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H 5511

An Act relative to teacher preparation and student literacy

194th Legislature (2025-2026) Introduced by Simon Cataldo and 10 co-sponsors

Require evidence-based literacy instruction and high-quality curricula for K-3 to reduce literacy gaps, funded by a new Early Literacy Fund and enhanced reporting.

Signed by the Governor, Chapter 113 of the Acts of 2026
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Bill Summary · H 5511

Overview

H 5511 (194th MA Legislature) is an Act relative to teacher preparation and student literacy. It establishes a comprehensive framework to align literacy instruction with evidence-based practices, creates a dedicated Early Literacy Fund, expands monitoring and reporting requirements, regulates educator preparation programs, and pilots teacher apprenticeships in high-needs districts. The bill emphasizes reducing literacy gaps through high-quality curricula, professional development, screening for dyslexia and other reading difficulties, and improved district accountability.

Main purpose and intent

  • Improve reading outcomes for K-3 students across Massachusetts by mandating evidence-based literacy instruction and high-quality curricula.
  • Strengthen teacher preparation in literacy and establish ongoing professional development aligned with best practices.
  • Create a dedicated Early Literacy Fund to finance curricula development, district grants, materials, and professional development.
  • Enhance transparency and equity in literacy implementation through data reporting and district waivers.
  • Pilot teacher apprenticeships in high-needs districts to expand the educator pipeline and evaluate broader adoption.

Key provisions and changes

  • Section-by-section literacy framework (Chapter 69 and 29):

    • Introduces and defines “evidence-based literacy instruction,” “five research-based areas in reading instruction” (phonemic awareness, phonics, fluency, vocabulary, and comprehension), and “high-quality curriculum.”
    • Districts must select high-quality curricula for K-3 that emphasize evidence-based instruction and prohibit MSV/three-cueing as a substitute for word identification.
    • Waivers allowed for curricula not on the approved list if they meet evidence-based standards; waivers require district reporting and can be audited and rescinded if findings are deficient.
    • A free, complete high-quality curriculum must be maintained by the department and be available to districts.
    • New data reporting and accountability requirements for curricula, including annual data collection and public reporting.

  • Early Literacy Fund (Chapter 29, new section 2OOOXX):

    • Establishes a separate non-budgeted special revenue fund for early literacy efforts.
    • Funds come from appropriations, gifts/donations, and interest.
    • Uses include curriculum development for K-3, implementing frameworks, district grants for updating curricula, professional development, and reporting/assessment compliance.
    • Grants prioritized for districts not in substantial compliance and aimed at equity; at least one hearing in western MA; technical assistance for eligible districts.

  • Educator preparation and professional development (Chapter 69, Sections 38G, 1E½, 1S amendments):

    • Requires educator preparation programs to align with evidence-based literacy instruction; fee-based program review; annual publication of program data (enrollment, demographics, licensure outcomes).
    • Adds tools, lists of approved professional development programs, no-cost online training modules, and a maintained list of high-quality curricula.

  • Student screening and dyslexia focus (Sections 57A–57C):

    • Districts must screen for potential neurological learning disabilities, including dyslexia, with DESE guidance.
    • Regular reporting on screening procedures and results; public data on screening practices and tools.

  • Teacher apprenticeships pilot (Chapter 238, 2024 Acts):

    • DESE to pilot paid teacher apprenticeships in high-needs districts with experienced mentors, supporting stipends for candidates.
    • Required annual and multi-year reports evaluating outcomes and potential U.S. Registered Apprenticeship status.

  • Implementation timeline:

    • District reporting begins in the 2027-2028 school year.
    • First public report required by December 31, 2027.
    • Department to publish initial lists and ensure the free curriculum is available before 2027-2028.
    • Ongoing regulatory development and implementation through DESE.

Who is affected

  • Public school districts and other public education entities (cities, towns, charters, virtual schools, regional districts, vocational/agricultural schools).
  • Teachers, reading specialists, special educators, paraprofessionals, and district-level administrators involved in literacy instruction and curriculum adoption.
  • Higher-education educator-preparation programs and institutions offering approved programs.
  • Students in kindergarten through grade 3, including English learners; families through parent communications on screening results.

Procedural and timeline notes

  • Establishes new funds, reporting cycles, and regulatory duties for DESE.
  • Requires hearings, equity considerations, and auditing of waivers and curricula.
  • Full rollout anticipated with major reporting and curriculum implementation by the 2027-2028 school year.

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

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