Utah Senate advances early‑literacy bill that sets goal for third‑grade reading and includes retention safeguards
February 23, 2026 | 2026 Utah Legislature, Utah Legislature, Utah Legislative Branch, Utah
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The Utah Senate advanced First Substitute Senate Bill 241, an early‑literacy package that sponsors say prioritizes reading proficiency by the end of third grade.
Sponsor Senator Ann Milner described the bill as a comprehensive approach: standardized benchmark testing using Acadience from kindergarten through third grade, targeted interventions, individualized reading plans, teacher coaching, paraprofessional funding, and a goal that 80% of students read at grade level by the end of third grade. The bill includes funding allocations (sponsor referenced roughly $16 million for paraprofessionals and additional funds for coaching and training) and phases in retention provisions with a 2030 effective date for retention to allow time for implementation and supports.
During an extended floor debate, senators expressed concerns about unintended consequences for English Language Learners (ELLs), students with IEPs/504 plans, dyslexia screening and supports, staff workload from individualized plans, and measurement benchmarks (green vs. blue Acadience cutoffs). Sponsor Milner and supporters responded that the bill contains good‑cause exemptions (including ELLs and disabilities), allows alternative validated assessments in some cases, provides training and funding, and delays retention implementation to allow mitigations.
Vote: After significant floor discussion and amendments adopted in committee and on the floor, the Senate called the question and the President announced the first substitute passed (floor report: 27 yea, 1 nay, 1 absent). The bill will move to the House for further consideration.
Why this matters: Literacy by third grade is tightly linked to longer‑term academic outcomes; the bill proposes statewide standards, targeted funding and accountability measures that would reshape early‑grade reading supports in Utah public schools.
Next steps: House consideration and implementation planning; additional bills on dyslexia screening were referenced as complementary to this package.
Sponsor Senator Ann Milner described the bill as a comprehensive approach: standardized benchmark testing using Acadience from kindergarten through third grade, targeted interventions, individualized reading plans, teacher coaching, paraprofessional funding, and a goal that 80% of students read at grade level by the end of third grade. The bill includes funding allocations (sponsor referenced roughly $16 million for paraprofessionals and additional funds for coaching and training) and phases in retention provisions with a 2030 effective date for retention to allow time for implementation and supports.
During an extended floor debate, senators expressed concerns about unintended consequences for English Language Learners (ELLs), students with IEPs/504 plans, dyslexia screening and supports, staff workload from individualized plans, and measurement benchmarks (green vs. blue Acadience cutoffs). Sponsor Milner and supporters responded that the bill contains good‑cause exemptions (including ELLs and disabilities), allows alternative validated assessments in some cases, provides training and funding, and delays retention implementation to allow mitigations.
Vote: After significant floor discussion and amendments adopted in committee and on the floor, the Senate called the question and the President announced the first substitute passed (floor report: 27 yea, 1 nay, 1 absent). The bill will move to the House for further consideration.
Why this matters: Literacy by third grade is tightly linked to longer‑term academic outcomes; the bill proposes statewide standards, targeted funding and accountability measures that would reshape early‑grade reading supports in Utah public schools.
Next steps: House consideration and implementation planning; additional bills on dyslexia screening were referenced as complementary to this package.
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