Minnesota House Bill HF1607

Minnesota 2025-2026 Regular Session

• Introduced: 2/26/25
• Refer: 2/26/25
• Refer: 3/17/25

Caption

Hours of instruction requirements modified.

Impact

The modification of these hour requirements primarily affects educational institutions, as school boards will have to align their calendars to meet the revised legislative framework. This bill also allows for increased flexibility in instructional delivery, permitting online education provisions due to inclement weather, which may enhance educational accessibility. The revisions align school districts with contemporary educational practices and could provide a framework for responding to unforeseen interruptions in traditional classroom settings.

Summary

House File 1607 (HF1607) is a legislative act that aims to modify the existing requirements concerning the hours of instruction mandated for public school students in the state of Minnesota. Specifically, HF1607 amends the current Minnesota Statutes to adjust the minimum number of instructional hours required for various grade levels. The bill specifies that there should be at least 425 hours of instruction for kindergarten, and sets higher thresholds for grades 1 through 12, with particular attention given to the number of instructional hours for all-day kindergarten and prekindergarten programs. The proposed changes would require school boards to re-evaluate and potentially restructure their annual calendars accordingly.

Contention

While the bill seeks to enhance educational structures and flexibility, potential points of contention could arise from differing opinions on the sufficiency of the new requirements. Supporters may argue that the changes represent a positive advancement in educational standards by allowing for alternative instruction methods. Conversely, opponents might express concerns that reduced hours of direct instruction could negatively impact student learning outcomes and preparedness. These discussions will likely resonate within communities, particularly among educators and parents, who may have vested interests in how effectively instructional time is managed and who could be apprehensive about the implications of reduced classroom hours.