The READ Act amends the Elementary and Secondary Education Act to improve reading instruction by defining specific terms like "science of reading" and "high-impact tutoring" and requiring states to exclude certain teaching models that rely on context clues. The bill directs federal literacy grants to states, with mandatory funding for low-performing states, to implement evidence-based strategies such as universal early literacy screenings, professional development for teachers, and the adoption of high-quality instructional materials. It also mandates that states report data on student progress and teacher training while prohibiting the Department of Education from issuing regulations that dictate specific instructional content or curricula. Additionally, the legislation expands research initiatives to study reading development and requires the federal government to provide states with detailed reports on academic outcomes and achievement gaps.
The Improving America's Literacy Act amends the Elementary and Secondary Education Act to provide grants to states that implement specific reading instruction methods. These funds are restricted to programs that use evidence-based strategies focusing on phonics and other core literacy skills while explicitly prohibiting the use of the "three-cueing model," an approach that relies on context and pictures for word recognition. The bill also requires states receiving these grants to undergo annual reviews of student outcomes and mandates that school improvement funds be directed only to districts utilizing approved literacy activities. Additionally, the legislation directs the Institute of Education Sciences to conduct research on effective literacy strategies and submit findings to Congress within five years. Finally, the act includes a provision ensuring that these new requirements do not limit protections for students with disabilities or allow the federal government to dictate specific local curriculum content.
The Accreditation Reform and Enhanced Accountability Act of 2026 requires accrediting agencies to evaluate colleges and universities based on specific student outcomes, such as loan repayment and post-graduation earnings, while prohibiting the federal government from setting rigid standards for curriculum or faculty. To improve oversight, the bill mandates that agencies conduct immediate, in-depth reviews when an institution faces investigations for fraud or financial misconduct and requires these agencies to publicly report their findings within 30 days. The legislation also introduces new transparency measures, including a standardized online system for displaying accreditation status, stricter rules on conflict of interest for agency staff, and requirements for institutions to have clear plans for transferring credits and supporting students if they close. Additionally, the act allows for differentiated accreditation labels, such as "accredited with risk," and establishes a process to review and potentially fine accrediting agencies that fail to act on known institutional problems.
The Pre-Apprenticeships To Hardhats Act authorizes $20 million annually to fund grants for nonprofit partnerships that develop training programs preparing individuals for careers in the building and construction trades. These grants are awarded to groups that include employers, labor organizations, and educational institutions to create curricula aligned with industry standards and registered apprenticeship requirements. The program specifically targets underrepresented populations, such as racial minorities, women, veterans, and long-term unemployed individuals, by covering training costs and potentially providing stipends for work-based learning. To receive funding, applicants must demonstrate a partnership with an existing apprenticeship sponsor and show that the program leads to a high school diploma or equivalent for participants. The Department of Labor oversees the grants, which require annual curriculum reviews and independent evaluations to ensure participants successfully enter registered apprenticeship programs.
The Pre-Apprenticeships To Hardhats Act authorizes $20 million annually to fund grants that help build and construction trade pre-apprenticeship programs. These programs are designed to prepare individuals from underrepresented groups, such as women, racial minorities, and veterans, for entry into registered apprenticeships by providing industry-aligned training and curriculum. Funding is awarded to nonprofit partnerships that include employers, labor organizations, and educational institutions, with a requirement that the training leads directly to available apprenticeship positions. The Department of Labor must evaluate the effectiveness of these projects based on participant success rates, and grants may be extended only if satisfactory performance is demonstrated.
The READ Act aims to improve student literacy by directing federal funding toward evidence-based reading instruction known as the science of reading, which explicitly teaches phonics and decoding while prohibiting the use of the three-cueing model. Under this bill, the U.S. Department of Education would distribute grants to states, with a specific focus on those performing in the lowest tier of reading assessments, to implement statewide policies, update teacher training standards, and provide universal early literacy screenings for all students before third grade. The legislation also requires schools to notify parents when a student is identified as at risk for reading difficulties and mandates that these notifications be provided in the family's primary language. Additionally, the act allocates funds to support high-quality instructional materials, literacy coaching for teachers, and interventions like tutoring for struggling readers, while ensuring that federal money supplements rather than replaces local education spending.
The K-12 AI Literacy and Readiness Act of 2026 amends the Elementary and Secondary Education Act to allow federal funding for artificial intelligence education in schools. This legislation directly affects states, local school districts, and educational staff by permitting the use of funds to teach students how to use AI safely and responsibly. Additionally, the bill authorizes money for professional development programs that equip teachers, librarians, and administrators with the skills to teach and utilize AI effectively. By adding these specific allowable uses to existing federal education grants, the act provides a clear pathway for integrating AI literacy into the K-12 curriculum.
The 21st Century Entrepreneurship Act directs the Small Business Administration to develop and implement an entrepreneurship curriculum for students in community learning centers, primarily targeting youth from disadvantaged communities. The bill requires the SBA to work with the SCORE program, which consists of retired business executives, to create teaching materials and train volunteers to deliver this curriculum in partnership with education specialists and other business groups. Additionally, the legislation amends existing laws to formally include entrepreneurship education in the Elementary and Secondary Education Act and mandates that the SBA submit biennial reports to Congress on program implementation, funding usage, and student outreach.
The Strength in Diversity Act of 2026 creates a competitive grant program for school districts and state agencies to develop and implement plans that increase racial and socioeconomic diversity in public schools. To receive funding, eligible entities must submit detailed applications outlining how they will reduce isolation in schools, engage with communities, and improve academic outcomes for all students. The bill authorizes the use of funds for activities such as redrawing school boundaries, revising student assignment methods, recruiting diverse staff, and creating transportation plans to encourage attendance across different neighborhoods. Grants are awarded based on the quality of the proposed plan and its potential to meaningfully decrease segregation while maintaining high academic standards.
The "Kids in Classes Act" amends federal education law by requiring local educational agencies (LEAs) to establish a direct payment plan for parents to be eligible for Title I funds. This plan is triggered if a Title I-funded public school fails to provide in-person instruction for more than three days in a school year due to a public health emergency or collective bargaining. Parents of students attending the affected school would receive daily payments, calculated based on the school's Title I funding per student, for use on "qualified educational expenses" such as curriculum materials, tutoring, or private school tuition. Parents are required to submit receipts for these expenses or return any unused funds to the LEA.
