[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[S. 4689 Reported in Senate (RS)]
<DOC>
Calendar No. 549
119th CONGRESS
2d Session
S. 4689
To strengthen literacy outcomes for all students, to amend the
comprehensive literacy State development grant program, and to ensure
Federal accountability and investment in research, teacher preparation,
and evidence-based instruction aligned with the science of reading.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
June 4, 2026
Mr. Cassidy (for himself, Ms. Hassan, Mr. Banks, Mr. Hickenlooper, Mr.
Scott of South Carolina, and Mr. Kelly) introduced the following bill;
which was read twice and referred to the Committee on Health,
Education, Labor, and Pensions
August 6, 2026
Reported by Mr. Cassidy, with an amendment
[Strike out all after the enacting clause and insert the part printed
in italic]
_______________________________________________________________________
A BILL
To strengthen literacy outcomes for all students, to amend the
comprehensive literacy State development grant program, and to ensure
Federal accountability and investment in research, teacher preparation,
and evidence-based instruction aligned with the science of reading.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
<DELETED>SECTION 1. SHORT TITLE.</DELETED>
<DELETED> This Act may be cited as the ``Reading Excellence and
Achievement for Development Act'' or the ``READ Act''.</DELETED>
<DELETED>SEC. 2. PURPOSES.</DELETED>
<DELETED> The purposes of this Act are to--</DELETED>
<DELETED> (1) increase literacy proficiency among students
in elementary schools and secondary schools through the use of
science of reading-aligned instruction so that students
graduate from high school with the reading and writing skills
needed to succeed in the workforce and in life;</DELETED>
<DELETED> (2) support State educational agencies in
implementing evidence-based policies aligned with the science
of reading;</DELETED>
<DELETED> (3) improve teacher preparation and professional
development for school-based staff, including through coaching
and deliberate, dedicated professional collaboration, to
support evidence-based literacy instruction;</DELETED>
<DELETED> (4) promote early identification and intervention
for students at risk of reading difficulties, including
dyslexia;</DELETED>
<DELETED> (5) support data-driven literacy strategies to
support all students and to close opportunity gaps across
student subgroups; and</DELETED>
<DELETED> (6) protect and strengthen literacy research
capacity through comprehensive centers and the Institute of
Education Sciences.</DELETED>
<DELETED>SEC. 3. FINDINGS.</DELETED>
<DELETED> Congress finds the following:</DELETED>
<DELETED> (1) Literacy is a cornerstone for personal growth,
economic opportunity, and a strong society.</DELETED>
<DELETED> (2) The 2024 National Assessment of Educational
Progress reported that--</DELETED>
<DELETED> (A) only 35 percent of the 8th grade class
of 2024 were proficient in reading; and</DELETED>
<DELETED> (B) one-third of 8th graders performed
below the National Assessment of Educational Progress
basic level, the highest percentage ever
recorded.</DELETED>
<DELETED> (3) The National Assessment of Educational
Progress provides the only nationally representative,
independent measure of student achievement over time, offering
critical data on the readiness of United States students to
compete in the global economy.</DELETED>
<DELETED> (4) The 2023 Program for the International
Assessment of Adult Competencies estimates that 28 percent of
adults in the United States perform at the lowest proficiency
level of literacy, meaning they have substantial difficulty
with everyday reading tasks.</DELETED>
<DELETED> (5) Illiteracy costs taxpayers $224,000,000,000
annually and costs United States companies nearly
$40,000,000,000 annually.</DELETED>
<DELETED> (6) The interdisciplinary body of research known
as the ``science of reading'' demonstrates the effectiveness of
structured, evidence-based literacy instruction.</DELETED>
<DELETED> (7) Federal literacy programs under the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.),
the Adult Education and Family Literacy Act (29 U.S.C. 3271 et
seq.), and the Museum and Library Services Act (20 U.S.C. 9101
et seq.) provide important foundations, but are insufficient to
address the scale of the crisis.</DELETED>
<DELETED> (8) The United States is in the midst of a
national literacy crisis, requiring strong Federal leadership
in partnership with State educational agencies and local
educational agencies to ensure that all students have the
foundational literacy skills to thrive.</DELETED>
<DELETED>SEC. 4. DEFINITIONS.</DELETED>
<DELETED> In this Act:</DELETED>
<DELETED> (1) Evidence-based.--The term ``evidence-based''
has the meaning given the term in section 8101(21) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
7801(21)), except that subclause (III) of subparagraph (A)(i)
of such section shall not apply.</DELETED>
<DELETED> (2) Science of reading.--The term ``science of
reading'' means an interdisciplinary body of research from
cognitive science, neuroscience, and education that--</DELETED>
<DELETED> (A) demonstrates the explicit, systematic
use of the essential components of phonemic awareness,
phonic decoding, fluency, language structure, oral
language, vocabulary, background knowledge, and
literacy knowledge, which together lead to strong
comprehension;</DELETED>
<DELETED> (B) recognizes the connection of reading
and writing and the importance of strong writing
instruction;</DELETED>
<DELETED> (C) does not use a three-cueing model;
and</DELETED>
<DELETED> (D) is inclusive of comprehensive literacy
instruction.</DELETED>
<DELETED> (3) Three-cueing model.--The term ``three-cueing
model'' means an instructional approach that--</DELETED>
<DELETED> (A) uses meaning drawn from context,
pictures, or syntax as the primary basis for teaching
word recognition (commonly referred to as ``meaning,
structure and syntax, and visual cues'' or ``MSV'');
or</DELETED>
<DELETED> (B) teaches visual memory as the primary
basis for word recognition.</DELETED>
<DELETED>SEC. 5. LITERACY IMPROVEMENT GRANTS.</DELETED>
<DELETED> Section 2222 of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6642) is amended--</DELETED>
<DELETED> (1) in subsection (a)--</DELETED>
<DELETED> (A) in paragraph (1), by striking ``and''
after the semicolon;</DELETED>
<DELETED> (B) in paragraph (2), by striking the
period at the end and inserting ``; and'';
and</DELETED>
<DELETED> (C) by adding at the end the
following:</DELETED>
<DELETED> ``(3) implement statewide policies and systems of
support to assist local educational agencies and educator
preparation programs in improving literacy instruction and
outcomes.'';</DELETED>
<DELETED> (2) by striking subsection (b) and inserting the
following:</DELETED>
<DELETED> ``(b) Reservation.--</DELETED>
<DELETED> ``(1) In general.--From the amounts reserved to
carry out this subpart for a fiscal year, the Secretary shall
reserve--</DELETED>
<DELETED> ``(A) not more than a total of 5 percent
for national activities, which--</DELETED>
<DELETED> ``(i) shall include funding for a
national independent evaluation--</DELETED>
<DELETED> ``(I) that shall be
conducted in accordance with high-
quality, rigorous research standards;
and</DELETED>
<DELETED> ``(II) that may not be
canceled or deferred, unless the entity
funded to conduct the evaluation
violates the terms of the contract, has
been given written justification for
the contract's termination, and has
been provided an opportunity to appeal
the termination within 30 days of
receiving the notice of termination;
and</DELETED>
<DELETED> ``(ii) may include support for the
regional educational laboratories (described in
section 174 of the Education Sciences Reform
Act of 2002 (20 U.S.C. 9564)) and comprehensive
centers (established pursuant to section 203 of
the Educational Technical Assistance Act of
2002 (20 U.S.C. 9602)) to support literacy
research and technical assistance;</DELETED>
<DELETED> ``(B) not more than 10 percent for grants
to eligible States, as described in paragraph
(2);</DELETED>
<DELETED> ``(C) one half of 1 percent for the
Secretary of the Interior to carry out a program
described in this subpart at schools operated or funded
by the Bureau of Indian Education; and</DELETED>
<DELETED> ``(D) one half of 1 percent for the
outlying areas to carry out a program under this
subpart.</DELETED>
<DELETED> ``(2) Grants to eligible low-performing states.--
</DELETED>
<DELETED> ``(A) In general.--The Secretary shall
allot funds reserved under paragraph (1)(B) among
eligible States described in subparagraph (B) in
proportion to the number of students enrolled in public
elementary schools and secondary schools in each such
eligible State, except that no eligible State shall
receive less than 0.5 percent of the amount reserved
under paragraph (1)(B).</DELETED>
<DELETED> ``(B) Eligible states.--A State is
described in this subparagraph for a fiscal year if the
State for the 2 most recent consecutive assessment
cycles, ranks within the lowest quintile based on the
percentage of students performing at or above the
`basic' achievement level in 4th grade reading, as
measured by the National Assessment of Educational
Progress.</DELETED>
<DELETED> ``(C) Needs assessment.--A State receiving
funds under this paragraph shall, not later than 1 year
after receiving such funds, conduct a needs assessment
that analyzes literacy needs across the State and
complete a comprehensive literacy instruction plan
based on the results of such assessment.</DELETED>
<DELETED> ``(D) Competitive grants to eligible
states.--The Secretary may award grants, on a
competitive basis, to eligible States under subsection
(a) from amounts that are in addition to the amounts
reserved under paragraph (1)(B).'';</DELETED>
<DELETED> (3) in subsection (d)(2)--</DELETED>
<DELETED> (A) by striking subparagraph (B) and
inserting the following:</DELETED>
<DELETED> ``(B) A description of how the State
educational agency, in collaboration with the State
literacy team, if applicable, will develop a State
comprehensive literacy instruction plan or will revise
and update an already existing State comprehensive
literacy instruction plan, including how the State
will--</DELETED>
<DELETED> ``(i) implement universal early
literacy screenings and intervention services
for students at-risk of falling behind in
becoming proficient in reading by third grade,
which may include high-impact tutoring and
summer learning programs;</DELETED>
<DELETED> ``(ii) increase access for
educators to high-quality instructional
materials aligned with the science of
reading;</DELETED>
<DELETED> ``(iii) deliver professional
development and instructional coaching for
educators, with the input of educators, in
high-needs schools with the lowest literacy
outcomes;</DELETED>
<DELETED> ``(iv) update State licensure or
certification standards for teachers and
evaluate teacher preparation programs to assess
alignment with the science of reading;
and</DELETED>
<DELETED> ``(v) meaningfully engage
educators from across the State to provide
early and ongoing input on how to effectively
support educators in improving instructional
practice and educational outcomes.'';
and</DELETED>
<DELETED> (B) in subparagraph (D), by striking
``subsection (f)(1)'' and inserting ``subsection
(f)(2)'';</DELETED>
<DELETED> (4) by striking subsection (e) and inserting the
following:</DELETED>
<DELETED> ``(e) Priority.--In awarding grants under this section,
the Secretary shall give priority--</DELETED>
<DELETED> ``(1) to State educational agencies that will use
the grant funds for evidence-based activities, defined for the
purpose of this subsection as activities meeting the
requirements of section 8101(21), except that subclause (III)
of subparagraph (A)(i) of such section shall not apply;
and</DELETED>
<DELETED> ``(2) to States that demonstrate, based on the
needs assessment described in subsection (d)(2)(A), that the
State has not yet implemented, on a statewide basis, a
comprehensive approach to the required activities described in
subsection (f)(1)(A).'';</DELETED>
<DELETED> (5) by striking subsection (f) and inserting the
following:</DELETED>
<DELETED> ``(f) State Activities.--</DELETED>
<DELETED> ``(1) In general.--</DELETED>
<DELETED> ``(A) Required uses.--Each State that
receives a grant under this section shall use grant
funds not allocated under paragraph (2) to carry out
the following:</DELETED>
<DELETED> ``(i) Ensure pre-service training
and in-service training are aligned between
them and with the science of reading and
designed, in collaboration with teachers and
institutions of higher education, to support
teachers in understanding the evidence base on
how students learn to read and in using
evidence-based instructional materials and
practices in their classrooms, which may
include--</DELETED>
<DELETED> ``(I) creating statewide
and regional literacy coaching
networks;</DELETED>
<DELETED> ``(II) evaluating teacher
preparation programs to strengthen
coursework and training in the science
of reading;</DELETED>
<DELETED> ``(III) updating State
licensure or certification standards to
reflect the science of reading;
and</DELETED>
<DELETED> ``(IV) providing pre-
service and in-service training for
educators on evidence-based screening,
assessment, and progress monitoring and
instruction for students with
dyslexia.</DELETED>
<DELETED> ``(ii) Implement evidence-based
interventions aligned with the science of
reading and designed to prepare students for
success with grade-level work in their core
classes, which may include high-impact tutoring
and summer learning programs.</DELETED>
<DELETED> ``(iii) Provide universal early
literacy screening, including for dyslexia, at
least once before the third grade, with more
regular literacy screenings encouraged as a
tool to help identify reading difficulties
early and ensure support is provided to
struggling readers.</DELETED>
<DELETED> ``(iv) Develop, incentivize, and
support the adoption and implementation of a
recommended list of high-quality instructional
materials aligned with the science of
reading.</DELETED>
<DELETED> ``(v) Convene and solicit input
from educators as collaborative, expert
partners to advise on improving pre-service
training, in-service training, and identify
other supports that they may need to
successfully implement the science of reading
in classrooms.</DELETED>
<DELETED> ``(vi) On an annual basis, collect
and publicly report implementation data, which
shall include--</DELETED>
<DELETED> ``(I) the number and
percent of students receiving
screenings and interventions for
learning difficulties, disaggregated by
grade level and disaggregated by each
of the subgroups of students, as
defined in section
1111(c)(2);</DELETED>
<DELETED> ``(II) the number and
percent of pre-service and in-service
teachers receiving professional
development and coaching grounded in
the science of reading; and</DELETED>
<DELETED> ``(III) the number of
local educational agencies using high-
quality instructional materials aligned
with the science of reading as
recommended by the State.</DELETED>
<DELETED> ``(B) Prohibition of inclusion of
personally identifiable information.--A State shall not
include any personally identifiable information in data
reported under subparagraph (A)(vi).</DELETED>
<DELETED> ``(2) Subgrants.--Each State that receives a grant
under this section shall allocate not less than 75 percent of
the grant funds to award subgrants to local educational
agencies to enable the local educational agencies to carry out
activities to improve literacy, such as--</DELETED>
<DELETED> ``(A) strengthening literacy instruction
aligned to the science of reading in elementary schools
and secondary schools, including through in-service
training for educators;</DELETED>
<DELETED> ``(B) employing and training literacy
instructional coaches and interventionists;</DELETED>
<DELETED> ``(C) purchasing and adopting high-quality
instructional materials aligned with the science of
reading;</DELETED>
<DELETED> ``(D) conducting universal early literacy
screenings, including for dyslexia;</DELETED>
<DELETED> ``(E) providing direct services to
students, which may include high-impact tutoring and
summer learning programs, designed to help students
reach proficiency in grade-level literacy
standards;</DELETED>
<DELETED> ``(F) conducting outreach to parents and
families to help them support their child's learning at
home with strategies grounded in the science of
reading;</DELETED>
<DELETED> ``(G) supporting evidence-based bilingual
literacy instruction, including biliteracy development
aligned with the science of reading; and</DELETED>
<DELETED> ``(H) convening and soliciting early and
ongoing input from educators as collaborative, expert
partners to advise on improving in-service training and
identify other supports that they may need to
successfully implement the science of reading in
classrooms.</DELETED>
<DELETED> ``(3) Grantee requirements.--Each State that
receives a grant under this section shall--</DELETED>
<DELETED> ``(A) comply with a biennial evaluation by
the Secretary assessing the impact of the activities
funded under this grant program; and</DELETED>
<DELETED> ``(B) ensure that funds provided under
this section are used to supplement, and not supplant,
any State or local funds that would otherwise be used
for literacy instruction, teacher preparation, or
interventions.</DELETED>
<DELETED> ``(4) Teacher preparation requirements.--
</DELETED>
<DELETED> ``(A) Alignment with the science of
reading.--Each State that receives a grant under this
section shall complete and publish, not later than 2
years after receiving the grant funds, a review of all
teacher preparation programs in the State to assess
alignment with the science of reading and make
recommendations to programs, as appropriate, for better
aligning course offerings to the science of
reading.</DELETED>
<DELETED> ``(B) Licensure or certification
requirements.--Each State that receives a grant under
this section shall update or establish licensure or
certification standards for public school teachers in
grades kindergarten through 8, which reflect competency
in instructional practices aligned with the science of
reading.''; and</DELETED>
<DELETED> (6) by adding at the end the following:</DELETED>
<DELETED> ``(g) Definitions.--In this section--</DELETED>
<DELETED> ``(1) the terms `evidence-based' and `science of
reading' have the meanings given the terms in section 4 of the
Reading Excellence and Achievement for Development
Act;</DELETED>
<DELETED> ``(2) the term `high-impact tutoring' means a form
of teaching that--</DELETED>
<DELETED> ``(A) is conducted 1-on-1 or in small
groups;</DELETED>
<DELETED> ``(B) is intended to complement core
classroom instruction; and</DELETED>
<DELETED> ``(C) includes--</DELETED>
<DELETED> ``(i) substantial time each week
engaged in tutoring with trained
personnel;</DELETED>
<DELETED> ``(ii) a sustained and strong
relationship between the student and
tutor;</DELETED>
<DELETED> ``(iii) progress monitoring of
student knowledge and skills
attainment;</DELETED>
<DELETED> ``(iv) an alignment with core
classroom instruction; and</DELETED>
<DELETED> ``(v) supportive coaching for the
tutor to ensure quality interactions;
and</DELETED>
<DELETED> ``(3) the term `universal early literacy
screening' means the systematic and periodic assessment of all
students' foundational reading skills, including phonological
and phonemic awareness, phonics, fluency, vocabulary, and
comprehension, as developmentally appropriate, to identify
those at risk for reading difficulties and to provide timely,
evidence-based interventions.</DELETED>
<DELETED> ``(h) Authorization of Appropriations.--There are
authorized to be appropriated to carry out this section such sums as
may be necessary for fiscal years 2026 through 2035.''.</DELETED>
<DELETED>SEC. 6. PARENT REPORTING.</DELETED>
<DELETED> (a) In General.--Subpart 2 of part F of title VIII of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 7901 et seq.)
is amended by adding at the end the following:</DELETED>
<DELETED>``SEC. 8549D. PARENT REPORTING.</DELETED>
<DELETED> ``(a) In General.--</DELETED>
<DELETED> ``(1) In general.--Each school receiving
assistance under this Act that includes any of kindergarten
through grade 8 shall provide notification to the parent of any
student who is identified as at risk of reading difficulties or
performing below grade level in reading.</DELETED>
<DELETED> ``(2) Notification.--The notification described in
paragraph (1) shall--</DELETED>
<DELETED> ``(A) be provided not later than 30 days
after the beginning of the school year, for students in
any of grades 4 through 8 who were identified as below
grade level in reading on the previous year's summative
assessment required under section
1111(b)(2)(B);</DELETED>
<DELETED> ``(B) be provided not later than 30 days
after a student is identified as at risk for reading
difficulties on any universal early literacy screening
(as defined in section 2222(g)(1)(C)) administered at
any point during the school year; and</DELETED>
<DELETED> ``(C) include--</DELETED>
<DELETED> ``(i) the results of the
assessment or screening;</DELETED>
<DELETED> ``(ii) the supports that will be
provided to the student to reach proficiency;
and</DELETED>
<DELETED> ``(iii) ways that the parent can
support learning at home.</DELETED>
<DELETED> ``(3) More regular notifications.--A school may
provide more regular notification to a parent than that
required under paragraph (2) and contain additional information
in the notification to assist the parent in understanding and
supporting the educational needs of their child.</DELETED>
<DELETED> ``(b) Reports and Notices in Primary Languages.--A school
shall provide each report and notification described in subsection (a)
in the primary language of the parent, to the extent
practicable.</DELETED>
<DELETED> ``(c) Model Notification Templates.--The Secretary shall
develop user-tested parental notification templates and other
materials, as determined appropriate by the Secretary, for optional use
by schools to help them fulfill the requirements under this section.
These templates and materials must be made publicly available on the
Department's website.''.</DELETED>
<DELETED> (b) Table of Contents.--The table of contents in section 2
of the Elementary and Secondary Education Act of 1965 is amended by
inserting after the item relating to section 8549C the following new
item:</DELETED>
<DELETED>``Sec. 8549D. Parent reporting.''.
<DELETED>SEC. 7. GENERAL PROVISIONS.</DELETED>
<DELETED> (a) Applicability.--This Act and the amendments made by
this Act shall apply with respect to funds awarded under the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6301 note et seq.) on or
after the date of enactment of this Act.</DELETED>
<DELETED> (b) Rules of Construction.--Nothing in this Act or the
amendments made by this Act shall be construed to--</DELETED>
<DELETED> (1) limit or alter the rights, protections, and
individualized instructional requirements under the Individuals
with Disabilities Education Act (20 U.S.C. 1400 et seq.),
section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794),
or the Americans with Disabilities Act of 1990 (42 U.S.C. 12101
et seq.); or</DELETED>
<DELETED> (2) authorize any officer or employee of the
Federal Government to mandate, direct, or control a State,
local educational agency, or school's specific instructional
content, academic standards and assessments, curricula, or
program of instruction.</DELETED>
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Reading Excellence and Achievement
for Development Act'' or the ``READ Act''.
SEC. 2. DEFINITIONS.
(a) Definitions.--Section 2221(b) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6641(b)) is amended--
(1) by redesignating paragraph (3) as paragraph (5);
(2) by inserting after paragraph (2) the following:
``(3) Eligible low-performing state.--The term `eligible
low-performing State' means a State that, for the 2 most recent
consecutive assessment cycles, ranks within the lowest quintile
based on the percentage of students performing at or above the
`basic' achievement level in reading in grade 4, as measured
under the National Assessment of Educational Progress carried
out under section 303(b)(2) of the National Assessment of
Educational Progress Authorization Act.
``(4) High-impact tutoring.--The term `high-impact
tutoring' means a form of teaching that--
``(A) is conducted 1-on-1 or in small groups;
``(B) is intended to complement core classroom
instruction; and
``(C) includes--
``(i) substantial time each week engaged in
tutoring with trained personnel;
``(ii) a sustained and strong relationship
between the student and tutor;
``(iii) progress monitoring of student
knowledge and skills attainment;
``(iv) an alignment with core classroom
instruction; and
``(v) supportive coaching for the tutor to
ensure quality interactions.''; and
(3) by adding at the end the following:
``(6) Science of reading.--The term `science of reading'
means an interdisciplinary body of research from cognitive
science, neuroscience, and education regarding the development
of reading and writing proficiency, including research that--
``(A) demonstrates the explicit, systematic use of
the essential components of phonemic awareness, phonic
decoding, fluency, language structure, oral language,
vocabulary, background knowledge, and literacy
knowledge, which together lead to strong comprehension;
and
``(B) recognizes the connection of reading and
writing and the importance of strong writing
instruction.
``(7) Universal early literacy screening.--The term
`universal early literacy screening' means the systematic and
periodic evidence-based assessment of all students'
foundational reading skills, including phonological and
phonemic awareness, phonics, fluency, vocabulary, and
comprehension, as developmentally appropriate, to identify
those at risk for reading difficulties and to provide timely,
evidence-based interventions.''.
(b) Amendments to Comprehensive Literacy Instruction Definition.--
Section 2221(b)(1) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6641(b)(1)) is amended--
(1) in subparagraph (K), by striking ``and'' after the
semicolon;
(2) in subparagraph (L), by striking the period at the end
and inserting a semicolon; and
(3) by adding at the end the following:
``(M) excludes three-cueing models or related
instructional approaches that primarily--
``(i) use meaning drawn from context,
pictures, or syntax as the primary basis for
teaching word recognition (commonly referred to
as `meaning, structure and syntax, and visual
cues' or `MSV'); or
``(ii) teach visual memory as the primary
basis for word recognition; and
``(N) uses effective language instruction to
support literacy and oral language development,
particularly for English learners and children with
disabilities.''.
SEC. 3. REAUTHORIZATION OF THE COMPREHENSIVE LITERACY STATE DEVELOPMENT
GRANTS PROGRAM.
Section 2222 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6642) is amended--
(1) by striking subsection (a) and inserting the following:
``(a) Grants Authorized.--From the amounts reserved by the
Secretary under section 2201(2) and not reserved under subsection (b),
the Secretary shall--
``(1) award grants, on a competitive basis, to State
educational agencies to enable the State educational agencies
to--
``(A) provide subgrants to eligible entities
serving a diversity of geographic areas, giving
priority to entities serving greater numbers or
percentages of children from low-income families;
``(B) develop or enhance comprehensive literacy
instruction plans that ensure high-quality instruction
and effective strategies in reading and writing for
children from early childhood education through grade
12, including English learners and children with
disabilities; and
``(C) implement statewide policies and systems of
support to assist local educational agencies and
teacher preparation programs in improving literacy
instruction and outcomes; and
``(2) award grants to all eligible low-performing States
that submit applications, pursuant to subsection (b)(2) and the
absolute priority provided under subsection (e)(2).'';
(2) by striking subsection (b) and inserting the following:
``(b) Reservation.--From the amounts reserved to carry out this
subpart for a fiscal year, the Secretary shall reserve--
``(1) not more than a total of 5 percent for national
activities, which--
``(A) shall include an evaluation--
``(i) that meets the requirements of
section 2225; and
``(ii) that may not be canceled or
deferred, unless the entity contracted by the
Director of the Institute of Education Sciences
to conduct the evaluation violates the terms of
the contract, has been given written
justification for the contract's termination,
and has been provided an opportunity to appeal
the termination within 30 days of receiving the
notice of termination; and
``(B) shall include technical assistance, training,
data collection, and reporting, which may include
support for the regional educational laboratories
(described in section 174 of the Education Sciences
Reform Act of 2002) and comprehensive centers
(established pursuant to section 203 of the Educational
Technical Assistance Act of 2002) to support literacy
research and technical assistance;
``(2) sufficient funds to provide grant awards under
subsection (a)(2) to all eligible low-performing States,
pursuant to the absolute priority provided under subsection
(e)(2);
``(3) one half of 1 percent for the Secretary of the
Interior to carry out a program described in this subpart at
schools operated or funded by the Bureau of Indian Education;
and
``(4) one half of 1 percent for the outlying areas to carry
out a program under this subpart.'';
(3) in subsection (c), by striking ``5 years'' and
inserting ``4 years'';
(4) in subsection (d)(2)--
(A) by striking subparagraph (B) and inserting the
following:
``(B) A description of how the State educational
agency, in collaboration with the State literacy team,
if applicable, will develop a State comprehensive
literacy instruction plan or will revise and update an
already existing State comprehensive literacy
instruction plan, including how the State will--
``(i) implement universal early literacy
screenings and intervention services for
students at risk of falling behind in becoming
proficient in reading by grade 3, which may
include high-impact tutoring and summer
learning programs;
``(ii) increase access for educators to
high-quality instructional materials aligned
with the science of reading;
``(iii) deliver professional development
and instructional coaching for educators, with
the input of educators, in high-need schools
with the lowest literacy outcomes;
``(iv) evaluate teacher preparation
programs to assess alignment with the science
of reading; and
``(v) meaningfully engage educators from
across the State to provide early and ongoing
input on how to effectively support educators
in improving instructional practice and
educational outcomes.''; and
(B) by striking subparagraphs (D) and (E) and
inserting the following:
``(D) A description of how the State educational
agency will use implementation grant funds described in
subsection (f)(1) for comprehensive literacy
instruction programs as follows:
``(i) Not less than 15 percent of such
grant funds shall be used for State and local
programs and activities pertaining to children
from birth through kindergarten entry.
``(ii) Not less than 40 percent of such
grant funds shall be used for State and local
programs and activities, allocated equitably
among the grades of kindergarten through grade
5.
``(iii) Not less than 40 percent of such
grant funds shall be used for State and local
programs and activities, allocated equitably
among grades 6 through 12.
``(E) An assurance that the State educational
agency will collaborate with the State agency
responsible for administering early childhood education
programs and the State agency responsible for
administering child care programs in the State in
improving early literacy opportunities for children and
early childhood educators.
``(F) An assurance that the State educational
agency will require each local educational agency in
the State to provide sufficient and timely notification
to a parent of a student served by such local
educational agency who is identified as at risk of
reading difficulties or performing below grade level in
reading. Such notification shall--
``(i) include the results of the assessment
or screening;
``(ii) include the strategies that will be
provided to the student to help reach
proficiency in grade-level literacy standards;
``(iii) include strategies for parents to
support learning at home; and
``(iv) be provided in an understandable and
uniform format and, to the extent practicable,
provided in a language the parents can
understand.'';
(5) by striking subsection (e) and inserting the following:
``(e) Priority.--
``(1) Competitive priority.--In awarding grants under this
section, the Secretary shall give competitive priority--
``(A) to State educational agencies that will use
the grant funds for evidence-based activities, defined
for the purpose of this subsection as activities
meeting the requirements of section 8101(21), except
that subclause (III) of subparagraph (A)(i) of such
section shall not apply;
``(B) to States that demonstrate, based on the
needs assessment described in subsection (d)(2)(A),
that the State has not yet implemented, on a statewide
basis, a comprehensive approach to the required
activities described in subsection (f)(1)(A); and
``(C) to States that experienced a significant
decline in biennial State academic assessment outcomes
of reading in grades 4 and 8 under the National
Assessment of Educational Progress carried out under
section 303(b)(3) of the National Assessment of
Educational Progress Authorization Act.
``(2) Absolute priority.--
``(A) In general.--In awarding grants under this
section, the Secretary shall give absolute priority to
eligible low-performing States that satisfy the
application requirements described in subsection (d).
``(B) Identification of eligible low-performing
states.--Before announcing a grant competition under
this section, the Secretary shall identify and notify
any State that qualifies as an eligible low-performing
State.
``(C) Clarification on meeting same requirements.--
An eligible low-performing State that receives a grant
under subsection (a)(2) shall meet the same
requirements as a State awarded a grant under
subsection (a)(1) on a competitive basis.'';
(6) by striking subsection (f) and inserting the following:
``(f) State Activities.--
``(1) In general.--
``(A) State uses of funds.--Each State that
receives a grant under this section shall use grant
funds not allocated under paragraph (2) to carry out
each of the following:
``(i) Ensure pre-service training and in-
service training are aligned between them and
with the science of reading and designed, in
collaboration with teachers and institutions of
higher education, to support teachers in
understanding the evidence base on how students
learn to read and in using evidence-based
instructional materials and practices in their
classrooms, which may include--
``(I) creating statewide and
regional literacy coaching networks;
``(II) evaluating teacher
preparation programs to strengthen
coursework and training in the science
of reading;
``(III) evaluating State licensure
or certification standards to reflect
the science of reading; and
``(IV) providing pre-service and
in-service training for educators on
evidence-based screening, assessment,
and progress monitoring and instruction
for students with or at risk of
dyslexia or other reading difficulties.
``(ii) Implement evidence-based
interventions aligned with the science of
reading and designed to prepare students for
success with grade-level work in their core
classes, which may include high-impact tutoring
and summer learning programs.
``(iii) Provide universal early literacy
screening at least once before grade 3, with
more regular literacy screenings encouraged as
a tool to help identify reading difficulties or
dyslexia early, and ensure support is provided
to struggling readers.
``(iv) Develop, incentivize, and support
the adoption and implementation of recommended
high-quality instructional materials aligned
with the science of reading.
``(v) Convene and solicit input from
educators as collaborative, expert partners to
advise on improving pre-service and in-service
training and identify other supports that they
may need to successfully implement the science
of reading in classrooms.
``(vi) Develop policies and procedures,
including a parental notification template or
other materials for optional use by local
educational agencies, to support such local
educational agencies in providing sufficient
and timely notification, as required under
subsection (d)(2)(F), to a parent of a student
who is identified as at risk of reading
difficulties or performing below grade level in
reading.
``(2) Subgrants.--Each State that receives a grant under
this section shall allocate not less than 75 percent of the
grant funds to award subgrants to eligible entities to enable
the eligible entities to carry out activities to improve
literacy, such as--
``(A) strengthening literacy instruction aligned to
the science of reading in early childhood education
programs or elementary schools and secondary schools,
including through in-service training for educators;
``(B) employing and training literacy instructional
coaches and interventionists;
``(C) purchasing and adopting high-quality
instructional materials aligned with the science of
reading;
``(D) conducting universal early literacy
screenings to help identify reading difficulties or
dyslexia early;
``(E) providing direct services to students, which
may include high-impact tutoring and summer learning
programs, designed to help students reach proficiency
in grade-level literacy standards;
``(F) supporting a child's learning at home through
family literacy services and parents and family
engagement initiatives that provide parents with
actionable strategies aligned with the science of
reading;
``(G) supporting evidence-based bilingual literacy
instruction, including biliteracy development aligned
with the science of reading;
``(H) convening and soliciting early and ongoing
input from educators as collaborative, expert partners
to advise on improving in-service training and identify
other supports that they may need to successfully
implement the science of reading in classrooms; and
``(I) supporting principals and other school
leaders to have the necessary understanding of the
science of reading to coordinate schoolwide activities
and leverage the expertise of teachers, literacy
instructional coaches and interventionists,
paraprofessionals, school librarians, special education
teachers, and other appropriate school-based staff in
serving students.
``(3) Teacher preparation requirements.--
``(A) Alignment with the science of reading.--
Except as provided in subparagraph (B), each State that
receives a grant under this section shall complete and
publish, not later than 3 years after the date of
receipt of the grant funds, a review of all teacher
preparation programs in the State to assess alignment
with the science of reading and make recommendations to
programs, as appropriate, for better aligning course
offerings to the science of reading.
``(B) Exemption.--A State that demonstrates that a
review described in subparagraph (A) has recently and
similarly been completed and published by the State is
not required to use grant funds received under this
section to complete and publish an additional review.
``(g) Reporting Requirements.--
``(1) Annual reports.--Each State that receives a grant
under this section shall submit a public report to the
Secretary on an annual basis and publish such report in a clear
and easily accessible format on the website of the State. Such
report shall contain, at a minimum and at the statewide and
local educational agency level (in accordance with paragraph
(3)) the following information:
``(A) The number and percent of students receiving
screenings and interventions for reading difficulties,
disaggregated by grade level and disaggregated by each
of the subgroups of students, as defined in section
1111(c)(2).
``(B) The number and percent of pre-service and in-
service teachers receiving professional development and
coaching related to the science of reading.
``(C) The number of local educational agencies
using high-quality instructional materials aligned with
the science of reading as recommended by the State.
``(2) Secretary's report.--
``(A) In general.--Not later than 1 year after
receiving the reports described in paragraph (1), and
every 2 years thereafter, the Secretary shall submit a
report to the Committee on Health, Education, Labor,
and Pensions of the Senate and the Committee on
Education and Workforce of the House of Representatives
that includes a summary of the reports submitted by
States.
``(B) Public availability.--The Secretary shall
make the reports described in subparagraph (A) publicly
available in a clear and easily accessible format on
the website of the Department.
``(3) Data privacy.--
``(A) Personally identifiable data limitation.--A
State shall not include any personally identifiable
information in a report submitted under paragraph (1).
``(B) Disaggregation of data.--Disaggregation of
data shall not be required under this subsection when
the number is insufficient to yield statistically
reliable information or the results would reveal
personally identifiable information about an
individual.
``(h) Supplement Not Supplant.--Funds made available to a State
through a grant awarded under this section shall be used only to
supplement and not supplant, any State, local, or non-Federal funds
that would otherwise be used to carry out literacy instruction, teacher
preparation, or interventions.''.
SEC. 4. GENERAL PROVISIONS.
(a) Applicability.--This Act and the amendments made by this Act
shall apply with respect to funds awarded under the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) on or after
the date of enactment of this Act.
(b) Secretarial Prohibition.--Section 2302 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6692) is amended by adding
at the end the following:
``(c) Limitations on Secretarial Authority.--In carrying out
subpart 2 of part B of this title, the Secretary shall not issue any
regulation--
``(1) regarding the definitions of science of reading and
comprehensive literacy instruction; or
``(2) that would directly or indirectly mandate, direct, or
control a State, local educational agency, or school's specific
instructional content, academic standards and assessments,
curricula, or program of instruction.''.
(c) Rules of Construction.--Nothing in this Act or the amendments
made by this Act shall be construed to--
(1) limit or alter the rights, protections, and
individualized educational requirements under the Individuals
with Disabilities Education Act (20 U.S.C. 1400 et seq.),
section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794),
or the Americans with Disabilities Act of 1990 (42 U.S.C. 12101
et seq.); or
(2) authorize any officer or employee of the Federal
Government to mandate, direct, or control a State, local
educational agency, or school's specific instructional content,
academic standards and assessments, curricula, or program of
instruction.
SEC. 5. RESEARCH AND DEVELOPMENT.
Section 2225 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6645) is amended by adding at the end the following:
``(c) Research and Development.--The Director of the Institute of
Education Sciences shall--
``(1) sponsor basic and applied research to improve
comprehensive literacy instruction and improve students'
academic outcomes, such as on--
``(A) the relationship between reading books rather
than passages in building reading stamina, the
relationship between writing instruction and reading
comprehension, optimal amounts of time for different
aspects of reading and writing instruction in the
average classroom, the essential components of
effective reading curricula, the relationship between
teacher preparation, professional development, and
effective reading and writing instruction, and out-of-
school factors that impact reading proficiency,
including oral language development; and
``(B) the decreases in cognitive capabilities and
attention spans among children and youth, including the
relationship between screentime, social media, and
addictive technology features; and
``(2) conduct initiatives or activities that promote
engagement, the synthesis of education research on the topics
described in paragraph (1), the development of related
evidence-based practices, and the wide dissemination of the
findings of the research conducted under paragraph (1)--
``(A) in a manner that is responsive to the
educational challenges facing students, families,
practitioners, and education system leaders; and
``(B) that can provide the basis for improving
academic instruction and lifelong learning.''.
SEC. 6. NAEP REPORTING.
Section 2225 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6645), as amended by section 5, is further amended by adding
at the end the following:
``(d) NAEP Reporting to States.--
``(1) In general.--Not later than 5 days after the date
described in paragraph (2), the Director of the Institute of
Education Sciences, acting through the Commissioner for
Education Statistics, shall make available to the public and
submit to each State (including, to the greatest extent
practicable the Governor, the State educational agency, and
State legislators) a report that contains easily accessible
information on each of the following:
``(A) The academic outcomes of students in the
State on the National Assessment of Educational
Progress.
``(B) The State's ranking compared to other States
based on proficiency levels of each academic assessment
conducted.
``(C) The State's ranking compared to other States
on the following basis, to the greatest extent
practicable:
``(i) Proficiency levels adjusted for
poverty or similar demographics.
``(ii) Magnitude of achievement gaps,
including between subgroups of students and
gaps between the highest- and lowest-performing
students in the State.
``(iii) Percentage of students at below
basic achievement levels.
``(D) Relevant trend or longitudinal data, such as
whether the State's outcomes are increasing,
decreasing, or stagnant, or whether cohorts of students
demonstrate any significant achievement trends.
``(2) Date.--The date described in this paragraph is the
date that the Commissioner for Education Statistics releases
the results of the biennial State academic assessments in
reading and mathematics in grades 4 and 8 of the National
Assessment of Educational Progress carried out under section
303(b)(3) of the National Assessment of Educational Progress
Authorization Act.''.
Calendar No. 549
119th CONGRESS
2d Session
S. 4689
_______________________________________________________________________
A BILL
To strengthen literacy outcomes for all students, to amend the
comprehensive literacy State development grant program, and to ensure
Federal accountability and investment in research, teacher preparation,
and evidence-based instruction aligned with the science of reading.
_______________________________________________________________________
August 6, 2026
Reported with an amendment