A concurrent resolution directing the Legislative Management to consider studying reading and mathematics proficiency rates among students in the state with disabilities and the effectiveness of current educational policies, programs, and resource allocations in addressing any disparities.

69th Legislative Assembly (2025-26) Introduced by Michelle Axtman and 3 co-sponsors

Directs Legislative Management to study reading and math proficiency of North Dakota students with disabilities and evaluate policies to guide future legislation and funding.

Filed with Secretary Of State 03/27

Purpose

SCR 4019 directs the Legislative Management to consider undertaking a study of reading and mathematics proficiency rates for North Dakota students with disabilities and to evaluate the effectiveness of current state and federal educational policies, programs, and resource allocations in addressing any identified disparities.

Key provisions of the requested study

The resolution asks Legislative Management that the study include, at minimum:
- An examination of academic disparities using the latest statewide reading and mathematics assessment data to compare students with disabilities to overall state proficiency rates and identify trends.
- Identification of contributing factors and systemic barriers (examples cited include special education funding, access to trained teachers and support staff, rural/urban geographic disparities, and access to evidence‑based curricula and instructional strategies).
- An assessment of existing state and federally funded policies and programs to identify gaps in implementation, funding, or effectiveness.
- Engagement of stakeholders (parents and families of students with disabilities, educators, school administrators, special education professionals, and disability advocacy organizations).
- Research into best practices and successful models from other states (early literacy, numeracy, equitable education practices).
- Consideration of actionable policy and funding recommendations to reduce proficiency disparities, expand access to evidence‑based programs, increase transparency in costs and resource allocation, and improve accountability and data transparency.
- A requirement that Legislative Management report findings and any recommended legislation to the Seventieth Legislative Assembly.

Who is affected

Primary focus: K–12 students in North Dakota identified as having disabilities (≈16% of the state’s student population, per the resolution).

Secondary: parents and families, K–12 educators and special education staff, school administrators, school districts, state education agencies, and advocacy organizations.

Procedural/timeline notes

Referred to Education Committee (first reading) Jan 30, 2025. Committee hearings: Feb 11 and Feb 17, 2025.

Reported back (amended), placed on calendar and later on consent calendar; second reading adopted Feb 14 and Mar 21, 2025.

Signed by Speaker and President Mar 26, 2025; filed with Secretary of State Mar 27, 2025.

The study, if undertaken, would culminate in a report and any recommended legislation to the Seventieth Legislative Assembly.

Practical effect

As a concurrent resolution, SCR 4019 does not create law or appropriate funds. Its effect is to request that Legislative Management consider and potentially authorize a study that could inform future legislation, funding decisions, program changes, or increased data/reporting requirements addressing proficiency disparities for students with disabilities.

Bill