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Bill Summary · HB 2914

Purpose and overall intent

HB 2914 seeks to overhaul Missouri’s literacy framework for elementary students by:

  • establishing a unified, state-wide literacy system focused on evidence-based reading instruction.
  • tying educator preparation to explicit literacy requirements.
  • creating new funding and reporting mechanisms to support reading improvement.
  • instituting a universal reading assessment for grades K–3 and defining promotion/retention rules tied to reading proficiency.
  • dissolving the existing Literacy Advisory Council and creating a broader literacy governance structure.

The bill aims to standardize literacy instruction, improve early reading outcomes, and impose accountability on districts, charter schools, and educator preparation programs.

Key provisions and changes

Educator preparation (Section 161.097)

  • Repeals a prior requirement for teacher candidates to be instructed on best practices in literacy per the literacy advisory council.
  • Requires teacher education programs to ensure candidates are trained in:
    • Core reading components (phonemic awareness, phonics, fluency, comprehension, morphology, syntax, vocabulary).
    • Oral and written language development.
    • Identification of reading deficiencies, dyslexia, and related language difficulties.
    • Selection and use of high-quality reading curricula and instructional materials.
    • Administration/interpretation of assessments and translating results into classroom practice.
  • Beginning July 1, 2027, DESE must annually review and publicly report educator preparation program compliance with these literacy requirements; programs not in compliance may not be approved to certify new teachers.

Statewide literacy system and administration (Section 161.241)

  • DESE is tasked with developing a comprehensive reading services system and a statewide literacy plan.
  • Establishes an Office of Literacy to coordinate literacy-related work.
  • Requires alignment of literacy coursework across multiple certification areas (early childhood to reading/special education).
  • Requires DESE to recruit and provide professional development for reading instruction and to publish data on reading outcomes (no disclosable student data).
  • Creates the Evidence-based Reading Instruction Program Fund to reimburse districts for literacy efforts, including teacher training, tutoring, parent resources, and summer programs. Fund details:
    • Fund to receive annual General Revenue appropriations, other state funds, and gifts/donations.
    • End-of-biennium carryover of funds; interest stays in the fund.
  • Provides a per-student monetary incentive: DESE must remit $500 to each district/charter for every grade-four student who had a substantial reading deficiency (or dyslexia) in K–3 and who scores proficient or higher on the Grade 4 ELA summative assessment.

Reading deficiencies identification and remediation (Sections 167.268, 167.340, 167.645)

  • Requires districts to have summer reading instruction for students not meeting state reading objectives (reads with a focus on improvement).
  • Establishes the Missouri Universal Reading Literacy Assessment (MURLA) for K–3:
    • Uniform assessment with categories: below basic, basic, grade-level, proficient, advanced. Benchmarks set by DESE.
    • Three annual administration windows; first window within the first 20 days of the school year; results to parents within 30 days.
    • Assessment provided at no cost to districts.
    • Used to screen for dyslexia and reading deficiencies; does not affect school/district accreditation decisions.
  • Reading success plans required for students with deficiencies or at risk of dyslexia; districts must provide intensive reading instruction under these plans.
  • Promotion/retention:
    • Beginning in the 2027–28 school year, students with substantial reading deficiencies at end of third grade face retention unless they score basic or higher on a retest or qualify for a good-cause exemption.
    • Retained students must complete a state-approved summer reading program and pass a retest to be promoted.
    • Good-cause exemptions include: certain IDEA/504 plans, English language learner status with limited instruction time, and students previously retained in K–3.
  • Good-cause exemption process is defined (teacher recommendation to principal, principal review, and superintendent final decision in writing).

Reading improvement and intensive supports (Section 167.645)

  • Introduction of the Missouri Universal Reading Literacy Assessment for K–3 to determine deficiencies.
  • Defined annual notification to parents about identified deficiencies and proposed supports; summer reading requirements for those with substantial deficiencies.
  • Requirements for intensive reading interventions, including reduced class sizes, explicit, systematic instruction, frequent progress monitoring, and parental home-reading plans.
  • Districts must offer intensive acceleration for students retained in grade 3 who were previously retained in earlier grades, with reduced ratios and explicit instruction.

Reporting and transparency (Sections 161.241; 167.645)

  • Districts must report by October 1 each year to DESE on:
    • Retention/promotion policies and procedures.
    • Number/percentage of K–3 students with reading deficiencies.
    • Number/percentage of students retained due to substantial deficiencies.
    • Number/percentage of third-graders promoted with good-cause exemptions.
  • Public availability of reading curriculum materials titles, authors, and recommended levels.

Literacy governance (Section 186.080)

  • Repeals the existing Literacy Advisory Council and its duties.
  • The bill references a broader, ongoing literacy advisory framework to inform DESE and the State Board of Education (the exact composition and functions are reorganized under the new framework).

Who would be affected

  • Elementary and middle/high school teachers and teacher candidates (through educator preparation requirements).
  • School districts and charter schools (via funding, assessment administration, reporting, and promotion/retention policies).
  • DESE (policy development, reporting, data collection, and administration of the literacy program fund and MURLA).
  • Families/parents (through parent notifications, home-reading supports, and entitlement to funds and resources).
  • Students in K–3 (universal literacy assessment, reading plans, potential retention decisions, and access to intensive interventions).

Procedural and timeline highlights

  • July 1, 2027: Annual compliance reviews of educator preparation programs begin.
  • Three annual administration windows for the Missouri Universal Reading Literacy Assessment, with initial results shared to parents within 30 days of each window.
  • Beginning in 2027–28: Criteria and processes for retention and good-cause exemptions take effect; retention decisions linked to third-grade reading proficiency.
  • Ongoing governance and reporting duties by DESE and districts, with public accessibility of curriculum information.

Note: The bill repeals the existing Literacy Advisory Council (186.080) and consolidates literacy governance within a broader DESE-led framework, emphasizing evidence-based practices and data-driven improvements.

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

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