Relating To The Hawaiian Language.
SB613 would require every Hawaii public high school student to complete two credits of Hawaiian language instruction as a condition of receiving a high school diploma, beginning with diplomas awarded at the end of the 2026-2027 school year. The bill is framed as part of Hawaii’s broader Hawaiian language revitalization effort, citing the language’s near-extinction in the 1980s, the historical suppression of Hawaiian in schools, and the role of immersion programs and constitutional recognition in restoring its use.
In addition to the statewide graduation requirement, the bill directs the Department of Education to create a two-year pilot program at Noelani Elementary School and Nanakuli High and Intermediate School. The pilot would provide Hawaiian language learning and practice, award certificates to participating elementary students, recognize credits earned by Nanakuli students toward graduation, and require the department to evaluate student progress and recommend whether the program should continue, expand, or end. The department must also report its findings and any proposed legislation to the Legislature before the 2028 session.
The bill would amend Chapter 302A of the Hawaii Revised Statutes by adding a new graduation requirement tied to Hawaiian language coursework. It also includes an appropriation from general revenues for fiscal years 2025-2026 and 2026-2027, with the Department of Education responsible for spending the funds. If enacted, the measure would directly affect public school students, school administrators, and the Department of Education by making Hawaiian language a formal part of the high school diploma pathway.
The overall sentiment reflected in the bill text is strongly supportive of Hawaiian language revitalization and cultural preservation. The measure presents the requirement as a continuation of prior state efforts to protect and expand the use of ʻōlelo Hawaiʻi, and there is no recorded committee opposition or vote history in the provided materials. Because no transcripts or votes are included, no specific dissenting arguments are documented here, but the main policy issue implied by the bill is the practicality of implementing a statewide graduation requirement and the effectiveness of the pilot programs in informing that decision.
The most notable point of contention likely concerns whether making Hawaiian language credits mandatory for all public high school students is feasible and appropriate statewide, especially given staffing, curriculum, and resource needs. The pilot program appears designed to test implementation and gather evidence before broader rollout, suggesting the bill anticipates questions about capacity, student outcomes, and costs.
The bill would amend Hawaii education law to require two credits of Hawaiian language instruction for public high school graduation, beginning with the class graduating in 2027. It would also create a two-year DOE pilot program at Noelani Elementary and Nanakuli High and Intermediate, require evaluation and reporting, and appropriate state funds for implementation. The measure would directly affect public school students, the Department of Education, and school curriculum and graduation standards statewide.
The bill’s tone and stated purpose are strongly favorable toward Hawaiian language revitalization, cultural preservation, and expanded student exposure to ʻōlelo Hawaiʻi. The provided materials contain no committee transcripts or vote records, so there is no documented opposition or recorded debate in the context supplied. Based on the text alone, the measure appears to have been introduced as a supportive, affirmative policy proposal rather than a contested one.
The main likely point of contention is the statewide graduation mandate: requiring all public high school students to earn Hawaiian language credits could raise concerns about implementation, staffing, scheduling, and whether enough qualified teachers and course offerings exist. A second issue is the use of pilot programs at only two schools, which suggests uncertainty about scalability and effectiveness. Supporters would likely emphasize cultural preservation and language revitalization, while skeptics may focus on administrative burden, cost, and whether a universal requirement is the best approach.