Georgia Senate Bill SB93

Georgia 2025-2026 Regular Session

• Introduced: 2/4/25
• Refer: 2/5/25
• Report Pass: 3/3/25
• Engrossed: 3/6/25
• Report Pass: 3/21/25
• Enrolled: 4/10/25
• Chaptered: 4/30/25
• Passed: 4/30/25

Caption

"Georgia Early Literacy Act"; the three-cuing system from inclusion in high-quality instructional materials or structured literacy; prohibit

Impact

If enacted, SB93 would have significant implications for how educator preparation programs in Georgia design their curricula. By mandating that future educators be trained in scientifically validated reading instruction methods, the bill seeks to improve literacy outcomes across the state. This change could lead to enhanced reading proficiency among students, especially in the early grades. Furthermore, the bill aims to address the instructional needs of diverse learner populations, fostering more inclusive educational practices. Ultimately, the integration of these standards is intended to create a stronger foundation for early literacy skills among Georgia's youth.

Summary

Senate Bill 93, known as the Georgia Early Literacy Act, aims to amend the state's educational framework by establishing criteria for core curricula within educator preparation programs. It focuses on aligning teaching practices to the science of reading, ensuring that education programs prepare future teachers with evidence-based methods. This legislation emphasizes the importance of systematic, explicit approaches to teaching various components of reading, including phonemic awareness and comprehension. Additionally, it encourages using technology and multimodal strategies to support diverse learners, particularly English language learners and students with disabilities.

Sentiment

The sentiment surrounding SB93 appears to be largely supportive among educators and policymakers who recognize the need for coherent and well-researched literacy instruction. Advocates for the bill argue that it represents a progressive step towards improving literacy outcomes, especially in the formative years of education. However, there may be contention regarding the implementation of such stringent requirements on educator preparation programs, with some fearing potential constraints on academic freedom in curriculum selection and delivery.

Contention

Notably, discussions surrounding SB93 may reveal points of contention related to the balance between state standards and local program autonomy. While proponents advocate for uniformity in literacy instruction based on research, opponents might argue that overly prescriptive guidelines could stifle innovative teaching approaches. Additionally, concerns may emerge regarding the adequacy of resources for training educators in new methodologies, as well as the preparedness of institutions to comply with the updated standards. These debates highlight the ongoing challenges in educational reform, particularly in areas influencing early childhood education.