HB 2032: statewide assessment; testing window; revisions - Arizona

Senate Engrossed Version (04/09/2026) → Chaptered Version · 4 edits

MODERATE

This bill transitions from a draft legislative proposal to an officially enacted law, adding formal approval dates and signatures. Substantively, it clarifies the timeline for receiving standardized test scores, extending the deadline from May 25 to May 26, and grants contractors the ability to distribute unofficial scores earlier to meet this new deadline. The text also includes minor formatting corrections to ensure legal consistency.

Scope change

The bill's scope remains focused on Arizona's public school assessment and promotion requirements, but the applicability of the reporting deadlines has been slightly adjusted to accommodate a one-day extension for data delivery.

TIMELINE

Extended the deadline for local education agencies to receive statewide assessment scores from May 25 to May 26 of each academic year.

REQUIREMENT

Authorized contractors to distribute unofficial test scores to school districts by the new May 26 deadline to ensure compliance.

TECHNICAL

Added official approval dates (June 4, 2026) and filing dates (June 5, 2026) to finalize the bill as Chapter 75.

Corrected minor grammatical phrasing in the reporting requirements section to improve legal clarity.

House Engrossed Version (02/24/2026) → Senate Engrossed Version (04/09/2026) · 4 edits · Apr 9, 2026

MODERATE

The Senate version modifies the bill's timeline for standardized testing, shifting the start of the testing window earlier from the fourth week of April to the second week of April. It also adjusts the deadline for receiving third-grade reading scores from May 15 to May 26, while keeping other deadlines at May 26. Additionally, the Senate version clarifies that the state board must determine the manner of implementation for assessments rather than just setting the manner, and it adds a provision allowing the contractor to distribute unofficial scores to meet deadlines.

Scope change

The bill's scope regarding testing logistics has changed to accommodate a longer testing window and extended reporting deadlines, potentially giving schools more time to administer tests but requiring earlier start dates.

TIMELINE

The mandatory start date for the statewide testing window was moved earlier, from the fourth week of April to the second week of April.

The deadline for receiving third-grade reading assessment scores was extended from May 15 to May 26.

REQUIREMENT

The requirement for the state board to determine the manner of assessment implementation was added to clarify the board's role in execution.

A new provision was added allowing the assessment contractor to distribute unofficial test scores to local education agencies to comply with statutory deadlines.

Introduced Version → House Engrossed Version (02/24/2026) · 5 edits · Apr 9, 2026

MODERATE

The bill was reorganized and expanded to include new requirements for early reading intervention in kindergarten and grades 1-3, while clarifying the timeline for receiving standardized test scores. The testing window deadline was extended from May 25 to May 26 for most assessments, and the definition of dyslexia was updated to align with current medical standards. Additionally, the bill now explicitly allows for the adjustment of testing dates if the state board revises proficiency levels.

Scope change

The bill's scope was expanded to require evidence-based intervention strategies for students identified with reading deficiencies in kindergarten and grades 1-3, whereas the original version focused primarily on third-grade retention and intervention.

TIMELINE

The deadline for local education agencies to receive statewide assessment scores was extended from May 25 to May 26 for all portions of the assessment except the third-grade reading portion.

New provisions allow the state board to adjust testing deadlines if it is revising or establishing new proficiency levels for the statewide assessment.

REQUIREMENT

New mandates require the state board to develop intervention strategies for pupils in kindergarten and grades 1-3 identified with reading deficiencies, expanding beyond the previous focus on third-grade retention.

The requirement for annual reporting by school districts was clarified to include specific metrics on students promoted despite not meeting reading standards.

DEFINITION

The statutory definition of 'dyslexia' was updated to include specific neurological and phonological criteria consistent with modern medical understanding.

statewide assessment; testing window; revisions

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