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Bill

HR 6440

Right to Read Act of 2025

119th Congress Introduced by Gabe Amo and 28 co-sponsors

Establishes a federal Right to Read framework guaranteeing evidence-based instruction, robust school libraries with certified librarians, and equity-focused reporting.

Introduced in House
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Bill Summary · HR 6440

Summary of HR 6440 — Right to Read Act of 2025

Overview

  • Bill number: H.R. 6440
  • Short title: Right to Read Act of 2025
  • Introduced: December 4, 2025
  • Status: Introduced in the U.S. House of Representatives; referred to the Committee on Education and Workforce
  • Sponsor(s): Led by Rep. Grijalva (with co-sponsors Rep. Beatty, Rep. Bonamici, Rep. Lee of Pennsylvania)

Purpose and intent

The bill establishes a federal framework to guarantee a “right to read” in U.S. schools. It seeks to ensure that all students have access to evidence-based reading instruction, robust school libraries, and supportive literacy initiatives, with an emphasis on equity, digital literacy, and access to diverse and culturally inclusive materials. It also elevates the role of school librarians as essential educators and instructional leaders.

Key provisions and changes

1) Expanded definition of an effective school library

  • Creates the concept of an Effective School Library defined by:
    • Staffing: at least one full-time State-certified school librarian, plus supporting staff; librarians serve as instructional leaders and information literacy educators.
    • Availability: open to students before, during, and after the school day; adequate facilities.
    • Collections and access: up-to-date digital and print materials, including openly licensed resources; equitable access to materials and technology; appropriate facilities for literacy instruction.
    • Professional development: regular training for teachers, librarians, paraprofessionals, and other educators.
    • Collaboration: opportunities for collaboration between teachers and librarians.
    • Alignment with standards: alignment to professional standards of practice.

2) New terms and concepts

  • Introduces Information Literacy: skills to find, retrieve, understand, evaluate, analyze, and effectively use information across formats (spoken words, print, digital content, data, images).
  • Defines Right to Read: ensures students have access to:
    • Evidence-based, linguistically and developmentally appropriate reading instruction
    • Effective school libraries
    • Family literacy support
    • Culturally diverse and inclusive materials
    • Reading materials at home
    • Freedom to choose reading materials

3) Amendments to federal Title I and related provisions

  • State Plans (Title I):
    • States must explicitly include school librarians in planning and implementation, illustrating how they will ensure access to effective school libraries and digital literacy.
    • New reporting requirements to show progress toward equitable access to effective libraries, particularly for low-income students, minority students, students with disabilities, and English learners.
  • Local Educational Agency Plans (LEAs’ Title I requirements):
    • LEAs must describe how they will support and improve effective school libraries and ensure digital and information literacy development.
    • LEAs must include a policy protecting the Right to Read and detail how funds will be used to meet the Act’s purposes, including support for gifted and talented students where appropriate.

4) Amendments to Title II (professional development and funding)

  • The bill would adjust authorization and allocation details under Title II to support the right-to-read framework (specifics in the text excerpt are truncated, but the intent is to align professional development and resources with the new library and literacy requirements).

Who is affected

  • Students: Greater access to high-quality reading instruction, diverse materials, and libraries; more opportunities to develop information and digital literacy.
  • School librarians and library staff: Elevated status as instructional leaders; expanded responsibilities and required training.
  • Teachers and school-based staff: Enhanced collaboration with librarians; access to professional development on literacy and information literacy.
  • State Educational Agencies (SEAs) and Local Educational Agencies (LEAs): New planning, reporting, and policy requirements; emphasis on equitable access to effective libraries and literacy resources.

Timeline and procedural notes

  • Currently in the introduction stage in the House and referred to the Committee on Education and Workforce.
  • There are no enacted provisions or funding appropriations finalized in this text; the document outlines amendments to statutory definitions, Title I/II planning, and reporting requirements, with potential impacts on federal funding allocations pending future action.

This summary captures the bill’s core aims, substantive changes, who would be affected, and the preliminary procedural status.

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

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