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The following was submitted by the Office of Rep. Michael S. Day:
Rep. Michael S. Day and his colleagues in the Massachusetts House of Representatives recently passed a comprehensive set of reforms designed to strengthen the Commonwealth’s literacy standards and improve literacy instruction in every school district across the Commonwealth.
The reforms would require all districts to use evidence-based reading instruction for K-3 students, integrate financial literacy into middle and high school curricula and update the criteria for awarding the Seal of Biliteracy to graduating students.
“With these reforms, we strive to continue to address the lasting effects of the COVID-19 shutdown on student learning,” said Day. “My colleagues and I took these bipartisan actions to ensure that Massachusetts continues to provide the best educational opportunities and instruction to our students in the country. These reforms invest directly in our students, our teachers and our schools and will ensure that every child has access to the tools they need to read, think critically and manage their financial futures.”
In Massachusetts, English Language Arts (ELA) test scores continue to lag behind pre-pandemic levels. Almost 60% of students in grades 3-8 and 50% of grade 10 students do not meet or exceed ELA expectations. Achievement gaps among major racial and ethnic groups, students with disabilities, low-income students and English learners have also widened since 2019 according to data from the Massachusetts Department of Elementary and Secondary Education (DESE).
An Act Relative to Teacher Preparation and Student Literacy now defines early literacy as instruction grounded in evidence-based, scientific research that is proven to improve student learning outcomes.
Many Massachusetts school districts already use evidence-based early literacy curricula, supported by $35 million in grants through the state’s Literacy Launch program, which DESE administers. However, several districts have not yet fully implemented these proven approaches to reading instruction.
The bill directs DESE to identify and approve a list of high-quality literacy curricula for grades K-3. It also requires DESE to provide teachers with tools, online resources and free training modules to support professional development aligned with evidence-based instruction. Educator preparation programs must also align their training with evidence-based literacy methods.
Starting in the 2026 school year, schools must report on their early literacy instruction and DESE must release an annual report on statewide progress. The bill also requires a study and district-level reporting on the literacy workforce in schools and libraries. It allows districts to use literacy grants for coordinated screenings, professional development and library investments.
Day also helped advance An Act Relative to Personal Financial Literacy Education , which creates a Financial Literacy Trust Fund to educate middle and high school students about personal finance issues. The fund will support the creation and distribution of educational materials, as well as professional development opportunities such as trainings, seminars and conferences for educators.
Under the bill, beginning in the 2026 school year, school districts must provide instruction on personal financial literacy for all middle and high school students. DESE will set standards for topics including earning and spending income, taxes, charitable giving, payment methods, consumer protection, budgeting, saving, banking, credit, investment, insurance, identity protection, online safety, financial technology, cryptocurrencies, online commerce, media literacy and financial decision-making.
The House also advanced an act expanding student access to the state seal of biliteracy, updating the criteria for the Seal of Biliteracy. Currently, school districts award the seal to students who achieve high proficiency in English and at least one additional language based on the MCAS test. The seal appears on students’ diplomas or transcripts as a mark of achievement and is recognized by employers and colleges.
Under the new bill, the Board of Elementary and Secondary Education (BESE) may establish an alternative assessment in place of the current 10th grade MCAS language arts requirement, offering more flexibility in evaluating students’ English proficiency.
“Taken together, these three bills will bring lasting improvement to the literacy programs offered by our schools,” continued Day. “Massachusetts ranks first in the nation for elementary and secondary public education across all metrics, and the House will continue to work to provide the tools necessary to fully prepare our students to compete globally. These bills contribute to that goal.”
The three bills each passed the House of Representatives with a bipartisan vote of 155-0. The legislative proposals now move to the Senate for its consideration and action.
