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HB 5919

Education: other; learner-first district; create. Amends secs. 4 & 5 of 1976 PA 451 (MCL 380.4 & 380.5) & adds (See bill).

2025-2026 Regular Session Introduced by Greg Alexander and 8 co-sponsors

Creates a state-run learner-first district to expand options, allow mastery-based and online/blended learning, and fund contracts with providers while ensuring accountability.

bill electronically reproduced 04/29/2026
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Bill Summary · HB 5919

HB 5919 (Michigan, 2025-2026) – Education: learner-first district creation and framework

Overview
- Purpose: Create a new, state-supported learner-first district (LFD) to expand public educational options, increase parental control, and encourage innovative teaching models, including mastery-based learning, online and blended approaches, and private-public partnerships.
- Legal basis: Amends sections 4 and 5 of 1976 PA 451 (The Revised School Code) and adds several new sections (562, 564–569, 1701b).

What the bill would establish and authorize
- Learner-First District (Sec. 562)
- A new statewide district governed separately from traditional local districts, under the leadership and supervision of the State Board of Education.
- Purpose includes providing flexible, transparent, safe and efficient public education with expanded parental choice and opportunities to experiment with innovative models and technology.
- Defines mastery-based learning elements and sets expectations for equity, explicit learning outcomes, and transferable competencies.

  • Governance and structure (Sec. 565)

    • A learner-first district board of 8 members:
    • 4 appointed by the Governor
    • 2 nominated by the Speaker of the House and appointed by the Governor
    • 2 nominated by the Senate Majority Leader and appointed by the Governor
    • Terms: 8-year appointments with staggered expirations (to begin with 2, 4, 6, and 8-year cycles).

  • Authority and operations (Sec. 564)

    • The LFD can educate pupils across the state, including preschool, lifelong, adult, and community education, via contracts or agreements with other public/private entities (e.g., other districts, community colleges, universities, libraries).
    • Authority to hire, contract, lease, and manage facilities and finances; may accept gifts and grants.
    • May collaborate with other entities without being bound by the Urban Cooperation Act, unless otherwise required.

Key provisions for providers and direct instruction (Sec. 566)
- The LFD must contract with educational providers to deliver programs, courses, or services.
- Providers must meet criteria: demonstrated success or innovative approach; alignment with state standards; adequate capacity; non-discriminatory enrollment; compliance with laws and standards.
- Programs may be delivered in person, online, or via a blend, supported by computer-adaptive technology.
- A parallel direct-instruction option allows parents to hire an individual certificated teacher or college/university faculty member to provide one-to-one or small-group instruction.
- The LFD acts as fiscal agent, paying or reimbursing the teacher, with safeguards on compensation (not exceeding per-pupil foundation) and progress reporting.
- Regular state assessments must be administered for students under direct instruction agreements.

Enrollment, services, and graduation (Sec. 567)
- Enrollment process via a board-prescribed form; priority is to avoid discrimination. If applications exceed capacity, enrollment is determined by random selection.
- Parents may choose among preapproved providers or direct instruction options, with a framework for setting and negotiating individualized instructional plans.
- LFD must ensure core subject access (reading, math, science, history, civics, language arts, etc.) and maintain transcripts; credit is awarded based on objective measures per contracts with providers.
- State assessments continue to be required; graduation remains achievable through core curricula or dual enrollment pathways.

Transparency and accountability (Sec. 568)
- The LFD must comply with open meetings, FOIA, budgeting/accounting, and other statutory transparency and accountability provisions applicable to public agencies.
- Public information about operations must be accessible.

Special education and funding (Sec. 1701b)
- The LFD board must plan for delivery of special education services; the LFD is considered an intermediate district for these purposes.
- The district may not levy ad valorem taxes for special education; a plan is to be adopted to transfer relevant intermediate district funds to support the pupil’s education.

Impact and who is affected
- Affects students seeking expanded educational options, including mastery-based and individualized approaches.
- Affects parents seeking direct-instruction options or partnerships with external providers.
- Affects traditional school districts, intermediate districts, postsecondary institutions, and educational providers eligible to contract with the LFD.
- Introduces a new governance and funding framework, with state-level oversight and potential cross-pupil funding transfers.

Timeline and status
- Introduced April 29, 2026; referred to the Education and Workforce Committee. If advanced, would progress through standard legislative steps with potential fiscal and regulatory considerations.

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

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