Minnesota legislators redefine reading instruction with new evidence-based Read Act

The Minnesota House Education Policy Committee has taken significant steps to enhance literacy instruction in schools by emphasizing the "science of reading" in a new bill discussed on March 5, 2025. This legislation aims to ensure that all instructional materials, teacher development, and interventions are grounded in evidence-based practices, eliminating any ambiguity around what constitutes effective reading instruction.

A key aspect of the bill is the severing of ties with the current provider, Carrie, which has been criticized for hindering schools' ability to implement reading programs effectively. Starting July 1, 2025, all activities related to the Reid Act will transition to the Minnesota Department of Education, allowing for a more direct allocation of resources to schools.

The bill also addresses teacher licensing requirements, mandating that applicants for Tier 3 and Tier 4 licenses must pass an examination or performance assessment to demonstrate their knowledge of the science of reading. This move aligns Minnesota with other states that have successfully improved literacy rates through similar measures. However, the committee is considering amendments to ensure that the assessment does not have to be a traditional paper-and-pencil test, acknowledging diverse learning styles.

Additionally, the committee discussed the need for clear and accessible rubrics for evaluating curriculum and professional development programs. The goal is to provide transparency and consistency in how educational materials are assessed, ensuring they meet the standards of the science of reading.

The proposed changes reflect a commitment to improving literacy outcomes for Minnesota students by prioritizing evidence-based instruction and enhancing teacher preparedness. As discussions continue, stakeholders are encouraged to engage in the amendment process to refine the bill further, ensuring it meets the needs of educators and students alike.