Minnesota House Bill HF3034

Minnesota 2023-2024 Regular Session

• Introduced: 3/22/23
• Refer: 3/22/23

Caption

Reading instruction required to be based on science of reading, reading reset account established in special revenue fund, and money appropriated.

Impact

HF3034 establishes a 'reading reset account' within the special revenue fund, allocating significant appropriations aimed at facilitating schools' transitions to this new instructional framework. The bill provides designated funding for developing or acquiring curriculum materials aligned with the science of reading, as well as for teacher training programs. Teachers are also set to receive training through dedicated funding for professional development opportunities. The implementation of the bill is expected to improve literacy rates among elementary students and ensure uniformity in teaching methods across Minnesota's public schools.

Summary

House File 3034 (HF3034) focuses on education reform, specifically requiring that reading instruction in public schools be grounded in the science of reading. The bill seeks to ensure that foundational literacy and grade-level reading proficiency are promoted through a curriculum that relies on systematic, evidence-based instruction. This includes developing essential reading skills through methods such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. The bill explicitly prohibits the use of certain educational methodologies, like the three-cueing system, which are not aligned with contemporary evidence-based reading research.

Contention

The bill's focus on mandated teaching methods has raised concerns among educators and advocates for educational freedom. Critics argue that requiring specific instructional approaches could limit teachers' autonomy and ignore diverse student needs. Proponents of HF3034, however, assert that utilizing established science-based practices will lead to better educational outcomes and address longstanding issues in reading proficiency. The bill emphasizes measurable literacy achievements, thus prompting debates around the balance between standardization in education and the need for personalized teaching approaches.