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HB 2927

INCLUSIVE HISTORY ACT

104th Regular Session Introduced by Kimberly Du Buclet and 14 co-sponsors

The bill would require the State Board of Education to research and fund professional learning to support inclusive, multiperspective history teaching in K–12, with findings due by

Rule 3-9(a) / Re-referred to Assignments
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Bill Summary · HB 2927

HB 2927 — Inclusive History Act (summary)

Status: Introduced 2025; Passed both chambers; transmitted to Governor (May 7, 2025); vetoed by Governor (May 13, 2025); re‑referred under Rule 3‑9(a) / Re‑referred to Assignments (June 2, 2025). Chief House sponsor: Rep. La Shawn K. Ford.

Purpose / intent

The bill seeks to reform how history is taught in K–12 public schools by ensuring history curricula are multiperspective, inclusive, and comprehensive — expanding the narratives presented to students to include groups and viewpoints historically underrepresented in standard course materials.

Two major versions (key differences)

Because the bill was amended during floor action, there are two distinct substantive forms in the legislative record:

  1. Introduced version (broader, original):

    • Creates an Inclusive History Commission to identify deficiencies in traditional history instruction and to develop multiperspective standards and model curricula that schools may use to replace or revise existing history instruction.
    • Commission duties included developing standards, meeting monthly, and reporting recommendations (legislative text indicated the Commission would be repealed Dec. 31, 2026).
    • Commission membership (Governor appointments): history scholars; textbook publishers; elementary and secondary public teachers; higher‑education history faculty; secondary students; parents; representatives of nonprofit organizations for women, Black, Indigenous, Latinx and other people of color, immigrants, LGBTQ+, persons with disabilities; representatives recommended by statewide bodies for superintendents, school boards, principals, administrators, and various regional school district representatives. Members serve without compensation but are reimbursed for expenses.
    • The introduced synopsis also proposed (but was later superseded) a timeline that would suspend regular history instruction in the 2025–2026 school year (with exceptions), require the State Superintendent to deliver instructional guidelines by June 30, 2026, and mandate resumption of re‑framed history instruction in 2026–2027 using age‑appropriate, multiperspective materials.

  2. Adopted House Floor Amendment / Engrossed version (narrower — current text as enacted by amendment):

    • Adds Section 2‑3.206 to the School Code requiring the State Board of Education, subject to appropriation, to:
      • Conduct mixed‑methods research on educators’ experiences teaching history (K–12) — including resource funding, incorporation into instruction, participation in professional learning, and comfort implementing inclusive/history mandated units.
      • Report findings and recommendations to the General Assembly by December 15, 2026.
      • Provide professional learning opportunities to support inclusive, inquiry‑based history teaching (also subject to appropriation).
    • Effective immediately.

Who would be affected

  • K–12 public school students and teachers (curriculum content, instructional approaches).
  • School districts, principals, administrators, and school boards (implementation, professional development).
  • Textbook publishers and content providers (potential demand for revised materials).
  • State Board of Education and (in earlier version) State Superintendent (responsibilities to research, develop, or distribute standards).
  • Fiscal impact is contingent on appropriations; many provisions (research, PD) are explicitly subject to appropriation.

Procedural / timeline notes

  • Bill moved rapidly through committees and floor votes in spring 2025; House Floor Amendment No. 1 (April 10, 2025) substantially altered the bill’s substance.
  • Passed both chambers and was sent to the Governor May 7, 2025; vetoed May 13, 2025. The veto must be sustained or overridden (legislative action required). The bill was later re‑referred under chamber rules (June 2, 2025), indicating further committee or procedural review may follow.

Potential impacts and considerations

  • If the introduced Commission approach had remained, the bill would have led to a temporary pause and systemic rewrite or replacement of history curricula statewide (with a defined, short timeline). The amended version is more limited and focuses on research and educator supports.
  • Implementation costs (research contracts, staff time, professional development, new instructional materials) depend on subsequent appropriations.
  • The veto means the bill, as passed, is not currently law unless the legislature overrides the veto or reworks/resubmits the proposal.

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

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