA’s do not reflect students’ life outside of school and how they can impact their academics; if we can take anything away from the COVID-19 pandemic, it’s that our lives outside of the classroom can affect our performance inside the classroom as well. In addition to this, similar to standardized testing we must recognize that systemic racism is also at play in gatekeeping opportunities for people of marginalized identities.

I am dedicated to work with students of marginalized identities to support them in their post-secondary plans. This may involve working with high school students to navigate the college exploration and application process or assisting college students in navigating the complexities of higher education through student affairs. As a low-income, first-generation student of color myself, I understand the challenges that students like me face. I want to use my experiences to help shape students’ minds and empower them to take control of their future.

I believe that all programs should follow the example of HB 1232 and take a more holistic approach when reviewing applications, considering students as whole persons rather than just numbers. A student’s GPA is not the only factor that determines their ability to succeed, and it should not be the sole criterion for scholarship eligibility. In conclusion, the high GPA requirements for scholarships imposed by many organizations create a significant barrier to higher education for low-income students and those facing systemic disadvantages. HB 1232 provides a promising opportunity to change this situation, and it is essential that we lower GPA requirements for scholarships like the CBS to ensure that all students have equal access to higher education opportunities. Let us work together to create a more equitable system that recognizes the potential and value of all students.

Correction Notice – The original version of this article mistakenly conveyed that House Bill 1232 would change the College Bound Scholarship’s GPA requirements to a minimum 2.0 GPA. However, this is the current requirement for the scholarship program that the bill seeks to change. The bill actually enables eligible students with any GPA to qualify for the scholarship; a GPA of 2.0 or higher is only necessary for direct admission to a four-year institution of higher education. With the changes of this bill, eligible students with a GPA below 2.0 can still receive a full scholarship to attend an in-state community or technical college, and if they make adequate progress, they can continue receiving scholarship money for up to four years if they decide to attend a four-year institution after. The post has been updated to correct and clarify this information.