Idaho 2026 Session Status: Enacted

S 1336 — EDUCATION – Amends and adds to existing law to revise and establish provisions regarding civics education.

Last action — Signed by Governor on 04/10/26 Session Law Chapter 317 Effective: 07/01/2026

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  1. ✓
    Introduced
  2. ✓
    In Committee
  3. ✓
    Passed Senate
  4. ✓
    Passed House
  5. ✓
    To Executive
  6. 6
    Enacted

This bill has been enacted into law. Introduced February 24, 2026. Enacted.

Signed by Governor Brad Little (Republican) on April 02, 2026.

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Advancing 50% · moderate confidence

Where this bill stands today.

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High

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  • Enacted

    Current position in the legislative process.

  • 1 sponsor

    1 primary, 0 co-sponsors signed on.

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Bill Text

What changed in the latest version

261 added · 272 removed

261 line(s) added, 272 removed.

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1336 BY STATE AFFAIRS COMMITTEE AN ACT RELATING TO EDUCATION;
1336, As Amended BY STATE AFFAIRS COMMITTEE AN ACT RELATING TO EDUCATION;
(2) Upon high school graduation, every student at an Idaho public school shall:
(2) All secondary pupils at an Idaho public school shall receive in- struction that ensures upon graduation that such pupils:
(ii) That virtue or morality is a necessary spring of popular gov- ernment;
(ii) That virtue or morality is a necessary spring of popular gov- ernment and ordered liberty;
(vii) That the first aim of every political constitution is to ob- tain for rulers men who possess the most wisdom to discern and most virtue to pursue the common good of the society, and that this is most effectually accomplished through a system of representation;
(vii) That the first aim of every political constitution is to ob- tain leaders who possess the most wisdom to discern and most virtue to pursue the common good of the society, and that this is most ef - fectually accomplished through a system of representation;
(viii) The concept of the rule of law and not of men;
(viii) The rule of law and not of men;
(ix) Reverence for the constitutional order and the importance of the separation of powers as a bulwark against arbitrary and despotic government;
(ix) Reverence for the republic's constitutional order and the importance of the separation of powers as a bulwark against arbi - trary and despotic government;
(x) The security that exists in the liberties provided by the system of federalism and by the value of the union as the source of national prosperity and independence;
(x) The double security given to American liberties by the con- stitution's system of federalism and the value of the union as the source of national prosperity and independence;
and (xi) That the preservation of the republic depends, above all else, on the vigilant and manly spirit of the American people;
and (xi) That the preservation of the republic depends, above all else, on the vigilance and public-spiritedness of the American people;
(v) The declaration of independence;
(v) Patrick Henry's "Give Me Liberty or Give Me Death!";
(vi) The articles of confederation;
(vi) Thomas Paine's "Common Sense";
(vii) The Virginia declaration of rights of 1776;
(vii) The declaration of independence;
(viii) The Massachusetts constitution of 1780;
(viii) The articles of confederation;
(ix) The Northwest ordinance;
(ix) The Virginia declaration of rights of 1776;
(x) The constitution of the United States and the bill of rights;
(x) The Massachusetts constitution of 1780;
(xi) The federalist papers;
(xi) The Rhode Island 1784 act for the abolition of slavery;
(xii) George Washington's farewell address;
(xii) The Northwest ordinance;
(xiii) Thomas Jefferson's first inaugural address;
(xiii) The Virginia statute for religious freedom;
(xiv) The Monroe doctrine;
(xiv) The United States constitution and the bill of rights;
(xv) The emancipation proclamation;
(xv) The federalist papers;
(xvi) The Gettysburg address;
(xvi) George Washington's letter to the Hebrew congregation;
(xvii) The constitution of the state of Idaho;
(xvii) George Washington's farewell address;
and (xviii) Other similar documents that are important to the history and heritage of the United States and Idaho.
(xviii) Thomas Jefferson's first inaugural address;
(3) All secondary pupils in grades 9 through 12 shall be required to complete two (2) credits in American history and two (2) credits in Ameri - can government, encompassing a strong emphasis on civics.
(xix) The Monroe doctrine;
By the 2030-2031 school year, all secondary pupils in grade 8 shall be required to take a full year course in the history and cultural heritage of Western civilization.
(xx) Alexis de Tocqueville's "Democracy in America";
(4) Western civilization curricula adopted or developed by school dis- tricts and public charter schools shall emphasize instruction on ancient Athens and the Greek polis, the Roman republic, the rise and fall of the Roman empire, the history and influence of Christianity, the Carolingian empire, medieval western Europe, the reformation, the renaissance, the scientific revolution, the development of the English constitution and parliamentary system, and the enlightenment.
(xxi) The Lincoln-Douglass debates;
(5) United States history curricula adopted or developed by school dis- tricts and public charter schools shall include instruction on the American revolution and the American founding, with attention given to the following, at a minimum:
(xxii) The emancipation proclamation;
(xxiii) The Gettysburg address;
(xxiv) The constitution of the state of Idaho;
and (xxv) Other similar documents that are important to the history and heritage of the United States and Idaho.
(3) All secondary pupils in grades 9 through 12 shall be required to complete two (2) credits in American history and two (2) credits in American government, encompassing a strong emphasis on civics.
(4) American history coursework in all public schools shall include in- struction on the American revolution and the American founding, with atten- tion given to the following, at a minimum:
(g) Instruction on the symbols associated with America's national heritage originating from the American revolution, including the min - uteman, the liberty bell, the liberty tree, lady Columbia, "e pluribus unum," the pine tree flag, the Gadsden flag, "join or die," the Betsy Ross flag, and the bald eagle;
(g) Instruction on the symbols associated with America's national heritage originating from the American revolution, including the min - uteman, the liberty bell, the liberty tree, lady Columbia, the great seal of the United States, the pine tree flag, the Gadsden flag, "join or die," the Betsy Ross flag, and the bald eagle;
(h) The historical development of the United States' republican form of government, including the proceedings of the Philadelphia convention and ratification debates that led to the adoption of the United States constitution and the bill of rights, and the significance of the histor - ical documents outlined in subsection (2)(c) of this section;
(h) The historical development of the United States' republican form of government, including the proceedings of the Philadelphia convention and ratification debates that led to the adoption of the United States constitution and the bill of rights;
and (i) The political narrative of the early republic under the founding presidents.
(i) The political narrative of the early republic under the founding presidents;
(6) Corresponding with the term in which instruction in the American revolution and American founding occurs, all school districts and public charter schools shall develop complimentary English language arts and com - munications curricula that shall include:
and (j) How slavery is antithetical to the principles of the declaration of independence and the efforts during the American founding and early re - public to abolish slavery.
(a) Reading of core documents from the American revolution, includ- ing Patrick Henry's "Give Me Liberty or Give Me Death!," Samuel Adams' "Speech on American Independence," and Thomas Paine's "Common Sense" and "The Crisis, No.
(5) American history coursework in all public schools shall include in- struction on how totalitarian ideologies, such as communism and fascism, are antithetical to the fundamental principles of America's republican form of government, with attention given to, at a minimum:
1";
and (b) Reading of literature from or about the American founding, includ- ing Phillis Wheatley's "Liberty and Peace" and "His Excellency General Washington," Thomas Paine's "Liberty Tree," John Dickinson's "The Lib - erty Song," and Joseph Hopkinson's "Hail, Columbia." (7) United States history curricula adopted or developed by school dis- tricts and public charter schools shall include instruction on how totali - tarian ideologies, such as communism, are antithetical to the fundamental principles of America's republican form of government, with attention given to, at a minimum:
and (b) The failures and atrocities of the Soviet Union and People's Repub- lic of China, including the red terror, dekulakization, Stalin's great purge, the five-year plan, the holodomor, the great leap forward, and the cultural revolution.
and (b) The failures and atrocities of Nazi Germany, the Soviet Union, and People's Republic of China, including Kristallnacht, the Holocaust, the red terror, dekulakization, Stalin's great purge, the five-year plan, the holodomor, the great leap forward, and the cultural revolu - tion.
(8) Civics curricula adopted or developed by school districts and pub- lic charter schools shall ensure that students understand the fundamental principles of America's republican form of government outlined in subsec - tion (2)(b) of this section, and shall include instruction on:
(6) American government coursework in all public schools shall ensure that students understand the fundamental principles of America's republican form of government outlined in subsection (2)(b) of this section, and shall include instruction on:
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(a) Primary documents articulating the importance of maintaining Amer- ica's constitutional republic, including George Washington's farewell address and Thomas Jefferson's first inaugural address;
(a) The influence of the Western intellectual tradition on the United States constitution, including the political philosophy of John Locke and Montesquieu, Greek democracy, Roman republicanism, and British constitutionalism;
(b) The influence of the Western intellectual tradition on the United States constitution, including the political philosophy of John Locke and Montesquieu, Greek democracy, Roman republicanism, and British constitutionalism;
(b) Primary documents articulating the fundamental principles of Amer- ica's constitutional system of government, including excerpts from the declaration of independence, the preamble of the Massachusetts consti- tution of 1780, George Washington's letter to the Hebrew congregation, "Federalist 9," "Federalist 10," "Federalist 39," "Federalist 51," "Federalist 63," "Federalist 70," and "Federalist 78;" and (c) How the constitution of the state of Idaho embodies the principles of the American founding, such as section 1, article I, regarding the inalienable rights of man;
(c) Primary documents articulating the fundamental principles of Amer- ica's constitutional system of government, including excerpts from the declaration of independence, "Brutus II," "Federalist 9," "Federalist 10," "Federalist 39," "Federalist 51," "Federalist 63," "Federalist 70," and "Federalist 78;" and (d) How the constitution of the state of Idaho embodies the principles of the American founding, including section 1, article I, regarding the inalienable rights of man;
(9) Corresponding with the term in which the civics course occurs, all school districts and public charter schools shall develop complimentary English language arts curricula that includes selections from Alexis de Tocqueville's "Democracy in America." (1) (10) Instruction in the United States constitution, the fundamental principles of America's republican form of government, and the virtues nec - essary for good citizenship shall be given in all elementary and secondary schools.
(7) All public schools shall include instruction in secondary English language arts or communications coursework that incorporates, when appro - priate, primary documents and literature from or about the American revo - lution, American founding, or early republic, provided that such materials align with the criteria provided in section 33-118C, Idaho Code.
(1) (8) Instruction in the United States constitution, the fundamental principles of America's republican form of government, and the virtues nec - essary for good citizenship shall be given in all elementary and secondary schools.
(2) (11) Instruction in the proper use, display, and history of and re- spect for the American flag and the national colors shall be given in all ele- mentary and secondary schools.
(2) (9) Instruction in the proper use, display, and history of and re- spect for the American flag and the national colors shall be given in all ele- mentary and secondary schools.
Such instruction shall include the pledge of allegiance to the flag and the words and music of the national anthem and of "America." (3) (12) Every school board of trustees shall cause the United States flag to be displayed in every classroom during the school hours of each school day.
Such instruction shall include the pledge of allegiance to the flag and the words and music of the national anthem and of "America." (3) (10) Every school board of trustees shall cause the United States flag to be displayed in every classroom during the school hours of each school day.
(13) Every school board of trustees is encouraged to display histori- cal portraits of George Washington in a conspicuous place in each classroom that is used for history, civics, or social studies instruction and in each kindergarten through grade 5 classroom.
(11) Every school board of trustees is encouraged to display histori- cal portraits of George Washington in a conspicuous place in each classroom that is used for history, civics, or social studies instruction and in each kindergarten through grade 5 classroom.
The state superintendent of public instruction shall select the portraits.
The state superintendent of public instruction, or designee, shall select the portraits.
(4) (14) Every public school shall offer the pledge of allegiance or the national anthem in grades 1 through 12 at the beginning of each school day.
(4) (12) Every public school shall offer the pledge of allegiance or the national anthem in grades 1 through 12 at the beginning of each school day.
(5) (15) No pupil shall be compelled, against the pupil's objections or those of the pupil's parent or guardian, to recite the pledge of allegiance or to sing the national anthem.
(5) (13) No pupil shall be compelled, against the pupil's objections or those of the pupil's parent or guardian, to recite the pledge of allegiance or to sing the national anthem.
(6) (16) Instruction in citizenship shall be given in all elementary and secondary schools.
(6) (14) Instruction in citizenship shall be given in all elementary and secondary schools.
(7) (17) Starting with the 2016-2017 school year, all secondary pupils shall show that they have met the state civics and government standards for such instruction through the successful completion of the civics test, par- ticipation in a course in United States government and politics, and par- ticipation in an associated college credit-bearing examination or alternate path established by the local school district or charter school that shows the student has met the standards.
(7) (15) Starting with the 2016-2017 school year, all secondary pupils shall show that they have met the state civics and government standards for such instruction through the successful completion of the civics test, par- ticipation in a course in United States government and politics, and par- ticipation in an associated college credit-bearing examination or alternate path established by the local school district or charter school that shows the student has met the standards.
Students graduating prior to January 1, 2029, who have satisfied the requirement outlined in this subsec- tion prior to the start of the 2026-2027 school year are exempt from complet- ing the requirement provided for in subsection (8) (18) of this section.
Students graduating prior to January 1, 2029, who have satisfied the requirement outlined in this subsec- tion prior to the start of the 2026-2027 school year are exempt from complet- ing the requirement provided for in subsection (8) (16) of this section.
(8) (18) Beginning with the 2026-2027 2027-2028 school year, all sec- ondary pupils shall show that they have met the state civics and government standards for such instruction through the successful completion of the civics test and participation in a course in United States government and history, or participation in an associated college credit-bearing course or examination.
(8) (16) Beginning with the 2026-2027 2027-2028 school year, all sec- ondary pupils shall show that they have met the state civics and government standards for such instruction through the successful completion of the civics test and participation in a course in United States government and history, or participation in an associated college credit-bearing course or examination.
(9) (19) Components of the assessment developed pursuant to subsection (8) (18) of this section shall be reviewed concurrently with the review of the Idaho content standards in American government.
(9) (17) Components of the assessment developed pursuant to subsection (8) (16) of this section shall be reviewed concurrently with the review of the Idaho content standards in American government.
The state board of edu- cation may promulgate rules, subject to legislative approval, implementing the provisions of subsection (8) (18) of this section.
The state board of edu- cation may promulgate rules, subject to legislative approval, implementing the provisions of subsection (8) (16) of this section.
(10) (20) Subject to state-appropriated funds, the state department of education shall make available funding for high quality professional development focused on advanced high school civics or government courses, including those with college credit-bearing civics or government examina - tions Western civilization, or United States history courses.
(10) (18) Subject to state-appropriated funds, the state department of education shall make available funding for high quality professional development focused on advanced high school civics or government courses, including those with college credit-bearing civics or government examina - tions Western civilization, or United States history courses.
Allowable expenses include summer institutes offered at different sites throughout the state and workshops to help high school teachers prepare students for success in college-level courses.
Allowable expenses include summer institutes offered at different sites throughout the state United States and workshops to help high school teachers prepare students for success in college-level courses.
(19) A public charter school may request from the state board of educa- tion an exemption from subsections (2)(c) and (4) through (7) of this section based on the public charter school's unique mission as outlined in its per - formance certificate.
(f) Encourage pupils to believe what is true, love what is good, and ad- mire what is beautiful;
(f) Inspire patriotism;
(g) Inspire patriotism;
(g) Contribute to the cultivation of good moral character and the virtues necessary for self-government and human flourishing;
(h) Contribute to the cultivation of good moral character and the virtues necessary for self-government and human flourishing;
(h) Cultivate knowledge and appreciation for the nation's history and cultural heritage as derived from the tradition of Western civiliza- tion;
(i) Cultivate knowledge and appreciation for the nation's history and cultural heritage as derived from the tradition of Western civiliza- tion;
and (i) Foster an appreciation for and attachment to America's republican form of government, along with a proper understanding of the pupils' rights and duties as citizens of the state of Idaho and the United States.
and (j) Foster an appreciation for and attachment to America's republican form of government, along with a proper understanding of the pupils' rights and duties as citizens of the state of Idaho and the United States.
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The bill revises civics education requirements in Idaho by amending existing provisions and adding new requirements for curricular materials in American history and civics instruction.

  • Section 33-1602

    or participate in a civics test approved by the state board of education.

    Removes the option for students to participate in a civics test approved by the state board of education upon meeting graduation requirements.

  • 33-118C. CURRICULAR MATERIALS FOR AMERICAN HISTORY AND CIVICS INSTRUCTION. (1) The State Board of Education shall establish guidelines for curricular materials used in public schools for American history and civics instruction. (2) Such materials must align with the historical documents and principles identified in Section 33-1602, Idaho Code.

    Creates a new section establishing guidelines for curricular materials related to American history and civics instruction in public schools.

Amendments

1 amendment

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Action History

  1. Signed by Governor on 04/10/26 Session Law Chapter 317 Effective: 07/01/2026

  2. Reported delivered to Governor at 6:06 p.m. on 04/02/26

  3. Reported signed by the Speaker & ordered delivered to Governor

  4. Received from Senate; Signed by Speaker; Returned to Senate

  5. Reported enrolled; signed by President; to House for signature of Speaker

  6. Returned From House Passed; referred to enrolling

  7. Rules Suspended: Ayes 58 Nays 0 Abs/Excd 12, read in full as required – PASSED - 54-12-4AYES – Alfieri, Barbieri, Beiswenger, Bingham, Boyle, Bruce, Burgoyne, Cannon(Cannon), Cayler, Cheatum, Cornilles, Crane(12), Crane(13), Ehardt, Ehlers, Erickson, Fuhriman, Furniss, Hall(Stone), Handy, Harris, Hawkins, Healey, Hill(Hill), Holtzclaw, Hostetler, Leavitt, McCann, Mendive, Mickelsen, Miller, Mitchell, Monks, Palmer, Petzke, Pickett, Pohanka, Price, Rasor, Raybould, Raymond, Redman, Sauter, Scott, Shepherd, Shirts(Batt), Skaug, Tanner(13), Tanner(14), Thompson, Vander Woude, Veile, Wisniewski, Mr. SpeakerNAYS – Berch, Church, Dygert, Egbert(Beazer), Galaviz, Gannon, Garner, Green, Haws, Mathias, Nelsen, RubelAbsent – Manwaring, Marmon, Weber, WheelerFloor Sponsor - EhardtTitle apvd - to Senate

  8. Read second time; Filed for Third Reading

  9. Reported out of Committee with Do Pass Recommendation, Filed for Second Reading

  10. Read First Time, Referred to Education

  11. Received from the Senate, Filed for First Reading

  12. Read third time in full as amended – PASSED - 28-6-1AYES – Adams, Anthon, Bernt, Bjerke(Bjerke), Blaylock, Burtenshaw, Carlson, Cook, Den Hartog, Galloway, Grow, Guthrie, Harris, Hart, Keyser, Kohl, Lakey, Lenney, Lent, Nichols, Okuniewicz, Ricks, Shippy, Toews, VanOrden, Woodward, Zito, ZuiderveldNAYS – Rabe, Ruchti, Semmelroth, Taylor, Ward-Engelking, WintrowAbsent and excused – ForemanFloor Sponsor - AnthonTitle apvd - to House

  13. Read second time as amended, filed for Third reading

  14. Read first time as amended, filed for Second Reading

  15. Reported engrossed, filed for first reading, as amended

  16. Amendments reported printed

  17. Amendments ordered printed; referred for engrossment

  18. Reported out without recommendation, as amended

  19. Placed in the Committee of the Whole

  20. Reported out of committee; to 14th Order for amendment

  21. Reported Printed; referred to Education

  22. Introduced; read first time; referred to JR for Printing

Sponsors

  • STATE AFFAIRS COMMITTEE · Primary

Sponsorship breakdown

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1 sponsors · 0 co-sponsors · 104 not signed on

Sponsors (1)

  • STATE AFFAIRS COMMITTEE

Co-sponsors (0)

None.

Not signed on (104)

104 members have not signed on to this bill.

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"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.

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Frequently asked questions

Who sponsors S 1336?
S 1336 is sponsored by STATE AFFAIRS COMMITTEE.
What is the current status of S 1336?
This bill has been enacted into law. Introduced February 24, 2026. Enacted.
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