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HB 5380

AN ACT CONCERNING THE INCLUSION OF READING PROFICIENCY AS A HIGH SCHOOL GRADUATION REQUIREMENT.

2025 Regular Session Introduced by Tami Zawistowski

HB 5380 requires high school graduates to prove reading proficiency, with approved assessments and supports, and districts responsible for implementation and reporting.

REF. TO JOINT COMM. ON Education
#highschoolgraduation #reading
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Bill Summary · HB 5380

HB 5380 — An Act Concerning the Inclusion of Reading Proficiency as a High School Graduation Requirement

Purpose and intent

  • The bill proposes to add a requirement that high school graduates demonstrate reading proficiency. The overarching goal is to ensure students meet a defined standard of reading ability before earning a high school diploma. The exact standards, assessment methods, and exemptions would be specified in the enacted text.

Key provisions (what the bill would change or establish)

  • Establishes reading proficiency as part of the high school graduation framework.
  • Would define what constitutes "reading proficiency" and lay out the method for assessing it (e.g., approved assessments, performance thresholds, or alternative pathways) within the bill.
  • Likely to include implementation details such as timelines, transitional provisions for current students, and alignment with existing literacy standards.
  • Potential provisions for remediation, supports, or exemptions (e.g., for students with documented disabilities or language learners) and for how appeals or waivers would be handled.
  • May address reporting, accountability, and data collection related to reading proficiency outcomes at the district or state level.

Note: The document provided does not include the full text of the bill, so the above reflects typical components such a graduation-readiness provision would entail. The final text would specify exact standards, assessment modes, timelines, and exceptions.

Who would be affected

  • High school students: would need to meet the reading proficiency requirement to graduate.
  • School districts and schools: responsible for administering assessments, providing targeted literacy supports, and documenting compliance.
  • Educators and administrators: involved in instruction, remediation, and reporting under the new standard.
  • State education agencies: may oversee development of proficiency standards, alignment with state literacy goals, and annual reporting.

Procedural and timeline aspects

  • Introduced: March 14, 2025.
  • Initial referral: Joint Committee on Education (REF. to Jt. Com. on Education) on January 17, 2025; read first time on April 7, 2025.
  • Subsequent actions: On May 1, 2025, the bill underwent public hearing, including a committee substitute, testimony registration, and discussion.
  • Current status: Left pending in committee as of May 1, 2025, with potential for further action if the committee acts to advance the bill or amend it.

Potential implications and considerations

  • Academic impact: Could raise overall reading proficiency levels among graduates if implemented with effective supports; may affect graduation rates in the short term during transition.
  • Equity considerations: Important to ensure assessments and supports are accessible to students with disabilities, English learners, and other historically underserved groups.
  • Resource needs: Implementation may require funding for assessments, teacher professional development, literacy interventions, and data systems.
  • Transition planning: Districts will look for timing, transitional accommodations, and any grandfathering provisions for students near graduation.

Next steps

  • Monitor legislative actions as the Education committee reviews the bill, considers amendments, and decides whether to move it to the full chamber for a vote.

Compiled from official sources — confirm details with the bill’s official record.

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