(BOSTON–7/7/2026) On June 18, 2026, the Massachusetts legislature passed landmark literacy legislation that will transform how the Commonwealth teaches children to read.

An Act relative to teacher preparation and student literacy establishes clear statewide standards for evidence-based reading instruction—requiring the teaching of phonics, ensures access to high-quality K-3 curricula, enhances educator training and support, and creates new reporting and accountability systems.

Having passed both branches of the Legislature, the bill now goes to Governor Healey for her signature.

During debate of the bill in the State Senate on January 29, 2026, Senator Feeney rose to recognize long-time Attleboro teacher and state-wide literacy champion, Donna Goldstein, by adjourning the Senate Session in her honor. Donna, aka “Mrs. Goldstein”, was beloved and known across Attleboro as a literacy champion for kids, the ultimate educator and a transformative force for a better world. She was currently serving at the Massachusetts Department of Elementary and Secondary Education as an English Language Arts and Literacy Content Support Lead at the time of her passing, where she helped design programs that are central to DESE today, such as Curriculum Ratings by Teachers (CURATE) and the Mass Literacy Guide, which Donna co-authored.

“Early literacy is the foundation for all learning, not only in the classroom but through all facets of life. With the passage of "An Act relative to teacher preparation and student literacy," we are doubling down on the Commonwealth's duty to uphold and improve the high literacy standards that Massachusetts is known for and students deserve. During debate on the bill, I was honored to recognize the late Donna Goldstein of Attleboro from the Senate rostrum, celebrating her lasting contributions to early literacy as an Attleboro educator and statewide literacy champion through her transformative work at DESE. Donna’s legacy lives on through this legislation, which advances many of the literacy initiatives she so passionately pioneered,” said Senator Paul Feeney (D-Foxborough).  

Although Massachusetts is recognized as a national leader in education and our students consistently test high among national peers, recent data confirms there is more work to do.  English Language Arts (ELA) scores continue to lag behind pre-pandemic levels. Almost 60 percent of all students in grades 3-8 are not meeting or exceeding expectations in ELA, and 50 percent in grade 10 are not meeting or exceeding ELA expectations. Additionally, achievement gaps among major racial and ethnic student groups and low-income students have widened when compared with 2019, according to data from the Massachusetts Department of Elementary and Secondary Education (DESE).

High-Quality Early Literacy Education

The bill defines evidence-based early literacy as instruction featuring phonics, fluency, vocabulary, comprehension, and phonemic awareness, and is demonstrated to produce significant and positive effects on student learning outcomes. It prohibits curricula that are not evidence-based and curricula that rely on implicit or incidental word reading strategies, including MSV/three cueing.

Many school districts in Massachusetts have already switched to evidence-based early literacy curricula, with some assisted by grants awarded through the state’s Literacy Launch program, administered by DESE and funded by the Legislature at $35 million. However, some school districts have yet to fully adopt evidence-based literacy curricula that have been proven to be most effective in improving reading outcomes.

The bill requires DESE to extend its free, high-quality K-2 literacy curriculum, currently available to Massachusetts school districts through grade 2, to include grade 3. DESE will be required to continue its practice of maintaining a list of other evidence-based K-3 literacy curriculum options that is kept up to date with current best practices and new curriculum releases. The bill also allows districts to apply to DESE to use a K-3 literacy instruction curriculum that is not on DESE’s approved list, provided DESE verifies that the curriculum utilizes evidence-based literacy instruction and meets quality standards.

The bill requires school districts to assess students’ reading abilities and review their progress at least twice each school year from kindergarten through third grade. For students who perform significantly below established benchmarks, schools must notify families of the screening results and provide a plan to address the student’s needs.

The bill also formalizes dyslexia and literacy screening requirements by requiring schools to develop protocols for identifying potential neurological learning disabilities, including dyslexia, and to report their screening practices annually.

To track progress, DESE must collect, aggregate, and publish annual statewide data on districts’ use of literacy curricula and instructional practices. In addition, literacy curriculum requirements will be incorporated into the district’s improvement plans that school districts are already required to develop every three years, ensuring that implementation of and compliance with the new literacy requirements are regularly monitored and addressed.

Teacher Preparation

The bill supports educators by requiring DESE to provide tools and resources that help school districts offer professional development that is aligned with evidence-based reading curricula for kindergarten through third-grade literacy teachers, paraprofessionals, and reading specialists. In addition, the legislation expands upon a 2024 pilot program for paid teaching apprenticeships in high-needs districts by directing DESE to support participants’ wages and essential expenses, making the program more accessible and inclusive.

DESE is also required to evaluate and report on the program’s outcomes, including licensure pass rates, hiring results, impacts on student achievement, and the feasibility of expanding the apprenticeship model statewide.

Finally, the bill ensures that educator preparation programs are preparing future educators in alignment with evidence-based literacy instruction.

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