The bill requires teaching of evidence-based reading instruction, supports school districts in adopting proven instructional materials and practices, requires consistent statewide literacy screening, and improves educator preparation
(BOSTON—6/18/2026) Senator Cindy F. Friedman (D-Arlington) and her colleagues in the Massachusetts Legislature today passed landmark literacy legislation that will transform how the Commonwealth teaches children to read.
An Act relative to teacher preparation and student literacy establishes clear statewide standards for evidence-based reading instruction—requiring the teaching of phonics, ensures access to high-quality K-3 curricula, enhances educator training and support, and creates new reporting and accountability systems.
Having passed both branches of the Legislature, the bill now goes to Governor Healey for her signature.
“Reading is the most fundamental skill that a child can learn, as it serves as the foundation for all types of learning and civic engagement,” said Senator Friedman, Chair of the Senate Committee on Steering and Policy. “As a former elementary school teacher and parent of a child that had challenges learning to read, I understand how important it is for student development for schools to use high-quality, evidence-based instructional materials. this legislation will help close the early literacy gap that is seen in communities across the Commonwealth, and I am excited for students in the Fourth Middlesex district and statewide to be afforded the opportunity to learn to read and develop comprehension skills through strengthened instruction practices and materials.”
Although Massachusetts is recognized as a national leader in education and our students consistently test high among national peers, recent data confirms there is more work to do. English Language Arts (ELA) scores continue to lag behind pre-pandemic levels. Almost 60 percent of all students in grades 3-8 are not meeting or exceeding expectations in ELA, and 50 percent in grade 10 are not meeting or exceeding ELA expectations. Additionally, achievement gaps among major racial and ethnic student groups and low-income students have widened when compared with 2019, according to data from the Massachusetts Department of Elementary and Secondary Education (DESE).
High-Quality Early Literacy Education
The bill defines evidence-based early literacy as instruction featuring phonics, fluency, vocabulary, comprehension, and phonemic awareness, and is demonstrated to produce significant and positive effects on student learning outcomes. It prohibits curricula that are not evidence-based and curricula that rely on implicit or incidental word reading strategies, including MSV/three cueing.
Many school districts in Massachusetts have already switched to evidence-based early literacy curricula, with some assisted by grants awarded through the state’s Literacy Launch program, administered by DESE and funded by the Legislature at $35 million. However, some school districts have yet to fully adopt evidence-based literacy curricula that have been proven to be most effective in improving reading outcomes.
The bill requires DESE to extend its free, high-quality K-2 literacy curriculum, currently available to Massachusetts school districts through grade 2, to include grade 3. DESE will be required to continue its practice of maintaining a list of other evidence-based K-3 literacy curriculum options that is kept up to date with current best practices and new curriculum releases. The bill also allows districts to apply to DESE to use a K-3 literacy instruction curriculum that is not on DESE’s approved list, provided DESE verifies that the curriculum utilizes evidence-based literacy instruction and meets quality standards.
The bill requires school districts to assess students’ reading abilities and review their progress at least twice each school year from kindergarten through third grade. For students who perform significantly below established benchmarks, schools must notify families of the screening results and provide a plan to address the student’s needs.
The bill also formalizes dyslexia and literacy screening requirements by requiring schools to develop protocols for identifying potential neurological learning disabilities, including dyslexia, and to report their screening practices annually.
To track progress, DESE must collect, aggregate, and publish annual statewide data on districts’ use of literacy curricula and instructional practices. In addition, literacy curriculum requirements will be incorporated into the district’s improvement plans that school districts are already required to develop every three years, ensuring that implementation of and compliance with the new literacy requirements are regularly monitored and addressed.
Teacher Preparation
The bill supports educators by requiring DESE to provide tools and resources that help school districts offer professional development that is aligned with evidence-based reading curricula for kindergarten through third-grade literacy teachers, paraprofessionals, and reading specialists. In addition, the legislation expands upon a 2024 pilot program for paid teaching apprenticeships in high-needs districts by directing DESE to support participants’ wages and essential expenses, making the program more accessible and inclusive.
DESE is also required to evaluate and report on the program’s outcomes, including licensure pass rates, hiring results, impacts on student achievement, and the feasibility of expanding the apprenticeship model statewide.
Finally, the bill ensures that educator preparation programs are preparing future educators in alignment with evidence-based literacy instruction.
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