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HF 802

Required mathematics academic standards and credit requirements modified.

2025-2026 Regular Session Introduced by Ben Davis and 1 co-sponsor

Minnesota HF 802 aims to update math standards and revise high school math credit requirements to influence graduation pathways and curriculum.

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Bill Summary · HF 802

Summary: HF 802 (2025-2026) – Required Mathematics Academic Standards and Credit Requirements Modified

Overview

HF 802 is a Minnesota bill introduced in the 2025-2026 session, with co-sponsors Krista Knudsen and Ben Davis. The primary aim appears to be changes to mathematics academic standards and the credit requirements students must meet. The bill was introduced on February 17, 2025 and referred to the Education Policy committee; an author addition (Davis) occurred on February 27, 2025. As of the provided information, specific text of the bill is not included, so this summary focuses on the stated title, summarized implications of such bills, and typical areas affected.

Purpose and Intent

  • Modify required mathematics academic standards and the associated credit requirements for Minnesota students.
  • Align math standards and credits with updated criteria to influence K–12 curriculum, graduation prerequisites, and assessment expectations.

Key Provisions (inferred from title; bill text needed for exact language)

While the exact language is not provided, typical provisions in a bill with this title may include:
- Revised Minnesota Academic Standards in Mathematics: updating the official state standards that define what students should know and be able to do in math at each grade level, potentially incorporating higher-aligned concepts, dimensional standards, or competency expectations.
- Graduation/Credit Requirements: adjusting the number or distribution of math credits required for high school graduation, which could include:
- Increasing minimum math credits (e.g., from 3 to 4 credit years/levels) or adding required coursework (e.g., algebra II, statistics, or geometry).
- Defining pathways or course sequences (e.g., a rigorous track for college readiness vs. career/technical education tracks).
- Introducing mid-level and postsecondary readiness benchmarks tied to state assessments or performance standards.
- Implementation Timeline: provisions outlining when the revised standards and credits would take effect (effective dates, phased implementation, and transition periods).
- Alignment with Assessments: potential linkage to the state math assessments or accountability measures, including how students would be assessed under the new standards.
- Teacher and District Support: provisions for professional development, curricular resources, and funding or grants to support districts in adopting the revised standards and credit requirements.

Affected Parties

  • Students: under revised credit requirements, the path to graduation could change (e.g., additional or different math coursework).
  • School Districts and Schools: responsible for curriculum alignment, scheduling, staffing, and ensuring graduation requirements are met.
  • Teachers: requirements for instruction in updated standards may necessitate professional development and potential credentialing updates.
  • Parents/Guardians: implications for graduation readiness and course sequencing.
  • State Education Agencies: may be involved in updating standards, creating or adjusting assessments, and distributing guidance.

Procedural and Timeline Considerations

  • Introduction and First Reading: February 17, 2025, with referral to Education Policy.
  • Sponsor Actions: Co-sponsors Krista Knudsen and Ben Davis; an author, Davis, added on February 27, 2025.
  • Next Steps (typical): committee discussion, potential amendments, votes in committee, and eventual floor action; if advanced, implementation would be phased with a defined effective date.

Potential Impacts and Considerations

  • Academic Rigor: potential increase in mathematical rigor and preparation for college or STEM fields.
  • Equity and Access: considerations for ensuring all students have access to enhanced coursework, including AP/IB-style or advanced math pathways, and supports for underrepresented student groups.
  • Resource Needs: possible need for teacher training, instructional materials, and mathematics-focused curriculum resources.

If you can provide the full text or specific sections of HF 802, I can produce a more precise, section-by-section summary detailing exact language, definitions, timelines, and fiscal implications.

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

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