Rep. Stanley, MA House Pass Bill Reforming Early Literacy Instruction

BOSTON – Wednesday, October 29, 2025 – The Massachusetts House of Representatives passed three education bills that seek to improve reading outcomes among elementary school students, educate middle- and high-school students on personal financial literacy, and to update the criteria for awarding a Seal of Biliteracy for bilingual graduating students.

“The Commonwealth is known to be a leader in education across the country and in order to uphold this standard, we must ensure we are providing our students will the opportunities to thrive academically” said Representative Thomas M. Stanley (D-Waltham). “I am thankful to Speaker Mariano, Chairman Michlewitz, and my fellow House Members for advancing this legislation and recognizing the need for these education reforms.”

Early Literacy and Teacher Preparation

English Language Arts 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 English Language Arts (ELA), and 50 percent in grade 10 are not meeting or exceeding ELA expectations. Additionally, achievement gaps among all major racial and ethnic student groups, students with disabilities, low-income students, and English learners have widened when compared with 2019, according to data from the Massachusetts Department of Elementary and Secondary Education (DESE).

The early literacy bill passed by the House defines evidence-based early literacy as grounded in scientific research methods, and demonstrated to produce significant and positive effects on student learning outcomes. Many school districts in Massachusetts have switched to evidence-based early literacy curricula, and some have been assisted by grants awarded through the state’s Literacy Launch program, administered by Department of Elementary and Secondary Education (DESE) and funded by the Legislature at $35 million. However, some school districts have yet to fully adopt proven literacy curricula, despite being the most effective ways to improve reading outcomes.

The bill provides a framework for DESE to identify and approve a list of high-quality curricula that school districts will select from for kindergarten through third grade literacy. It also allows districts to apply to DESE to use a K-3 literacy instruction curriculum that is not on DESE’s list of high-quality curricula, provided DESE verifies that it uses evidence-based literacy instruction.

The bill supports teachers by requiring DESE to provide tools and resources, including online materials and free training modules, to aid districts with professional development aligned with evidence-based literacy instruction for K-3. It also ensures that educator preparation programs are preparing future educators in alignment with evidence-based literacy instruction. To measure progress, the bill requires schools to report on early literacy instruction starting in the 2026 school year, and requires DESE to report annually on literacy instruction. Finally, the bill requires a study and district reporting on the literacy workforce in schools and school libraries, it also allows literacy grants to be used to coordinate screenings, professional development, and library investments.

Financial Literacy

The financial literacy bill passed creates a Financial Literacy Trust Fund for educating middle- and high-school students on personal financial literacy. The funds may be used for procurement, development and distribution of personal financial literacy educational resources and materials, as well as professional development opportunities –including trainings, seminars, conferences and materials, for educators to use in teaching personal financial literacy.

The bill requires school districts to provide instruction to middle- and high-school students on personal financial literacy, starting in the 2026 school year, consistent with standards set by DESE, including:

• earning and spending income, local, state and federal taxes, charitable giving, methods of payment, consumer protection, balancing ledgers and checkbooks and budgeting;

• long-term saving, the role of banks and financial institutions, interest both simple and compound, financial regulation and planning for the future;

• using credit and making investments, risks of various financial instruments and basic diversification of assets;

• protecting and insuring assets, preventing identity theft and avoiding online scams;

• emerging technologies in the financial industry, a basic understanding of crypto currencies, online commerce and computer stock-trading, how to evaluate media content, including digital content relating to personal finance matters and how to evaluate risk; and

• rights and responsibilities of renting or buying a home or making other large purchases or investments.

The bill requires DESE to assist schools by facilitating access to high-quality curricular materials and professional development opportunities, which may be in person or through audio, video, or other electronic media. To measure progress, the bill requires DESE to report annually on personal financial literacy instruction.

“Giving kids access to the financial skills they need to succeed has been a top priority of mine for many years,” said State Treasurer Deborah B. Goldberg. “Thank you to Speaker Mariano and the House of Representatives for working with us to make this essential knowledge available to every student throughout our entire state.”

Seal of Biliteracy

Currently, a state seal of biliteracy may be awarded by school districts to students who have attained a high level of proficiency in English and at least one additional language. The seal appears on the transcript or diploma of the graduating senior and is a statement of accomplishment for future employers and for college admissions.

To qualify, a student must meet criteria established by the Board of Elementary and Secondary Education (BESE), including a specified level of performance on: the 10th grade language arts exams of the MCAS, and at least one nationally recognized and readily available assessment that measures literacy in a language other than English. The bill passed updates these criteria by changing the MCAS requirement to allow another assessment or equivalent alternative to be established by BESE.

The three bills passed the House of Representatives 155-0. They now go to the Senate for consideration.

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Statements of Support:

Nancy Duggan, Executive Director of Decoding Dyslexia:

“The Right to Read Act provides the assurance of a high quality reading curriculum and supports all students regardless of zip code or special needs. This is a game changer for improved literacy in MA.”

Jorge Fanjul, Executive Director of Latinos for Education:

“Literacy is the foundation for lifelong success, yet far too many Latino students in Massachusetts are being left behind. With only two in ten Latino students reading on grade level, a decline from nearly four in ten just six years ago, the Right to Read Act is a necessary step to ensure all children, especially multilingual learners, have access to high-quality, evidence-based literacy instruction that sets them up to thrive. We’re deeply grateful to Speaker Mariano and the Legislature for their leadership and commitment to ensuring every child in the Commonwealth can read, learn, and succeed.”

Lisa Lazare, Executive Director, Educators for Excellence Massachusetts:

“Teachers know what works, and they are asking for this because they see what happens when students don't get the right reading instruction early on—they get passed from grade to grade, fall further behind, and eventually risk dropping out altogether. The Right to Read Act provides teachers with the tools they need to break this cycle. Our legislators have the power to change the trajectory for thousands of Massachusetts students this week. I urge them to vote yes and give every child in Massachusetts a chance to read.”