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HB 129

relative to the definition of the term "evidence-based" within public education.

2026 Regular Session Introduced by Mike Belcher and 3 co-sponsors

Defines what counts as evidence-based in public education to guide funding, approvals, and implementation of programs and practices.

Inexpedient to Legislate: MA VV 01/07/2026 HJ 1 P. 70
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Bill Summary · HB 129

Summary of HB 129 (Session 2026) – New Hampshire

Title

Relating to the definition of the term “evidence-based” within public education.

Purpose and Intent

HB 129 seeks to clarify or redefine what qualifies as "evidence-based" in the context of public education. The bill aims to establish a precise definition to guide decisions, policies, funding, program approvals, and instructional practices that rely on evidence-based criteria.

Key Provisions and Changes

  • Definition of “evidence-based”: The central provision redefines or specifies what counts as evidence-based in public education. This definition will determine whether educational programs, curricula, interventions, assessments, and practices meet statutory or policy standards for funding, support, or implementation.
  • Scope of Application: The definition is intended to apply to programs and practices funded or overseen by state education authorities, districts, and schools when evaluating eligibility for grants, compliance, or adoption of instructional approaches.
  • Alignment with Standards: Implicitly or explicitly, the bill may require alignment with research methodologies, data-driven outcomes, and replicable results to qualify as evidence-based.
  • Implementation and Oversight: The bill may outline who enforces the definition (e.g., Department of Education, legislative committees) and how compliance is assessed, including potential reporting or review requirements.

Note: The available action history shows committee activity and a trend toward allowing the bill to proceed or being deemed not to pass, but it does not provide the exact text of the definition. The legislative trajectory indicates substantial discussion, with periods of executive sessions, work sessions, and votes indicating mixed sentiment among committee members.

Who or What Would Be Affected

  • Public schools and districts: Programs and practices adopted or funded at the district or school level would need to meet the statutory definition of “evidence-based” to be eligible for state support, grants, or compliance recognition.
  • State education agencies: The definition would guide determinations of which programs can be approved, funded, or recommended.
  • Educators and administrators: Decisions on curricula, intervention strategies, professional development offerings, and instructional materials may need to adhere to the clarified standard.
  • Program vendors and developers: Vendors proposing curricula, interventions, or supports would need to demonstrate evidence-based status under the new definition to obtain contracts or funding.

Procedural and Timeline Aspects

  • Introduced: January 2025 (initial referral to Education Policy and Administration)
  • Committee Consideration: Multiple work sessions and executive sessions throughout 2025, including internal committee votes.
  • Committee Report: The committee initially reported “Ought to Pass” in January 2025, with a companion “Inexpedient to Legislate” option from minority members.
  • Recent Action: In November 2025, the committee reported “Inexpedient to Legislate” (vote 25-0; indicating a strong majority favoring not advancing the bill at that time).
  • Current Status: Action history shows a formal “Inexpedient to Legislate” decision on January 7, 2026, effectively ending advancement of the bill in its current form unless reconsidered or reintroduced.

Potential Impact (If Enacted)

  • A clear, statutory standard for what constitutes evidence-based practice in public education.
  • Possible narrowing or clarification of which programs qualify for state-funded initiatives.
  • May influence procurement, grant eligibility, and program adoption decisions at the district and state levels.
  • Could affect accountability measures, reporting requirements, and evaluator criteria for educational interventions.

Notes

  • The bill’s text would provide the exact definition and any accompanying criteria (e.g., requirements for research design, outcomes, replication, or meta-analytic standards). The action history indicates a legislative trajectory leaning toward not moving forward, but definitions and language could be revisited in future sessions if reintroduced.

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

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