S 3365 is sponsored by Reed, Jack (Democratic), Schatz, Brian (Democratic), Hirono, Mazie K. (Democratic), Durbin, Richard J. (Democratic), King, Angus S., Jr. (Independent), Whitehouse, Sheldon (Democratic), Wyden, Ron (Democratic), and Van Hollen, Chris (Democratic).

What is the current status of S 3365?

This bill is in committee in the Senate. Introduced December 04, 2025. It must pass committee before a floor vote.

Where can I track S 3365?

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S 3365: Right to Read Act of 2025

Summary

Right to Read Act of 2025This bill expands access to school libraries and literacy skills support for elementary and secondary school students. It also outlines certain constitutional rights and liability protections related to school libraries.Specifically, the bill reauthorizes through FY2030 (1) the Comprehensive Literacy State Development Program, which provides grants to ensure high-quality instruction and effective strategies in reading and writing for children through 12th grade; and (2) the Innovative Approaches to Literacy Program, which provides grants to support the development of literacy skills in low-income communities.Additionally, the bill allows Supporting Effective Instruction State Grants to be used to assist local educational agencies (LEAs) and schools in recruiting, hiring, and retaining state-certified school librarians.Further, the bill authorizes states and LEAs to use Student Support and Academic Enrichment grants for programs and activities that promote the development of digital literacy and information literacy skills.The Department of Education (ED) must direct the National Center for Education Statistics to biennially collect data on school libraries.ED must require an assurance from each state and LEA receiving certain funds confirming that it will (1) protect the First Amendment rights of students in school libraries, and (2) provide equal protection in the conduct of school libraries in compliance with the requirements of the Fourteenth Amendment and nondiscrimination laws.The bill also provides liability protection to teachers, school librarians, school leaders, paraprofessionals, and other staff for actions that conform with state or local policies regarding the right to read.

Bill Text

Introduced Introduced in Senate Current html December 04, 2025

Sections of law this bill changes

18 sections in 1 law

From the bill's own amending language, matched to the official United States Code (current through Public Law 119-121).

Strengthening and improvement of elementary and secondary schools · 20 U.S.C. ch. 70 17 sections Amends the act as a whole

§ 6311 State plans Amends

20 U.S.C. § 6311

The law today

(a) Filing for grants (1) In general For any State desiring to receive a grant under this part, the State educational agency shall file with the Secretary a plan that is— (A) developed by the State educational agency with timely and meaningful consultation with the Governor, members of the State legislature and State board of education (if the State has a State board of education), local educational agencies (including those located in rural areas), representatives of Indian tribes located in the State, teachers, principals, other school leaders, charter school leaders (if the State has charter schools), specialized instructional support personnel, paraprofessionals, administrators, other staff, and parents; and (B) is coordinated with other programs under this chapter, the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), the Rehabilitation Act of 1973 (20 U.S.C. 701 et seq.),1 the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2301 et seq.), the Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et seq.), the Head Start Act (42 U.S.C. 9831 et seq.), the Child Care and Development Block Grant Act of 1990 (42 U.S.C. 9858 et seq.),2 the Education Sciences Reform Act of 2002 (20 U.S.C. 9501 et seq.), the Education 3 Technical Assistance Act of 2002 (20 U.S.C. 9601 et. seq.), the National Assessment of Educational Progress Authorization Act (20 U.S.C. 9621 et seq.), the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11301 et seq.), and the Adult Education and Family Literacy Act (29 U.S.C. 3271 et seq.). (2) Limitation Consultation required under paragraph (1)(A) shall not interfere with the timely submission of the plan required under this section. (3) Consolidated plan A State plan submitted under paragraph (1) may be submitted as part of a consolidated plan under section 7842 of this title. (4) Peer review and Secretarial approval (A) In general The Secretary shall— (i) establish a peer-review process to assist in the review of State plans; (ii) establish multidisciplinary peer-review teams and appoint members of such teams— (I) who are representative of— (aa) parents, teachers, principals, other school leaders, specialized instructional support personnel, State educational agencies, local educational agencies, and the community (including the business community); and (bb) researchers who are familiar with— (AA) the implementation of academic standards, assessments, or accountability systems; and (BB) how to meet the needs of disadvantaged students, children with disabilities, and English learners, the needs of low-performing schools, and other educational needs of students; (II) that include, to the extent practicable, majority representation of individuals who, in the most recent 2 years, have had practical experience in the classroom, school administration, or State or local government (such as direct employees of a school, local educational agency, or State educational agency); and (III) who represent a regionally diverse cross-section of States; (iii) make available to the public, including by such means as posting to the Department’s website, the list of peer reviewers who have reviewed State plans under this section; (iv) ensure that the peer-review teams consist of varied individuals so that the same peer reviewers are not reviewing all of the State plans; (v) approve a State plan not later than 120 days after its submission, unless the Secretary meets the requirements of clause (vi); (vi) have the authority to disapprove a State plan only if— (I) the Secretary— (aa) determines how the State plan fails to meet the requirements of this section; (bb) immediately provides to the State, in writing, notice of such determination, and the supporting information and rationale to substantiate such determination; (cc) offers the State an opportunity to revise and resubmit its State plan, and provides the State— (AA) technical assistance to assist the State in meeting the req...

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§ 6312 Local educational agency plans Amends

20 U.S.C. § 6312

The law today

(a) Plans required (1) Subgrants A local educational agency may receive a subgrant under this part for any fiscal year only if such agency has on file with the State educational agency a plan, approved by the State educational agency, that— (A) is developed with timely and meaningful consultation with teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, charter school leaders (in a local educational agency that has charter schools), administrators (including administrators of programs described in other parts of this subchapter), other appropriate school personnel, and with parents of children in schools served under this part; and (B) as appropriate, is coordinated with other programs under this chapter, the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), the Rehabilitation Act of 1973 (20 U.S.C. 701 et seq.),1 the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2301 et seq.), the Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et seq.), the Head Start Act (42 U.S.C. 9831 et seq.), the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11301 et seq.), the Adult Education and Family Literacy Act (29 U.S.C. 3271 et seq.), and other Acts as appropriate. (2) Consolidated application The plan may be submitted as part of a consolidated application under section 7845 of this title. (3) State approval (A) In general Each local educational agency plan shall be filed according to a schedule established by the State educational agency. (B) Approval The State educational agency shall approve a local educational agency’s plan only if the State educational agency determines that the local educational agency’s plan— (i) provides that schools served under this part substantially help children served under this part meet the challenging State academic standards; and (ii) meets the requirements of this section. (4) Duration Each local educational agency plan shall be submitted for the first year for which this part is in effect following December 10, 2015, and shall remain in effect for the duration of the agency’s participation under this part. (5) Review Each local educational agency shall periodically review and, as necessary, revise its plan. (6) Rule of construction Consultation required under paragraph (1)(A) shall not interfere with the timely submission of the plan required under this section. (b) Plan provisions To ensure that all children receive a high-quality education, and to close the achievement gap between children meeting the challenging State academic standards and those children who are not meeting such standards, each local educational agency plan shall describe— (1) how the local educational agency will monitor students’ progress in meeting the challenging State academic standards by— (A) developing and implementing a well-rounded program of instruction to meet the academic needs of all students; (B) identifying students who may be at risk for academic failure; (C) providing additional educational assistance to individual students the local educational agency or school determines need help in meeting the challenging State academic standards; and (D) identifying and implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for student learning; (2) how the local educational agency will identify and address, as required under State plans as described in section 6311(g)(1)(B) of this title, any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers; (3) how the local educational agency will carry out its responsibilities under paragraphs (1) and (2) of section 6311(d) of this title; (4) the poverty criteria that will be used to select school attendance areas under section 6313 of this title; (5) in general, the nature of the programs to be c...

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§ 6603 Authorization of appropriations Amends

20 U.S.C. § 6603

The law today

(a) Grants to States and local educational agencies For the purpose of carrying out part A, there are authorized to be appropriated $2,295,830,000 for each of fiscal years 2017 through 2020. (b) National activities For the purpose of carrying out part B, there are authorized to be appropriated— (1) $468,880,575 for each of fiscal years 2017 and 2018; (2) $469,168,000 for fiscal year 2019; and (3) $489,168,000 for fiscal year 2020.

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§ 6611 Formula grants to States Amends

20 U.S.C. § 6611

The law today

(a) Reservation of funds From the total amount appropriated under section 6603(a) of this title for a fiscal year, the Secretary shall reserve— (1) one-half of 1 percent for allotments for the United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands, to be distributed among those outlying areas on the basis of their relative need, as determined by the Secretary, in accordance with the purpose of this subchapter; and (2) one-half of 1 percent for the Secretary of the Interior for programs under this part in schools operated or funded by the Bureau of Indian Education. (b) State allotments (1) Hold harmless (A) Fiscal years 2017 through 2022 For each of fiscal years 2017 through 2022, subject to paragraph (2) and subparagraph (C), from the funds appropriated under section 6603(a) of this title for a fiscal year that remain after the Secretary makes the reservations under subsection (a), the Secretary shall allot to each State an amount equal to the total amount that such State received for fiscal year 2001 under— (i) section 2202(b) of this Act (as in effect on the day before January 8, 2002); and (ii) section 306 of the Department of Education Appropriations Act, 2001 (as enacted into law by section 1(a)(1) of Public Law 106–554). (B) Ratable reduction If the funds described in subparagraph (A) are insufficient to pay the full amounts that all States are eligible to receive under subparagraph (A) for any fiscal year, the Secretary shall ratably reduce those amounts for the fiscal year. (C) Percentage reduction For each of fiscal years 2017 through 2022, the amount in subparagraph (A) shall be reduced by a percentage equal to the product of 14.29 percent and the number of years between the fiscal year for which the determination is being made and fiscal year 2016. (2) Allotment of additional funds (A) In general Subject to subparagraph (B), for any fiscal year for which the funds appropriated under section 6603(a) of this title and not reserved under subsection (a) exceed the total amount required to make allotments under paragraph (1), the Secretary shall allot to each State the sum of— (i) for fiscal year 2017— (I) an amount that bears the same relationship to 35 percent of the excess amount as the number of individuals aged 5 through 17 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and (II) an amount that bears the same relationship to 65 percent of the excess amount as the number of individuals aged 5 through 17 from families with incomes below the poverty line in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; (ii) for fiscal year 2018— (I) an amount that bears the same relationship to 30 percent of the excess amount as the number of individuals aged 5 through 17 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and (II) an amount that bears the same relationship to 70 percent of the excess amount as the number of individuals aged 5 through 17 from families with incomes below the poverty line in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; (iii) for fiscal year 2019— (I) an amount that bears the same relationship to 25 percent of the excess amount as the number of individuals aged 5 through 17 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and (II) an amount that bears the same relationship to 75 percent of the excess amount as the number of individuals...

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§ 6613 Local uses of funds Amends

20 U.S.C. § 6613 — at 6613(b)(3)

The law today

(a) In general A local educational agency that receives a subgrant under section 6612 of this title shall use the funds made available through the subgrant to develop, implement, and evaluate comprehensive programs and activities described in subsection (b), which may be carried out— (1) through a grant or contract with a for-profit or nonprofit entity; or (2) in partnership with an institution of higher education or an Indian tribe or tribal organization (as such terms are defined under section 5304 of title 25). (b) Types of activities The programs and activities described in this subsection— (1) shall be in accordance with the purpose of this subchapter; (2) shall address the learning needs of all students, including children with disabilities, English learners, and gifted and talented students; and (3) may include, among other programs and activities— (A) developing or improving a rigorous, transparent, and fair evaluation and support system for teachers, principals, or other school leaders that— (i) is based in part on evidence of student achievement, which may include student growth; and (ii) shall include multiple measures of educator performance and provide clear, timely, and useful feedback to teachers, principals, or other school leaders; (B) developing and implementing initiatives to assist in recruiting, hiring, and retaining effective teachers, particularly in low-income schools with high percentages of ineffective teachers and high percentages of students who do not meet the challenging State academic standards, to improve within-district equity in the distribution of teachers, consistent with section 6311(g)(1)(B) of this title, such as initiatives that provide— (i) expert help in screening candidates and enabling early hiring; (ii) differential and incentive pay for teachers, principals, or other school leaders in high-need academic subject areas and specialty areas, which may include performance-based pay systems; (iii) teacher, paraprofessional, principal, or other school leader advancement and professional growth, and an emphasis on leadership opportunities, multiple career paths, and pay differentiation; (iv) new teacher, principal, or other school leader induction and mentoring programs that are designed to— (I) improve classroom instruction and student learning and achievement; and (II) increase the retention of effective teachers, principals, or other school leaders; (v) the development and provision of training for school leaders, coaches, mentors, and evaluators on how accurately to differentiate performance, provide useful feedback, and use evaluation results to inform decisionmaking about professional development, improvement strategies, and personnel decisions; and (vi) a system for auditing the quality of evaluation and support systems; (C) recruiting qualified individuals from other fields to become teachers, principals, or other school leaders, including mid-career professionals from other occupations, former military personnel, and recent graduates of institutions of higher education with records of academic distinction who demonstrate potential to become effective teachers, principals, or other school leaders; (D) reducing class size to a level that is evidence-based, to the extent the State (in consultation with local educational agencies in the State) determines that such evidence is reasonably available, to improve student achievement through the recruiting and hiring of additional effective teachers; (E) providing high-quality, personalized professional development that is evidence-based, to the extent the State (in consultation with local educational agencies in the State) determines that such evidence is reasonably available, for teachers, instructional leadership teams, principals, or other school leaders, that is focused on improving teaching and student learning and achievement, including supporting efforts to train teachers, principals, or other school leaders to— (i) effectively i...

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§ 6621 Reservations Amends

20 U.S.C. § 6621

The law today

From the amounts appropriated under section 6603(b) of this title for a fiscal year, the Secretary shall reserve— (1) to carry out activities authorized under subpart 1— (A) 49.1 percent for each of fiscal years 2017 through 2019; and (B) 47 percent for fiscal year 2020; (2) to carry out activities authorized under subpart 2— (A) 34.1 percent for each of fiscal years 2017 through 2019; and (B) 36.8 percent for fiscal year 2020; (3) to carry out activities authorized under subpart 3, 1.4 percent for each of fiscal years 2017 through 2020; and (4) to carry out activities authorized under subpart 4— (A) 15.4 percent for each of fiscal years 2017 through 2019; and (B) 14.8 percent for fiscal year 2020.

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§ 6641 Purposes; definitions Amends

20 U.S.C. § 6641 — at 6641(b)

The law today

(a) Purposes The purposes of this subpart are— (1) to improve student academic achievement in reading and writing by providing Federal support to States to develop, revise, or update comprehensive literacy instruction plans that, when implemented, ensure high-quality instruction and effective strategies in reading and writing from early education through grade 12; and (2) for States to provide targeted subgrants to early childhood education programs and local educational agencies and their public or private partners to implement evidence-based programs that ensure high-quality comprehensive literacy instruction for students most in need. (b) Definitions In this subpart: (1) Comprehensive literacy instruction The term “comprehensive literacy instruction” means instruction that— (A) includes developmentally appropriate, contextually explicit, and systematic instruction, and frequent practice, in reading and writing across content areas; (B) includes age-appropriate, explicit, systematic, and intentional instruction in phonological awareness, phonic decoding, vocabulary, language structure, reading fluency, and reading comprehension; (C) includes age-appropriate, explicit instruction in writing, including opportunities for children to write with clear purposes, with critical reasoning appropriate to the topic and purpose, and with specific instruction and feedback from instructional staff; (D) makes available and uses diverse, high-quality print materials that reflect the reading and development levels, and interests, of children; (E) uses differentiated instructional approaches, including individual and small group instruction and discussion; (F) provides opportunities for children to use language with peers and adults in order to develop language skills, including developing vocabulary; (G) includes frequent practice of reading and writing strategies; (H) uses age-appropriate, valid, and reliable screening assessments, diagnostic assessments, formative assessment processes, and summative assessments to identify a child’s learning needs, to inform instruction, and to monitor the child’s progress and the effects of instruction; (I) uses strategies to enhance children’s motivation to read and write and children’s engagement in self-directed learning; (J) incorporates the principles of universal design for learning; (K) depends on teachers’ collaboration in planning, instruction, and assessing a child’s progress and on continuous professional learning; and (L) links literacy instruction to the challenging State academic standards, including the ability to navigate, understand, and write about, complex print and digital subject matter. (2) Eligible entity The term “eligible entity” means an entity that consists of— (A) one or more local educational agencies that serve a high percentage of high-need schools and— (i) have the highest number or proportion of children who are counted under section 6333(c) of this title, in comparison to other local educational agencies in the State; (ii) are among the local educational agencies in the State with the highest number or percentages of children reading or writing below grade level, based on the most currently available State academic assessment data under section 6311(b)(2) of this title; or (iii) serve a significant number or percentage of schools that are implementing comprehensive support and improvement activities and targeted support and improvement activities under section 6311(d) of this title; (B) one or more early childhood education programs serving low-income or otherwise disadvantaged children, which may include home-based literacy programs for preschool-aged children, that have a demonstrated record of providing comprehensive literacy instruction for the age group such program proposes to serve; or (C) a local educational agency, described in subparagraph (A), or consortium of such local educational agencies, or an early childhood education program, which may include home-ba...

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§ 6642 Comprehensive literacy State development grants Amends

20 U.S.C. § 6642

The law today

(a) Grants authorized From the amounts reserved by the Secretary under section 6621(2) of this title and not reserved under subsection (b), the Secretary shall award grants, on a competitive basis, to State educational agencies to enable the State educational agencies to— (1) provide subgrants to eligible entities serving a diversity of geographic areas, giving priority to entities serving greater numbers or percentages of children from low-income families; and (2) develop or enhance comprehensive literacy instruction plans that ensure high-quality instruction and effective strategies in reading and writing for children from early childhood education through grade 12, including English learners and children with disabilities. (b) Reservation From the amounts reserved to carry out this subpart for a fiscal year, the Secretary shall reserve— (1) not more than a total of 5 percent for national activities, including a national evaluation, technical assistance and training, data collection, and reporting; (2) one half of 1 percent for the Secretary of the Interior to carry out a program described in this subpart at schools operated or funded by the Bureau of Indian Education; and (3) one half of 1 percent for the outlying areas to carry out a program under this subpart. (c) Duration of grants A grant awarded under this subpart shall be for a period of not more than 5 years total. Such grant may be renewed for an additional 2-year period upon the termination of the initial period of the grant if the grant recipient demonstrates to the satisfaction of the Secretary that— (1) the State has made adequate progress; and (2) renewing the grant for an additional 2-year period is necessary to carry out the objectives of the grant described in subsection (d). (d) State applications (1) In general A State educational agency desiring a grant under this subpart shall submit an application to the Secretary, at such time and in such manner as the Secretary may require. The State educational agency shall collaborate with the State agency responsible for administering early childhood education programs and the State agency responsible for administering child care programs in the State in writing and implementing the early childhood education portion of the grant application under this subsection. (2) Contents An application described in paragraph (1) shall include, at a minimum, the following: (A) A needs assessment that analyzes literacy needs across the State and in high-need schools and local educational agencies that serve high-need schools, including identifying the most significant gaps in literacy proficiency and inequities in student access to effective teachers of literacy, considering each of the subgroups of students, as defined in section 6311(c)(2) of this title. (B) A description of how the State educational agency, in collaboration with the State literacy team, if applicable, will develop a State comprehensive literacy instruction plan or will revise and update an already existing State comprehensive literacy instruction plan. (C) An implementation plan that includes a description of how the State educational agency will carry out the State activities described in subsection (f). (D) An assurance that the State educational agency will use implementation grant funds described in subsection (f)(1) for comprehensive literacy instruction programs as follows: (i) Not less than 15 percent of such grant funds shall be used for State and local programs and activities pertaining to children from birth through kindergarten entry. (ii) Not less than 40 percent of such grant funds shall be used for State and local programs and activities, allocated equitably among the grades of kindergarten through grade 5. (iii) Not less than 40 percent of such grant funds shall be used for State and local programs and activities, allocated equitably among grades 6 through 12. (E) An assurance that the State educational agency will give priority in awarding ...

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§ 6643 Subgrants to eligible entities in support of birth through kindergarten entry literacy Amends

20 U.S.C. § 6643 — at 6643(a)(1)

The law today

(a) Subgrants (1) In general A State educational agency receiving a grant under this subpart shall, in consultation with the State agencies responsible for administering early childhood education programs and services, including the State agency responsible for administering child care programs, and, if applicable, the State Advisory Council on Early Childhood Education and Care designated or established pursuant to section 9837b(b)(1)(A)(i) of title 42, use a portion of the grant funds, in accordance with section 6642(d)(2)(D)(i) of this title, to award subgrants, on a competitive basis, to eligible entities to enable the eligible entities to support high-quality early literacy initiatives for children from birth through kindergarten entry. (2) Duration The term of a subgrant under this section shall be determined by the State educational agency awarding the subgrant and shall in no case exceed 5 years. (3) Sufficient size and scope Each subgrant awarded under this section shall be of sufficient size and scope to allow the eligible entity to carry out high-quality early literacy initiatives for children from birth through kindergarten entry. (b) Local applications An eligible entity desiring to receive a subgrant under this section shall submit an application to the State educational agency, at such time, in such manner, and containing such information as the State educational agency may require. Such application shall include a description of— (1) how the subgrant funds will be used to enhance the language and literacy development and school readiness of children, from birth through kindergarten entry, in early childhood education programs, which shall include an analysis of data that support the proposed use of subgrant funds; (2) how the subgrant funds will be used to prepare and provide ongoing assistance to staff in the programs, including through high-quality professional development; (3) how the activities assisted under the subgrant will be coordinated with comprehensive literacy instruction at the kindergarten through grade 12 levels; and (4) how the subgrant funds will be used to evaluate the success of the activities assisted under the subgrant in enhancing the early language and literacy development of children from birth through kindergarten entry. (c) Priority In awarding grants under this section, the State educational agency shall give priority to an eligible entity that will use the grant funds to implement evidence-based activities, defined for the purpose of this subsection as activities meeting the requirements of section 7801(21)(A)(i) of this title. (d) Local uses of funds An eligible entity that receives a subgrant under this section shall use the subgrant funds, consistent with the entity’s approved application under subsection (b), to— (1) carry out high-quality professional development opportunities for early childhood educators, teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, and instructional leaders; (2) train providers and personnel to develop and administer evidence-based early childhood education literacy initiatives; and (3) coordinate the involvement of families, early childhood education program staff, principals, other school leaders, specialized instructional support personnel (as appropriate), and teachers in literacy development of children served under the subgrant.

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§ 6646 Innovative approaches to literacy Amends

20 U.S.C. § 6646 — at 6646(a)

The law today

(a) In general From amounts reserved under section 6621(2) of this title, the Secretary may award grants, contracts, or cooperative agreements, on a competitive basis, to eligible entities for the purposes of promoting literacy programs that support the development of literacy skills in low-income communities, including— (1) developing and enhancing effective school library programs, which may include providing professional development for school librarians, books, and up-to-date materials to high-need schools; (2) early literacy services, including pediatric literacy programs through which, during well-child visits, medical providers trained in research-based methods of early language and literacy promotion provide developmentally appropriate books and recommendations to parents to encourage them to read aloud to their children starting in infancy; and (3) programs that provide high-quality books on a regular basis to children and adolescents from low-income communities to increase reading motivation, performance, and frequency. (b) Definitions In this section: (1) Eligible entity The term “eligible entity” means— (A) a local educational agency in which 20 percent or more of the students served by the local educational agency are from families with an income below the poverty line; (B) a consortium of such local educational agencies; (C) the Bureau of Indian Education; or (D) an eligible national nonprofit organization. (2) Eligible national nonprofit organization The term “eligible national nonprofit organization” means an organization of national scope that— (A) is supported by staff, which may include volunteers, or affiliates at the State and local levels; and (B) demonstrates effectiveness or high-quality plans for addressing childhood literacy activities for the population targeted by the grant.

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§ 6661 Program authorized Amends

20 U.S.C. § 6661 — at 6661(a)

The law today

(a) In general From the amount reserved by the Secretary under section 6621(3) of this title, the Secretary is authorized to carry out an American history and civics education program to improve— (1) the quality of American history, civics, and government education by educating students about the history and principles of the Constitution of the United States, including the Bill of Rights; and (2) the quality of the teaching of American history, civics, and government in elementary schools and secondary schools, including the teaching of traditional American history. (b) Funding allotment Of the amount available under subsection (a) for a fiscal year, the Secretary— (1) shall reserve not less than 26 percent for activities under section 6662 of this title; and (2) may reserve not more than 74 percent for activities under section 6663 of this title.

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§ 6671 Funding allotment Amends

20 U.S.C. § 6671

The law today

From the funds reserved under section 6621(4) of this title, the Secretary— (1) shall use not less than 74 percent to carry out activities under section 6672 of this title; (2) shall use not less than 22 percent to carry out activities under section 6673 of this title; (3) shall use not less than 2 percent to carry out activities under section 6674 of this title; and (4) may reserve not more than 2 percent to carry out activities under section 6675 of this title.

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§ 7114 State use of funds Amends

20 U.S.C. § 7114 — at 7114(b)(3)(A)(i)

The law today

(a) In general Each State that receives an allotment under section 7113 of this title for a fiscal year shall— (1) reserve not less than 95 percent of the allotment to make allocations to local educational agencies under section 7115 of this title; (2) reserve not more than 1 percent of the allotment for the administrative costs of carrying out its responsibilities under this subpart, including public reporting on how funds made available under this subpart are being expended by local educational agencies, including the degree to which the local educational agencies have made progress toward meeting the objectives and outcomes described in section 7116(e)(1)(E) of this title; and (3) use the amount made available to the State and not reserved under paragraphs (1) and (2) for activities described in subsection (b). (b) State activities Each State that receives an allotment under section 7113 of this title shall use the funds available under subsection (a)(3) for activities and programs designed to meet the purposes of this subpart, which may include— (1) providing monitoring of, and training, technical assistance, and capacity building to, local educational agencies that receive an allotment under section 7115 of this title; (2) identifying and eliminating State barriers to the coordination and integration of programs, initiatives, and funding streams that meet the purposes of this subpart, so that local educational agencies can better coordinate with other agencies, schools, and community-based services and programs; or (3) supporting local educational agencies in providing programs and activities that— (A) offer well-rounded educational experiences to all students, as described in section 7117 of this title, including female students, minority students, English learners, children with disabilities, and low-income students who are often underrepresented in critical and enriching subjects, which may include— (i) increasing student access to and improving student engagement and achievement in— (I) high-quality courses in science, technology, engineering, and mathematics, including computer science; (II) activities and programs in music and the arts; (III) foreign languages; (IV) accelerated learning programs that provide— (aa) postsecondary level courses accepted for credit at institutions of higher education, including dual or concurrent enrollment programs, and early college high schools; or (bb) postsecondary level instruction and examinations that are accepted for credit at institutions of higher education, including Advanced Placement and International Baccalaureate programs; (V) American history, civics, economics, geography, social studies, or government education; (VI) environmental education; or (VII) other courses, activities, and programs or other experiences that contribute to a well-rounded education; or (ii) reimbursing low-income students to cover part or all of the costs of accelerated learning examination fees, as described in clause (i)(IV); (B) foster safe, healthy, supportive, and drug-free environments that support student academic achievement, as described in section 7118 of this title, which may include— (i) coordinating with any local educational agencies or consortia of such agencies implementing a youth PROMISE plan to reduce exclusionary discipline, as described in section 7118(5)(F) of this title; (ii) supporting local educational agencies to— (I) implement mental health awareness training programs that are evidence-based (to the extent the State determines that such evidence is reasonably available) to provide education to school personnel regarding resources available in the community for students with mental illnesses and other relevant resources relating to mental health or the safe de-escalation of crisis situations involving a student with a mental illness; or (II) expand access to or coordinate resources for school-based counseling and mental health programs, such as through school-based men...

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§ 7117 Activities to support well-rounded educational opportunities Amends

20 U.S.C. § 7117 — at 7117(a)(3)

The law today

(a) In general Subject to section 7116(f) of this title, each local educational agency, or consortium of such agencies, that receives an allocation under section 7115(a) of this title shall use a portion of such funds to develop and implement programs and activities that support access to a well-rounded education and that— (1) are coordinated with other schools and community-based services and programs; (2) may be conducted in partnership with an institution of higher education, business, nonprofit organization, community-based organization, or other public or private entity with a demonstrated record of success in implementing activities under this section; and (3) may include programs and activities, such as— (A) college and career guidance and counseling programs, such as— (i) postsecondary education and career awareness and exploration activities; (ii) training counselors to effectively use labor market information in assisting students with postsecondary education and career planning; and (iii) financial literacy and Federal financial aid awareness activities; (B) programs and activities that use music and the arts as tools to support student success through the promotion of constructive student engagement, problem solving, and conflict resolution; (C) programming and activities to improve instruction and student engagement in science, technology, engineering, and mathematics, including computer science, (referred to in this section as “STEM subjects”) such as— (i) increasing access for students through grade 12 who are members of groups underrepresented in such subject fields, such as female students, minority students, English learners, children with disabilities, and economically disadvantaged students, to high-quality courses; (ii) supporting the participation of low-income students in nonprofit competitions related to STEM subjects (such as robotics, science research, invention, mathematics, computer science, and technology competitions); (iii) providing hands-on learning and exposure to science, technology, engineering, and mathematics and supporting the use of field-based or service learning to enhance the students’ understanding of the STEM subjects; (iv) supporting the creation and enhancement of STEM-focused specialty schools; (v) facilitating collaboration among school, after-school program, and informal program personnel to improve the integration of programming and instruction in the identified subjects; and (vi) integrating other academic subjects, including the arts, into STEM subject programs to increase participation in STEM subjects, improve attainment of skills related to STEM subjects, and promote well-rounded education; (D) efforts to raise student academic achievement through accelerated learning programs described in section 7114(b)(3)(A)(i)(IV) of this title, such as— (i) reimbursing low-income students to cover part or all of the costs of accelerated learning examination fees, if the low-income students are enrolled in accelerated learning courses and plan to take accelerated learning examinations; or (ii) increasing the availability of, and enrollment in, accelerated learning courses, accelerated learning examinations, dual or concurrent enrollment programs, and early college high school courses; (E) activities to promote the development, implementation, and strengthening of programs to teach traditional American history, civics, economics, geography, or government education; (F) foreign language instruction; (G) environmental education; (H) programs and activities that promote volunteerism and community involvement; (I) programs and activities that support educational programs that integrate multiple disciplines, such as programs that combine arts and mathematics; or (J) other activities and programs to support student access to, and success in, a variety of well-rounded education experiences. (b) Special rule A local educational agency, or consortium of such agencies, that receives a subgran...

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§ 7801 Definitions Amends

20 U.S.C. § 7801

The law today

Except as otherwise provided, in this chapter: (1) Average daily attendance (A) In general Except as provided otherwise by State law or this paragraph, the term “average daily attendance” means— (i) the aggregate number of days of attendance of all students during a school year; divided by (ii) the number of days school is in session during that year. (B) Conversion The Secretary shall permit the conversion of average daily membership (or other similar data) to average daily attendance for local educational agencies in States that provide State aid to local educational agencies on the basis of average daily membership (or other similar data). (C) Special rule If the local educational agency in which a child resides makes a tuition or other payment for the free public education of the child in a school located in another school district, the Secretary shall, for the purpose of this chapter— (i) consider the child to be in attendance at a school of the agency making the payment; and (ii) not consider the child to be in attendance at a school of the agency receiving the payment. (D) Children with disabilities If a local educational agency makes a tuition payment to a private school or to a public school of another local educational agency for a child with a disability, as defined in section 1401 of this title, the Secretary shall, for the purpose of this chapter, consider the child to be in attendance at a school of the agency making the payment. (2) Average per-pupil expenditure The term “average per-pupil expenditure” means, in the case of a State or of the United States— (A) without regard to the source of funds— (i) the aggregate current expenditures, during the third fiscal year preceding the fiscal year for which the determination is made (or, if satisfactory data for that year are not available, during the most recent preceding fiscal year for which satisfactory data are available) of all local educational agencies in the State or, in the case of the United States, for all States (which, for the purpose of this paragraph, means the 50 States and the District of Columbia); plus (ii) any direct current expenditures by the State for the operation of those agencies; divided by (B) the aggregate number of children in average daily attendance to whom those agencies provided free public education during that preceding year. (3) Child The term “child” means any person within the age limits for which the State provides free public education. (4) Child with a disability The term “child with a disability” has the same meaning given that term in section 1401 of this title. (5) Community-based organization The term “community-based organization” means a public or private nonprofit organization of demonstrated effectiveness that— (A) is representative of a community or significant segments of a community; and (B) provides educational or related services to individuals in the community. (6) Consolidated local application The term “consolidated local application” means an application submitted by a local educational agency pursuant to section 7845 of this title. (7) Consolidated local plan The term “consolidated local plan” means a plan submitted by a local educational agency pursuant to section 7845 of this title. (8) Consolidated State application The term “consolidated State application” means an application submitted by a State educational agency pursuant to section 7842 of this title. (9) Consolidated State plan The term “consolidated State plan” means a plan submitted by a State educational agency pursuant to section 7842 of this title. (10) County The term “county” means one of the divisions of a State used by the Secretary of Commerce in compiling and reporting data regarding counties. (11) Covered program The term “covered program” means each of the programs authorized by— (A) part A of subchapter I; (B) part C of subchapter I; (C) part D of subchapter I; (D) part A of subchapter II; (E) part A of subchapter III; (F) part A of...

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§ 7945 Preemption and election of State nonapplicability Amends

20 U.S.C. § 7945 — at 7945(b)

The law today

(a) Preemption This subpart preempts the laws of any State to the extent that such laws are inconsistent with this subpart, except that this subpart shall not preempt any State law that provides additional protection from liability relating to teachers. (b) Election of State regarding nonapplicability This subpart shall not apply to any civil action in a State court against a teacher with respect to claims arising within that State if such State enacts a statute in accordance with State requirements for enacting legislation— (1) citing the authority of this subsection; (2) declaring the election of such State that this subpart shall not apply, as of a date certain, to such civil action in the State; and (3) containing no other provisions.

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§ 7946 Limitation on liability for teachers Amends

20 U.S.C. § 7946

The law today

(a) Liability protection for teachers Except as provided in subsection (b), no teacher in a school shall be liable for harm caused by an act or omission of the teacher on behalf of the school if— (1) the teacher was acting within the scope of the teacher’s employment or responsibilities to a school or governmental entity; (2) the actions of the teacher were carried out in conformity with Federal, State, and local laws (including rules and regulations) in furtherance of efforts to control, discipline, expel, or suspend a student or maintain order or control in the classroom or school; (3) if appropriate or required, the teacher was properly licensed, certified, or authorized by the appropriate authorities for the activities or practice involved in the State in which the harm occurred, where the activities were or practice was undertaken within the scope of the teacher’s responsibilities; (4) the harm was not caused by willful or criminal misconduct, gross negligence, reckless misconduct, or a conscious, flagrant indifference to the rights or safety of the individual harmed by the teacher; and (5) the harm was not caused by the teacher operating a motor vehicle, vessel, aircraft, or other vehicle for which the State requires the operator or the owner of the vehicle, craft, or vessel to— (A) possess an operator’s license; or (B) maintain insurance. (b) Exceptions to teacher liability protection If the laws of a State limit teacher liability subject to one or more of the following conditions, such conditions shall not be construed as inconsistent with this section: (1) A State law that requires a school or governmental entity to adhere to risk management procedures, including mandatory training of teachers. (2) A State law that makes the school or governmental entity liable for the acts or omissions of its teachers to the same extent as an employer is liable for the acts or omissions of its employees. (3) A State law that makes a limitation of liability inapplicable if the civil action was brought by an officer of a State or local government pursuant to State or local law. (c) Limitation on punitive damages based on the actions of teachers (1) General rule Punitive damages may not be awarded against a teacher in an action brought for harm based on the act or omission of a teacher acting within the scope of the teacher’s employment or responsibilities to a school or governmental entity unless the claimant establishes by clear and convincing evidence that the harm was proximately caused by an act or omission of such teacher that constitutes willful or criminal misconduct, or a conscious, flagrant indifference to the rights or safety of the individual harmed. (2) Construction Paragraph (1) does not create a cause of action for punitive damages and does not preempt or supersede any Federal or State law to the extent that such law would further limit the award of punitive damages. (d) Exceptions to limitations on liability (1) In general The limitations on the liability of a teacher under this subpart shall not apply to any misconduct that— (A) constitutes a crime of violence (as that term is defined in section 16 of title 18) or act of international terrorism (as that term is defined in section 2331 of title 18) for which the defendant has been convicted in any court; (B) involves a sexual offense, as defined by applicable State law, for which the defendant has been convicted in any court; (C) involves misconduct for which the defendant has been found to have violated a Federal or State civil rights law; or (D) where the defendant was under the influence (as determined pursuant to applicable State law) of intoxicating alcohol or any drug at the time of the misconduct. (2) Hiring The limitations on the liability of a teacher under this subpart shall not apply to misconduct during background investigations, or during other actions, involved in the hiring of a teacher. (e) Rules of construction (1) Concerning responsibility of teacher...

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How this bill changes current law

10 changes Share ↗

Compared against current U.S. Code AI-generated reading aid — verify against the official bill.

The bill amends existing law to define new terms and expand access to effective school libraries while emphasizing the right to read.

20 U.S.C. 7801

(19) Effective school library.--The term `effective school library' means a library that-- ... (G) implements nationally recognized professional standards of practice.

This addition establishes a definition for an 'effective school library' with specific criteria.
20 U.S.C. 7801

(30) Information literacy.--The term `information literacy' means the set of skills needed to find, retrieve, understand, evaluate, analyze, and effectively use information.

This addition introduces a definition for 'information literacy'.
20 U.S.C. 7801

(46) Right to read.--The term `right to read' means all students have access to-- ... (F) the freedom to choose reading materials.

This addition defines 'right to read' and outlines what it includes.
20 U.S.C. 6311

~~and~~ → (including school librarians)

This change includes school librarians in the definition of teachers for consultation requirements.
20 U.S.C. 6311

(G) how the State will work to ensure that low-income students, minority students, students with disabilities, and English learners are not disproportionally enrolled in schools that lack an effective school library.

This addition requires states to address disparities in access to effective school libraries in their plans.
20 U.S.C. 6311

(O) the State educational agency has a policy regarding the right to read and will notify local educational agencies ...

This addition mandates states to have a policy on the right to read.
20 U.S.C. 6312

(including school librarians)

This change includes school librarians in the consultation process for local educational agency plans.
20 U.S.C. 6312

how the local educational agency will-- (A) support and improve effective school libraries ...

This addition requires local plans to include strategies for improving access to effective school libraries.
20 U.S.C. 6312

the policies the local educational agency has in place to protect the right to read;

This mandates local educational agencies to establish policies protecting the right to read.
20 U.S.C. 6603

for grants authorized under section 2222, $500,000,000 for fiscal year 2026 and each of the succeeding 4 fiscal years; ...

This amendment authorizes additional funding specifically for literacy education programs.

Action History

December 04, 2025
Introduced in Senate
December 04, 2025
Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (Sponsor introductory remarks on measure: CR S8513-8514)

Sponsorship breakdown

Export CSV (upgrade) →

1 sponsors · 7 co-sponsors · 539 not signed on

Sponsors (1)

Reed, Jack Democratic

Co-sponsors (7)

Schatz, Brian Democratic
Hirono, Mazie K. Democratic
Durbin, Richard J. Democratic
King, Angus S., Jr. Independent
Whitehouse, Sheldon Democratic
Wyden, Ron Democratic
Van Hollen, Chris Democratic

Not signed on (539)

539 members have not signed on to this bill.

Show all 539 →

"Not signed on" means a member has not sponsored or co-sponsored this bill — it does not imply opposition. Members flagged Voted No have a recorded No vote on this bill.

Subjects

education

Frequently asked questions

What does S 3365 do?: Right to Read Act of 2025This bill expands access to school libraries and literacy skills support for elementary and secondary school students. It also outlines certain constitutional rights and liability protections related to school libraries.Specifically, the bill reauthorizes through FY2030 (1) the Comprehensive Literacy State Development Program, which provides grants to ensure high-quality instruction and effective strategies in reading and writing for children through 12th grade; and (2) the Innovative Approaches to Literacy Program, which provides grants to support the development of literacy skills in low-income communities.Additionally, the bill allows Supporting Effective Instruction State Grants to be used to assist local educational agencies (LEAs) and schools in recruiting, hiring, and retaining state-certified school librarians.Further, the bill authorizes states and LEAs to use Student Support and Academic Enrichment grants for programs and activities that promote the development of digital literacy and information literacy skills.The Department of Education (ED) must direct the National Center for Education Statistics to biennially collect data on school libraries.ED must require an assurance from each state and LEA receiving certain funds confirming that it will (1) protect the First Amendment rights of students in school libraries, and (2) provide equal protection in the conduct of school libraries in compliance with the requirements of the Fourteenth Amendment and nondiscrimination laws.The bill also provides liability protection to teachers, school librarians, school leaders, paraprofessionals, and other staff for actions that conform with state or local policies regarding the right to read.
Who sponsors S 3365?: S 3365 is sponsored by Reed, Jack (Democratic), Schatz, Brian (Democratic), Hirono, Mazie K. (Democratic), Durbin, Richard J. (Democratic), King, Angus S., Jr. (Independent), Whitehouse, Sheldon (Democratic), Wyden, Ron (Democratic), and Van Hollen, Chris (Democratic).
What is the current status of S 3365?: This bill is in committee in the Senate. Introduced December 04, 2025. It must pass committee before a floor vote.
Where can I track S 3365?: Track S 3365 free on One Click Politics — get push/email alerts when it moves.

Right to Read Act of 2025

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S 3365 — Right to Read Act of 2025

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