Alabama House Bill HB220

Alabama 2022 Regular Session

• Introduced: 2/2/22
• Refer: 2/2/22
• Engrossed: 2/23/22
• Refer: 2/23/22
• Enrolled: 4/5/22
• Chaptered: 4/5/22
• Passed: 4/5/22

Caption

Literacy Act, definitions further provided, membership and duties of the Literacy Task Force, duties and functioning of the Alabama Committee on Grade Level Reading, Secs. 16-6G-2 to 16-6G-5, inclusive, am'd.

Impact

This legislation represents a substantial shift in educational policy, as it outlines a structured approach to reading instruction and intervention for young learners. By mandating summer reading camps, frequent progress monitoring, and specific instructional strategies, the bill aims to reduce the number of students falling behind in reading. Additionally, it establishes the Alabama Reading Initiative which allocates funds for local education agencies to support literacy specialists. The state will closely monitor the effectiveness of these programs, creating standardized reporting requirements that ensure transparency regarding student progress.

Summary

House Bill 220 introduces significant amendments to the Alabama Literacy Act, with a focus on enhancing reading proficiency among K-3 students. The bill aims to ensure that every student is able to read at or above grade level by the end of third grade, through comprehensive core reading programs based on the science of reading. It establishes accountability measures and intervention strategies tailored to students exhibiting reading deficiencies, including those diagnosed with dyslexia. School districts are mandated to implement individualized reading improvement plans for identified students and provide specialized training for teachers to support these initiatives.

Sentiment

The general sentiment surrounding HB 220 reflects a strong commitment to improving literacy rates in Alabama. Supporters, including various educators and lawmakers, express optimism that the focus on evidence-based practices in reading instruction will yield positive outcomes for students. However, some opponents raise concerns about the implications of mandatory retention policies, arguing that such measures may disproportionately affect vulnerable students. The polarized opinions suggest that while there's agreement on the need for enhanced literacy support, there is contention over the strategies proposed to enforce it.

Contention

One notable point of contention is the bill's provision for mandatory retention of third grade students who do not demonstrate sufficient reading skills, unless they qualify for a good cause exemption. Critics argue that this requirement may unfairly penalize students who may not have access to adequate resources or support systems. Furthermore, the approach to defining good cause exemptions remains a debated topic, highlighting concerns about equity in educational opportunities and the importance of addressing individual student needs rather than enforcing strict retention policies.