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HB 5380

AN ACT RELATING TO TAXATION - AGREEMENT TO PHASE OUT CORPORATE INCENTIVES COMPACT ACT

2025 Regular Session Introduced by Dick Fascia and 3 co-sponsors

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

02/27/2025 Committee recommended measure be held for further study
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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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