When students talk about the ability to take Running Start courses during the summer, they don’t talk about credits; they talk about opportunity.
For one high school student, enrolling in a summer class provided an invaluable opportunity to navigate college systems and gain confidence before stepping into the fall quarter. That early experience laid the groundwork for academic success and personal growth. Another student took a math class in July so they could keep up with a demanding diesel technical program while working two jobs.
For first‑generation and low‑income students, it’s how they stay on track without taking on extra costs.
Across Washington’s community and technical college system, the message is consistent: Summer isn’t optional, it’s essential.
And the data makes that clear. After the Legislature passed House Bill 1316 three years ago, students have been permitted to enroll in up to 10 additional credits during the summer quarter, equal to two five-credit courses.
As a result, participation in Running Start has increased by over 400%. Summer Running Start students complete associate degrees at rates 20 to 30 percentage points higher than peers who do not enroll in summer. They pass more than 89% of their classes and more than 80% of students continue their enrollment in the fall.
Running Start overall is surging within the community and technical college system, with participation in fall 2025 growing to 35,914 students, surpassing pre‑pandemic levels. This growth is no accident; it’s the direct result of removing barriers and allowing students to learn throughout all four quarters.
Two proposals before the Legislature this year, Senate Bill 6260 and House Bill 2672, seek to eliminate the ability for students to take these 10 additional summer credits.
The proposals are especially concerning, as losing that access to summer learning would prevent students from distributing their workload across the year, taking prerequisite classes early, building momentum and meeting the sequencing required in high‑credit technical programs. Students in professional and technical pathways, such as welding, nursing, automotive, and diesel, would lose critical access since these workforce programs run year‑round.
Without summer, students fall out of sequence, lose their cohort, or must delay completion, costing them valuable time, wages, and opportunities that are vital for Washington’s workforce needs today.
Low‑income students will be hit the hardest as these students use the income waivers most often during the summer. When summer credits are funded, low‑income students use them. When the credits are not funded, those same students lose the opportunity because paying out of pocket isn’t possible for many students and families.
Maintaining the option for students to enroll in 10 summer credits is a fundamental component of an equitable, effective and student-centered dual credit program. The existing funding model is achieving the Legislature’s objectives by enhancing access and completion rates.
Let’s keep the promise we made when we opened summer access. Do not take away the 10 summer credits that are propelling students forward. Let them keep learning, keep completing, and keep building the future Washington needs.
