Missouri 2026 Regular Session Status: Passed House 3 R cosponsors

HB 2872 — Creates, repeals, and modifies provisions relating to literacy of elementary school students

Last action — Placed on Informal Calendar

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

This bill has passed the House. Introduced January 08, 2026. It now moves to the second chamber.

Next likely step: consideration and a floor vote in the Senate.

Prognosis

Advancing 52% · moderate confidence

Where this bill stands today.

Odds of enactment

Moderate

How often bills like it became law.

  • Passed House

    Current position in the legislative process.

  • 3 sponsors

    1 primary, 2 co-sponsors signed on.

  • Single-party support

    Sponsorship is currently within one party (3 R).

  • Cleared a recorded vote

    Passed 4 recorded votes so far.

Prognosis reads this bill's own signals — stage, sponsorship breadth, committee status, recorded votes and cross-state momentum. Odds come from a model trained on which bills have become law.

In plain language

This bill modifies literacy requirements for elementary teacher education programs in Missouri.

The bill establishes new standards for literacy instruction in teacher education programs, focusing on evidence-based methods and eliminating certain decoding strategies. It requires annual reviews to ensure compliance by July 1, 2027.

What this means for you
  • Workers: This means educators will receive better training in literacy instruction, potentially improving educational outcomes.

Bill Text

What changed in the latest version

199 added · 178 removed

Plain-language change summary

The revised version of Bill HB 2872 establishes the "Evidence-based Reading Instruction Program Fund" to provide targeted support for improving student literacy. Notably, the bill now specifically includes a range of resources for both teachers and parents, such as training programs and stipends, aimed at enhancing literacy instruction. Additionally, the requirement for consultations about retaining students with substantial reading deficiencies has shifted from second grade to third grade, ensuring that decisions involve parents and account for a broader set of factors regarding the child's development. These changes are significant as they promote a comprehensive approach to reading instruction and interventions while empowering families to be part of the decision-making process in their child's education.

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SECOND REGULAR SESSION HOUSE COMMITTEE SUBSTITUTE FOR HOUSE BILL NO.
SECOND REGULAR SESSION [PERFECTED] HOUSE COMMITTEE SUBSTITUTE FOR HOUSE BILL NO.
2872 103RD GENERAL ASSEMBLY 6553H.04C JOSEPH ENGLER, Chief Clerk AN ACT To repeal sections 161.097, 161.241, 167.268, 167.340, 167.645, and 170.014, RSMo, and to enact in lieu thereof six new sections relating to literacy of elementary school students.
2872 103RD GENERAL ASSEMBLY 6553H.04P JOSEPH ENGLER, Chief Clerk AN ACT To repeal sections 161.097, 161.241, 167.268, 167.340, 167.645, and 170.014, RSMo, and to enact in lieu thereof six new sections relating to literacy of elementary school students.
The classroom teacher members shall be selected to represent various regions of the state and districts of different sizes.
The classroom teacher members shall be selected EXPLANATION — Matter enclosed in bold-faced brackets [thus] in the above bill is not enacted and is intended to be omitted from the law.
The faculty EXPLANATION — Matter enclosed in bold-faced brackets [thus] in the above bill is not enacted and is intended to be omitted from the law.
HCS HB 2872 2 representatives shall represent institutions from various regions of the state and sizes of programs.
HCS HB 2872 2 to represent various regions of the state and districts of different sizes.
The faculty representatives shall represent institutions from various regions of the state and sizes of programs.
The review shall include an evaluation of whether instruction is grounded in the components of evidence-based reading instruction, such as phonological awareness, phonics, fluency, vocabulary, comprehension, morphology, syntax, and semantics.
The review shall include an evaluation of whether instruction is grounded in the components of evidence-based reading instruction, such as phonological awareness, phonics, fluency, vocabulary, HCS HB 2872 3 comprehension, morphology, syntax, and semantics.
The review shall also include an HCS HB 2872 3 evaluation of whether prohibited practices, including three-cueing as defined in section 170.014, are excluded from coursework.
The review shall also include an evaluation of whether prohibited practices, including three-cueing as defined in section 170.014, are excluded from coursework.
9.
HCS HB 2872 4 9.
There is hereby created in the state treasury the "Evidence-based Reading Instruction Program Fund".
(1) There is hereby created in the state treasury the "Evidence-based Reading Instruction Program Fund".
The fund shall be administered by the department and used to HCS HB 2872 4 reimburse school districts and charter schools for efforts to improve student literacy, including, but not limited to:
(2) The fund shall be administered by the department and used to reimburse school districts and charter schools for efforts to improve student literacy, including, but not limited to:
initiatives that provide optional training and materials to teachers regarding best practices in reading pedagogies;
(a) Initiatives that provide [optional] training and materials to teachers regarding best practices in reading pedagogies, structured literacy, and dyslexia-informed practices;
resources for parents and guardians to assist them in teaching their children to read;
(b) Resources for parents and guardians to assist them in teaching their children to read;
funding for reading tutoring programs inside or outside of regular school hours;
(c) Funding for reading tutoring programs inside or outside of regular school hours;
stipends for teachers who undergo additional training in reading instruction, which may also count toward professional development requirements;
(d) Stipends for teachers who undergo additional training in reading instruction, which may also count toward professional development requirements;
and funding for summer reading programs.
and (e) Funding for summer reading programs.
The fund shall consist of moneys appropriated annually by the general assembly from general revenue to such fund, any moneys paid into the state treasury and required by law to be credited to such fund, and any gifts, bequests, or donations to such fund.
(3) The fund shall consist of moneys appropriated annually by the general assembly from general revenue to such fund, any moneys paid into the state treasury and required by law to be credited to such fund, and any gifts, bequests, or donations to such fund.
2.
HCS HB 2872 5 2.
HCS HB 2872 5 3.
3.
The first such annual administration window shall occur within the first twenty days of the school year, with the results of such reading assessment sent in a letter to the student's parent, guardian, or other individual having control or custody of such student within the first thirty days of the school year.
The first such annual administration window shall occur within the first twenty days of the school year, with the results of such HCS HB 2872 6 reading assessment sent in a letter to the student's parent, guardian, or other individual having control or custody of such student within the first thirty days of the school year.
and HCS HB 2872 6 (3) Screen for characteristics of dyslexia and reading deficiency and assess the following skills as developmentally appropriate:
and (3) Screen for characteristics of dyslexia and reading deficiency and assess the following skills as developmentally appropriate:
and (b) Provided a reading success plan in the event the student has been identified as having a reading deficiency or substantial reading deficiency based on the student's most recent assessment [or otherwise being identified through teacher observation.
and HCS HB 2872 7 (b) Provided a reading success plan in the event the student has been identified as having a reading deficiency or substantial reading deficiency based on the student's most recent assessment [or otherwise being identified through teacher observation.
The district or charter school shall notify the parent or guardian of any student in [kindergarten] grades one through [grade] three who exhibits a reading deficiency or HCS HB 2872 7 substantial reading deficiency [in reading], as described in [subsection 1] subsections 5 and 6 of this section, at least annually in writing and within thirty days after identification of a reading deficiency or a modification to services provided to the student for a reading deficiency, and in an appropriate, alternative manner for the parent or other guardian if necessary, of the following:
The district or charter school shall notify the parent or guardian of any student in [kindergarten] grades one through [grade] three who exhibits a reading deficiency or substantial reading deficiency [in reading], as described in [subsection 1] subsections 5 and 6 of this section, at least annually in writing and within thirty days after identification of a reading deficiency or a modification to services provided to the student for a reading deficiency, and in an appropriate, alternative manner for the parent or other guardian if necessary, of the following:
(1) Beginning in the 2027-28 school year and continuing in all subsequent school years, if a student has a substantial reading deficiency at the end of third grade, the student's parent or guardian and appropriate school staff shall discuss whether the student should be retained in grade level, based on a consideration of all relevant factors, including the reading deficiency, the student's progress in other subject areas, and the student's overall intellectual, physical, emotional, and social development.
If a child has a reading deficiency or substantial reading deficiency at the end of grade two, the student's parent or guardian shall meet with designated school staff to discuss the student's deficiency and shall sign documentation stating that the parent or guardian has been informed of the following:
A decision to [promote or] retain a student with a substantial reading deficiency at the end of grade three shall be made only after direct personal consultation with the student's parent or guardian and after the formulation of a specific plan of action to remedy the student's reading deficiency as determined by the department of elementary and secondary education.
HCS HB 2872 8 (1) If the child has a substantial reading deficiency that is not corrected by the end of grade three, the child shall not be promoted to grade four unless the child qualifies for a good cause exemption under subsection 11 of this section;
Based upon such student's performance on the reading screener, the student shall be retained in grade three unless:
(2) The child will be provided with intensive instructional services and support listed under subsection 14 of this section;
HCS HB 2872 8 (a) Such student scores "approaching expectations" or higher on a retest opportunity under subdivision (2) of this subsection;
and (3) The parent or guardian shall agree to participation in parent training workshops or regular parent-guided home reading activities, or both, that are aligned to scientifically-based reading research;
or (b) Such student qualifies for a good cause exemption under subsections 10 and 11 of this section.
(4) A parent or guardian's refusal to meet, sign or agree as required under this subsection shall not prevent the student from receiving additional interventions or from being retained by the school district.
(2) A student retained under subdivision (1) of this subsection may be promoted to grade four if the student successfully completes a state-approved summer reading program and scores "approaching expecations" or higher on a retest opportunity through the Missouri reading screener.
(1) Beginning in the 2027-28 school year and continuing in all subsequent school years, if a student has a substantial reading deficiency at the end of third grade, the student's parent or guardian and appropriate school staff shall discuss whether the student should be retained in grade level, based on a consideration of all relevant factors, including the reading deficiency, the student's progress in other subject areas, and the student's overall intellectual, physical, emotional, and social development.
(2) A decision to [promote or] retain a student with a substantial reading deficiency at the end of grade three shall be made only after direct personal consultation with the student's parent or guardian and after the formulation of a specific plan of action to remedy the student's reading deficiency as determined by the department of elementary and secondary education.
(3) Based on such student's performance on the reading screener at the end of the third grade, the student shall be retained in grade three unless:
(a) Such student scores "approaching expectations" or higher on a retest opportunity through the Missouri reading screener after successfully completing a state- approved summer reading program;
or (b) Such student qualifies for a good cause exemption under subsection 11 of this section.
11.
(2) Students with disabilities who participate in the statewide summative English language arts assessment and who have either of the following plans reflecting that the student has received intensive reading intervention for more than two years but still demonstrates a substantial reading deficiency:
HCS HB 2872 9 (2) Students with disabilities who participate in the statewide summative English language arts assessment and who have either of the following plans reflecting that the student has received intensive reading intervention for more than two years but still demonstrates a substantial reading deficiency:
11.
12.
and (2) The school principal shall review and discuss the recommendation with the teacher and parent or guardian and make the determination as to whether the student HCS HB 2872 9 qualifies for one of the good cause exemptions described in subsection 10 in this section.
and (2) The school principal shall review and discuss the recommendation with the teacher and parent or guardian and make the determination as to whether the student qualifies for one of the good cause exemptions described in subsection 10 in this section.
12.
13.
[5.]13.
[5.] 14.
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(1) Provide students who are identified as having a reading deficiency or substantial reading deficiency [in reading] under [subsection 1] subsections 5 and 6 of this section, have been identified as being at risk of dyslexia in the statewide dyslexia screening, or have a formal diagnosis of dyslexia with intensive instructional services and supports specified in a reading success plan, as appropriate according to student need, free of charge, to remediate the identified areas of reading deficiency, including additional scientific, evidence-based reading instruction and other strategies prescribed by the school district or charter school which may include but are not limited to the following:
HCS HB 2872 10 (1) Provide students who are identified as having a reading deficiency or substantial reading deficiency [in reading] under [subsection 1] subsections 5 and 6 of this section, have been identified as being at risk of dyslexia in the statewide dyslexia screening, or have a formal diagnosis of dyslexia with intensive instructional services and supports specified in a reading success plan, as appropriate according to student need, free of charge, to remediate the identified areas of reading deficiency, including additional scientific, evidence-based reading instruction and other strategies prescribed by the school district or charter school which may include but are not limited to the following:
HCS HB 2872 10 (3) At regular intervals, but no less than four times per year in a manner that reflects progress through each school term, notify the parent or guardian of academic and other progress being made by the student and give the parent or guardian other useful information;
(3) At regular intervals, but no less than four times per year in a manner that reflects progress through each school term, notify the parent or guardian of academic and other progress being made by the student and give the parent or guardian other useful information;
[6.] 14.
[6.] 15.
(1) Be provided to all [kindergarten] grade one through grade [five] three students who exhibit a reading deficiency or substantial reading deficiency [in reading] under this section.
(1) Be provided to all [kindergarten] grade one through grade [five] three students who exhibit a reading deficiency or substantial reading deficiency [in reading] under this HCS HB 2872 11 section.
(d) Does not include the three-cueing system, as defined in section 170.014, to decoding;
(d) Does not include the three-cueing system, as defined in section 170.014, as a primary instructional strategy;
15.
16.
and HCS HB 2872 11 (2) Provide explicit, systematic, sequential, and cumulative reading instruction and intervention for the majority of student contact time each day.
and (2) Provide explicit, systematic, sequential, and cumulative reading instruction and intervention for the majority of student contact time each day.
[7.]16.
[7.]17.
[8.] 17.
[8.] 18.
If more than fifteen percent of an attendance center's students are not at grade level in reading by the end of third grade, the comprehensive school improvement plan or contract shall include strategies to reduce that percentage, including school and community strategies to raise the percentage of students who are proficient in reading.
If more than fifteen percent of an attendance center's students are not at grade level in reading by the end of third grade, the comprehensive school improvement plan or contract shall include strategies to reduce that percentage, including HCS HB 2872 12 school and community strategies to raise the percentage of students who are proficient in reading.
18.
19.
19.
20.
HCS HB 2872 12 170.014.
170.014.
(1) For purposes of this subsection, "three-cueing system" means any model of teaching students to [read] decode based on meaning, structure and syntax, and visual cues, which may also be known as "MSV".
(1) For purposes of this subsection, "three-cueing system" means any model of teaching students to read based on meaning, structure and syntax, and visual cues, which may also be known as "MSV".
(b) Instruction in [word reading] decoding shall not rely primarily on strategies based on the three-cueing system model of reading or visual memory;
HCS HB 2872 13 (b) Instruction in word reading shall not rely primarily on strategies based on the three-cueing system model of reading or visual memory;
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Amendments

4 amendments

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Action History

  1. Placed on Informal Calendar

  2. Reported Do Pass (S)

  3. Voted Do Pass (S)

  4. Executive Session Held (S)

  5. Referred: Fiscal Oversight(S)

  6. SCS Reported Do Pass (S)

  7. SCS Voted Do Pass (S)

  8. Executive Session Held (S)

  9. Executive Session Scheduled - Tuesday, April 28, 2026, 8:00 a.m., Senate Lounge - 3rd Floor

  10. Executive Session Scheduled - CANCELLED: Thursday, April 23, 2026, 9:30 a.m., Senate Committee Room 2 - 1st Floor

  11. Public Hearing Held (S)

  12. Public Hearing Scheduled (S) - Tuesday, April 14, 2026, 8:00 a.m., Senate Lounge - 3rd Floor

  13. Second read and referred: Education(S)

  14. Reported to the Senate and First Read (S)

  15. Delivered to the Senate

  16. Third Read and Passed (H) - AYES: 131 NOES: 10 PRESENT: 3

  17. Taken Up for Third Reading (H)

  18. Placed on the Informal Third Reading Calendar (H)

  19. Reported Do Pass (H) - AYES: 8 NOES: 0 PRESENT: 0

  20. Voted Do Pass (H)

  21. Executive Session Completed (H)

  22. Referred: Fiscal Review(H)

  23. Perfected with Amendments (H) - HA 1, HA 2, adopted

  24. HCS Adopted (H)

  25. Title of Bill - Agreed To

  26. Taken Up for Perfection (H)

  27. Placed on the Informal Perfection Calendar (H)

  28. Reported Do Pass (H) - AYES: 10 NOES: 0 PRESENT: 1

  29. Voted Do Pass (H)

  30. Executive Session Completed (H)

  31. Referred: Rules - Administrative(H)

  32. HCS Reported Do Pass (H) - AYES: 20 NOES: 0 PRESENT: 2

  33. HCS Voted Do Pass (H)

  34. Executive Session Completed (H)

  35. Public Hearing Completed (H)

  36. Referred: Elementary and Secondary Education(H)

  37. Read Second Time (H)

  38. Introduced and Read First Time (H)

Sponsors

Sponsorship breakdown

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1 sponsors · 2 co-sponsors · 196 not signed on

Sponsors (1)

Co-sponsors (2)

Not signed on (196)

196 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 HB 2872?
HB 2872 is sponsored by Brian Seitz (Republican), George Hruza (Republican), and Cathy Jo Loy (Republican).
What is the current status of HB 2872?
This bill has passed the House. Introduced January 08, 2026. It now moves to the second chamber.
Where can I track HB 2872?
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