Education (Testing & Assessment)

SB 274 provides supplemental funding to Utah's local schools based on student reading assessment results. It directs the state board to give additional literacy coaching support to school districts (LEAs) and small schools (under 300 students) where average reading performance falls below statewide averages on benchmark assessments. Funding amounts are set as half a full-time equivalent for most districts and a full-time equivalent for small schools showing significant reading growth gaps. The bill does not appropriate new state funds but triggers existing budget allocations based on prior year assessment data, effective July 1, 2026.

SB 169 ensures all Utah students who meet graduation requirements can participate in commencement ceremonies, including those in online programs (unless safety concerns prevent it). It requires school districts to allow this participation and gives the State Board of Education oversight to monitor local graduation policies. The bill does not change graduation requirements or standards but clarifies that students in online programs must have equal ceremony access. This policy affects all high school students earning diplomas, particularly those in remote learning environments.

SB 77 amends Utah's laws to enhance concurrent enrollment courses for students who have passed foreign language Advanced Placement exams and extend proficiency assessments for dual language immersion programs. The bill requires universities to offer upper-level language courses in person or through blended learning models, taught exclusively by instructors with specific qualifications (such as a master's degree or advanced language proficiency). It extends the current proficiency assessment for dual language immersion students to cover grades 3 through 12 and allows school districts to partner with universities outside their service area if qualified instructors are unavailable. These changes directly affect accelerated language students, universities, school districts, and instructors involved in these programs.

SB 81 requires Utah school districts and charter schools to provide targeted reading interventions when a qualifying dyslexia assessment - administered by a licensed professional within their scope of practice - indicates a student lacks reading competency, shows dyslexia characteristics, or is falling behind in reading skills. The bill defines "qualifying dyslexia assessment" and updates licensing rules for mental health therapists and psychologists to explicitly include dyslexia evaluation and treatment under approved diagnostic standards. Schools must then conduct diagnostic assessments, offer individualized tutoring, monitor progress, and inform parents about support options. This applies to students in grades 1-6, with no new funding required.