HB 293 prohibits Utah public schools from joining athletic associations that fail to include specific student athlete protections. The bill requires associations to mandate holiday breaks, summer rest periods, and limit practice time to 15 hours per week. It also sets documentation standards for verifying student eligibility, with accommodations for non-citizen students (using alternative IDs or affidavits) and homeless youth (using school records or affidavits). This directly affects public schools and the athletic associations they partner with, ensuring associations comply with these policies before schools can participate.
HB 143 requires Utah school districts to provide parents of students in special education with written notice at least 30 days before changing a student’s special education placement due to a boundary change (like moving to a new school). The notice must include details about the change’s reason, new location, timeline, contact information, and options for discussing it or scheduling an IEP meeting. It directly affects parents of students in special education programs whose school assignments are altered. The bill creates a clear process for districts to communicate these changes while giving parents time to provide input before decisions are finalized.
SB 52 removes the requirement for a teaching license for long-term substitute teachers in Utah school districts. This change directly affects school districts hiring substitutes and non-licensed individuals seeking long-term substitute roles. The bill eliminates the previous restriction limiting non-licensed substitutes to 20 days per school year, while maintaining background checks and requiring districts to prioritize licensed educators when available. It amends Utah Code Section 53E-6-901 and takes effect May 6, 2026.
SB 54 amends Utah's Carson Smith Opportunity Scholarship Program to make it more accessible. It removes income-based eligibility requirements (affecting low-income families) and eliminates eligibility for siblings. The bill aligns the program with Utah's Fits All Scholarship Program by allowing scholarship organizations to approve private schools and providers, requiring physical education and extracurricular caps, and adding primary residency verification. These changes streamline administration and clarify eligibility without appropriating new funds.
SB 62 modifies Utah's school funding formula to adjust how districts calculate weighted pupil units (WPU) for state funding. It replaces the previous "prior year plus growth" method with a new rule: funding calculations will use the higher of either (1) the prior year's enrollment adjusted for actual growth or (2) the current school year's October enrollment count. This change directly affects public school districts and charter schools by altering how their student enrollment data influences annual funding amounts. The bill makes no new money appropriations but changes the calculation method, effective July 1, 2026.
HCR 13 is a concurrent resolution (not a law) encouraging Utah schools to expand technical education programs focused on high-demand careers in nuclear technology, mining, and fiber optics. It urges the State Board of Education and local schools to create courses leading to industry certifications (like electric lineworker training) and collaborate with employers to align curriculum with workforce needs. The resolution does not appropriate funding or mandate changes but recommends specific actions to strengthen Utah’s workforce pipeline in key industries. It directly affects public schools, career and technical education programs, and industry partners through voluntary program development. The resolution passed the legislature in March 2026 and is now sent to the State Board of Education for consideration.
SB 241 establishes a statewide framework for early literacy in Utah public schools, directly affecting kindergarten through third-grade students, their schools, and educators. It sets a 2030 goal for 80% of third graders to read at grade level, requiring schools to provide individualized reading plans based on benchmark assessments and ban certain teaching methods like "three-cueing." The bill mandates science-of-reading training for teachers and school leaders, dedicates existing funding for literacy coaching (without new money), and ties school performance monitoring to third-grade reading outcomes. Key provisions include requiring retention in third grade for students not meeting benchmarks (with limited exemptions) and aligning teacher evaluations with literacy instruction standards.
HB 273 requires Utah's State Board of Education to develop model policies for technology and artificial intelligence use in public schools, directly affecting all Utah public schools, teachers, and students. Key provisions include adding artificial intelligence standards to core computer science curriculum, establishing grade-level technology use requirements, creating a model for balanced technology integration, and allowing high schools to offer AI-focused "sandbox" courses. The bill also mandates reporting on implementation and exempts certain student groups from grade-level tech requirements, with no new state funding allocated.
HB 373 creates a pilot grant program to fund higher education research at Utah public universities, administered by the Utah Board of Higher Education through the Nucleus Institute or other designated bodies. The bill allows the commissioner of higher education to take over certain duties previously handled by the board and requires annual reporting on the program's implementation. It does not appropriate new state funds, and the program would operate under existing funding mechanisms. The bill directly affects Utah public universities, research institutions, and faculty seeking competitive funding for innovative academic projects.
SB 165 establishes Utah's "Raising Expectations through Accountability, Community, and Hope" initiative to support community coalitions working on education and economic outcomes. It creates two grant tracks: "partnership development" grants for communities to build plans (requiring criteria like rural location, low school graduation rates, or significant community disparities), and "implementation" grants for executing approved plans. The program requires coalitions - comprising nonprofits, local governments, schools, and community members - to develop detailed "mobility action plans" focused on measurable goals like improving graduation rates, postsecondary completion, or family income levels. Communities must track progress using defined "community indicators" (e.g., kindergarten readiness, high school graduation, housing stability, and self-sufficiency income rates). The bill sets up the program framework but does not appropriate funds for implementation.
