Hawaii House Bill HB206

Hawaii 2025 Regular Session

• Introduced: 1/16/25
• Refer: 1/21/25

Caption

Relating To The Hawaiian Language.

Summary

HB206 would amend Chapter 302A of the Hawaii Revised Statutes to require every public high school in the state to make two full years of Hawaiian language courses a condition of graduation. The bill is written as a new section to be added to the education code, and it would apply beginning with a future graduating class, though the specific class year is left blank in the introduced text. In practical terms, the measure would create a statewide graduation requirement centered on Hawaiian language instruction. Public high schools would need to ensure students can complete and pass the required coursework before receiving a diploma, which could affect curriculum planning, staffing, scheduling, and course availability across the public school system.

Impact

The bill would add a new statutory graduation requirement to Hawaii’s education laws under Chapter 302A, directly affecting public high schools and students seeking a diploma. If enacted, it would require school districts and schools to provide sufficient Hawaiian language offerings and would likely influence course sequencing, teacher hiring, and graduation policy implementation statewide.

Sentiment

No committee transcripts or recorded votes are available, so there is no documented debate or formal legislative sentiment in the provided materials. Based on the bill text alone, the measure appears affirmative toward Hawaiian language preservation and education, but the available record does not show support, opposition, or amendments from lawmakers.

Contention

The main likely points of contention would be the feasibility and cost of implementing a mandatory two-year Hawaiian language requirement across all public high schools, especially where staffing or course capacity may be limited. Another possible concern is whether a statewide graduation mandate should be uniform for all students or whether it could create barriers for schools with fewer resources. However, no specific objections or supporters are identified in the provided context.