Hawaii House Bill HB1460

Hawaii 2025 Regular Session

• Introduced: 1/23/25
• Refer: 1/27/25

Caption

Relating To The Hawaiian Language.

Summary

HB1460 would require all Hawaii public school students to complete two credits of Hawaiian language instruction as a condition of earning a high school diploma, beginning with diplomas awarded at the end of the 2026-2027 school year. The bill is framed as part of the state’s broader Hawaiian language revitalization effort, citing the language’s near-extinction in the 1980s, the historical suppression of ʻōlelo Hawaii in schools, and the role of immersion programs and other initiatives in restoring its use. In addition to the graduation requirement, the bill directs the Department of Education to create a two-year pilot program at one elementary school in central Oahu and at Nanakuli High and Intermediate School. The pilot would provide Hawaiian language learning and practice opportunities, award certificates to participating elementary students, and allow Nanakuli students to count pilot credits toward graduation. The department would evaluate the program, decide whether to continue or expand it, and report findings and recommendations to the Legislature before the 2028 session. The bill also includes an unspecified general fund appropriation for fiscal years 2025-2026 and 2026-2027 to implement these requirements.

Impact

If enacted, HB1460 would amend Chapter 302A, Hawaii Revised Statutes, to add a statewide high school graduation requirement for two credits of Hawaiian language instruction. It would also create a new Department of Education pilot program and require the department to assess outcomes and report back to the Legislature, potentially informing future statewide implementation or expansion. The bill would directly affect public school students, school administrators, curriculum planners, and the Department of Education, while also increasing demand for Hawaiian language teachers, instructional materials, and program funding.

Sentiment

The bill appears strongly supportive of Hawaiian language revitalization, with its findings emphasizing cultural preservation, historical redress, and the need for broader everyday use of ʻōlelo Hawaii. The overall tone of the measure is affirmative and policy-driven, presenting the requirement as a necessary step to help the language not only survive but thrive. No committee testimony or vote record is provided, so there is no documented opposition or amendment activity in the supplied materials.

Contention

The main likely points of contention are the statewide mandate and implementation burden: requiring every public school student to earn two Hawaiian language credits could raise concerns about staffing, scheduling, curriculum capacity, and cost, especially given the bill’s unspecified appropriation. Another possible issue is whether a universal graduation requirement is the best way to promote language revitalization, as opposed to expanding elective or immersion options. The pilot program’s location-specific design may also draw questions about site selection and whether the benefits would extend equitably across the state.