ethnic studies; academic standards; commission

HB4023 - 572R - I Ver

REFERENCE TITLE:
ethnic studies; academic standards; commission

State of Arizona

House of Representatives

Fifty-seventh Legislature

Second Regular Session

2026

HB 4023

Introduced by

Representative
Cavero

AN
ACT

amending sections 15-701 and 15-701.01,
Arizona Revised Statutes; relating to school curricula.

(TEXT OF BILL BEGINS ON NEXT PAGE)

Be it enacted by the Legislature of the State of Arizona:

Section 1. Section 15-701, Arizona Revised
Statutes, is amended to read:

START_STATUTE
15-701.

Common schools; promotions; requirements; certificate;
supervision of eighth grades by superintendent of high school district; high
school admissions; academic credit; definitions

A. The state board of education shall:

1. Prescribe a minimum course of study incorporating
the academic standards adopted by the state board of education to be taught in
the common schools.
� The academic standards prescribed by the
state board in social studies must include ethnic studies.

2. Prescribe competency requirements for the
promotion of pupils from the eighth grade and competency requirements for the
promotion of pupils from the third grade that incorporate the academic
standards in at least the areas of reading, writing, mathematics, science and
social studies.� The competency requirements for the promotion of pupils from
the third grade shall include the following:

(a) A requirement that a pupil not be promoted from
the third grade if the pupil obtains a score on the reading portion of the
statewide assessment that does not demonstrate sufficient reading skills as
established by the state board. A pupil may not be retained pursuant
to this subdivision if data regarding the pupil's performance on the statewide
assessment is not available before the end of the current academic year and may
not be retained more than once.� A pupil who is not retained due to the unavailability
of test data must receive evidence-based intervention and remedial
strategies pursuant to subdivision (c) of this paragraph if the third grade
assessment data subsequently does not demonstrate sufficient reading skills.

(b) A mechanism to allow a school district governing
board or charter school governing body to promote from the third grade a pupil
who does not demonstrate sufficient reading skills pursuant to subdivision (a)
of this paragraph if the pupil:

(i) Is an English learner or a limited English
proficient student as defined in section 15-751 and has had fewer than
three years of English language instruction.

(ii) Is in the process of a special education
referral or evaluation for placement in special education, has been diagnosed
as having a significant reading impairment, including dyslexia, or is a child
with a disability as defined in section 15-761 if the pupil's
individualized education program team and the pupil's parent or guardian agree
that promotion is appropriate based on the pupil's individualized education
program.

(iii) Has demonstrated or subsequently demonstrates
sufficient reading skills or adequate progress toward sufficient reading skills
of the third grade reading standards as evidenced through a collection of
reading assessments approved by the state board of education, which includes an
alternative standardized reading assessment approved by the state board.

(iv) Receives intervention and remedial services
during the summer or a subsequent school year pursuant to subdivision (c) of
this paragraph and demonstrates sufficient progress based on guidelines issued
pursuant to subsection B, paragraph 7 of this section.

(c) Evidence-based intervention and remedial
strategies developed by the state board of education for pupils who are not
promoted from the third grade. A school district governing board or
charter school governing body shall offer more than one of the intervention and
remedial strategies developed by the state board of education. The
parent or guardian of a pupil who is not promoted from the third grade and the
pupil's teacher and principal may choose the most appropriate intervention and
remedial strategies that will be provided to that pupil. The
intervention and remedial strategies developed by the state board of education
shall include:

(i) A requirement that the pupil be assigned for
evidence-based reading instruction by a different teacher who was
designated in that teacher's most recent performance evaluation in one of the
top two performance classifications.

(ii) Summer school reading instruction.

(iii) In the next academic year, intensive reading
instruction that occurs before, during or after the regular school day, or any
combination of before, during and after the regular school day.

(iv) Small group and teacher-led evidence-based
reading instruction, which may include computer-based or online reading
instruction.

(d) A requirement that a school district governing
board or charter school governing body that promotes a pupil pursuant to
subdivision (b) of this paragraph provide annual reporting to the department of
education on or before October 1 that includes information on the total number
of pupils subject to the retention provisions of subdivision (a) of this
paragraph, the total number of students promoted pursuant to subdivision (b) of
this paragraph, the total number of pupils retained in grade three and the interventions
administered pursuant to subdivision (c) of this paragraph.

3. Provide for universal screening of pupils in
preschool programs, kindergarten programs and grades one through three that is
designed to identify pupils who have reading deficiencies pursuant to section
15-704.�

4. Develop evidence-based intervention and remedial
strategies pursuant to paragraph 2, subdivision (c) of this subsection for
pupils in kindergarten programs and grades one through three who are identified
as having reading deficiencies pursuant to section 15-704.

5. Distribute guidelines for the school districts to
follow in prescribing criteria for the promotion of pupils from grade to grade
in the common schools. These guidelines shall include recommended
procedures for ensuring that the cultural background of a pupil is taken into
consideration when criteria for promotion are being applied.

B. School districts and charter schools shall
provide annual written notification to parents of pupils in kindergarten
programs and first, second and third grades that a pupil who does not
demonstrate sufficient reading skills pursuant to subsection A of this section
will not be promoted from the third grade. School districts and
charter schools shall identify each pupil who is at risk of reading below grade
level in kindergarten and grades one, two and three and shall provide to the
parent of that pupil a specific written notification of the reading deficiency
within three weeks after identifying the reading deficiency. The notification
shall include the following information:

1. A description of the pupil's specific individual
needs.

2. A description of the current reading services
provided to the pupil.

3. A description of the available supplemental
instructional services and supporting programs that are designed to remediate
reading deficiencies.� Each school district or charter school shall offer more
than one evidence-based intervention strategy and more than one remedial
strategy developed by the state board of education for pupils with reading
deficiencies. The notification shall list the intervention and
remedial strategies offered and shall instruct the parent to choose, in
consultation with the pupil's teacher, the most appropriate strategies to be
provided and implemented for that child.

4. Parental strategies to assist the pupil to attain
reading proficiency.

5. The frequency with which the school district or
charter school will provide timely updates and information to the parent on the
pupil's progress toward reading proficiency.

6. A statement that the pupil will not be promoted
from the third grade if the pupil does not demonstrate sufficient reading
skills pursuant to subsection A, paragraph 2, subdivision (a) of this section,
unless the pupil is exempt from mandatory retention in grade three or the pupil
qualifies for an exemption pursuant to subsection A, paragraph 2, subdivision
(b) of this section.

7. A description of the school district or charter
school policies on midyear promotion to a higher grade.

C. Pursuant to the guidelines that the state board
of education distributes, the governing board of a school district shall:

1. Prescribe curricula that include the academic
standards in the required subject areas pursuant to subsection A, paragraph 1
of this section.

2. Prescribe criteria for the promotion of pupils
from grade to grade in the common schools in the school
district. These criteria shall include accomplishment of the
academic standards in at least reading, writing, mathematics, science and
social studies, as determined by district assessment. Other criteria
may include additional measures of academic achievement and attendance.

D. The governing board may prescribe the course of
study and competency requirements for promotion that are in addition to or
higher than the course of study and competency requirements the state board
prescribes.

E. A teacher shall determine whether to promote or
retain a pupil in a grade in a common school on the basis of the prescribed
criteria.� The governing board, if it reviews the decision of a teacher to
promote or retain a pupil in a grade in a common school as provided in section
15-342, paragraph 11, shall base its decision on the prescribed criteria.

F. A governing board may provide and issue
certificates of promotion to pupils whom it promotes from the eighth grade of a
common school. Such certificates shall be signed by the principal or
superintendent of schools. If there is no principal or
superintendent of schools, the certificates shall be signed by an eighth grade
teacher. The certificates shall admit the holders to any high school
in this state.

G. Within any high school district or union high
school district, the superintendent of the high school district shall supervise
the work of the eighth grade of all schools that do not employ a superintendent
or principal.

H. A school district shall not deny a pupil who is
between the ages of sixteen and twenty-one years admission to a high
school because the pupil does not hold an eighth grade
certificate. Governing boards shall establish procedures for
determining the admissibility of pupils who are under sixteen years of age and
who do not hold eighth grade certificates.

I. The state board of education shall adopt rules to
allow common school pupils who can demonstrate competency in a particular
academic course or subject to obtain academic credit for the course or subject
without enrolling in the course or subject.

J. A school district may conduct a ceremony to honor
pupils who have been promoted from the eighth grade.

K. For the purposes of this section
:
,

1.
"Dyslexia" means
a condition that:

1.

(
a
)
Is neurological in origin.

2.

(
b
)
Is characterized by difficulties with accurate or
fluent word recognition and by poor spelling and decoding abilities, including
difficulties that typically result from a deficit in the phonological component
of language that is often unexpected in relation to other cognitive abilities
and to the provision of effective classroom instruction.

3.

(
c
)
May include secondary consequences such as
problems with reading comprehension and reduced reading experience that may
impede the growth of vocabulary and background knowledge.

2. "Ethnic studies":

(
a
) means the
interdisciplinary social and historical study of how different populations have
experienced and participated in building the United States of America.

(
b
) Includes
the study of the culture, history and contribution of residents of this state
from diverse ethnic backgrounds.

END_STATUTE

Sec. 2. Section 15-701.01, Arizona Revised
Statutes, is amended to read:

START_STATUTE
15-701.01.

High schools; graduation; requirements; community college or university
courses; transfer from other schools; academic credit; report

A. The state board of education shall:

1. Prescribe a minimum course of study that
incorporates the academic standards adopted by the state board for the
graduation of pupils from high school.

2. Prescribe competency requirements for the
graduation of pupils from high school incorporating the academic standards in
at least the areas of reading, writing, mathematics, science and social
studies. The academic standards prescribed by the state board in social studies

shall

must
include
ethnic
studies as defined in section 15-701,
personal finance, American
civics education and a comparative discussion of political ideologies, such as
communism and totalitarianism, that conflict with the principles of freedom and
democracy that are essential to the founding principles of the United States.�
The state board may consider establishing a required separate personal finance
course for the purpose of the graduation of pupils from high
school. The state board shall require at least one-half of a
course credit in economics, which shall include financial literacy and personal
financial management.

3. Through the graduating class of 2025, include in
the competency requirements for social studies prescribed in paragraph 2 of
this subsection a requirement that, in order to graduate from high school or
obtain a high school equivalency diploma, a pupil must correctly answer at
least sixty of the one hundred questions listed on a test that is identical to
the civics portion of the naturalization test used by the United States
citizenship and immigration services. Beginning with the graduating
class of 2026, the state board shall include in the competency requirements for
social studies prescribed in paragraph 2 of this subsection a requirement that,
in order to graduate from high school or obtain a high school equivalency
diploma, a pupil must correctly answer at least seventy of the one hundred
questions listed on a test that is identical to the civics portion of the
naturalization test used by the United States citizenship and immigration
services.� A district school or charter school shall document on the pupil's
transcript only a pass or fail designation that the pupil has passed or failed
the test required by this paragraph. A pupil in grade seven or eight
may take the test described in this paragraph, and if the pupil correctly
answers at least seventy of the one hundred questions on the test:

(a) The district school or charter school shall
document on the pupil's transcript only a pass or fail designation that the
pupil has passed or failed the test required by this paragraph.

(b) The pupil is not required to take the test
required by this paragraph again in high school.

4. Develop and adopt competency tests pursuant to
section 15-741.� English language learners who are subject to article 3.1
of this chapter are subject to the assessments prescribed in section 15-741.

B. The governing board of a school district shall:

1. Prescribe curricula that include the academic
standards in the required subject areas pursuant to subsection A, paragraph 1
of this section.

2. Prescribe criteria for the graduation of pupils
from the high schools in the school district. These criteria shall
include accomplishment of the academic standards in at least reading, writing,
mathematics, science and social studies, as determined by district
assessment. Other criteria may include additional measures of
academic achievement and attendance. Pursuant to the prescribed graduation
requirements adopted by the state board of education, the governing board may
approve a rigorous computer science course that would fulfill a mathematics
course required for graduation from high school. The governing board
may approve a rigorous computer science course only if the rigorous computer
science course includes significant mathematics content and the governing board
determines the high school where the rigorous computer science course is
offered has sufficient capacity, infrastructure and qualified staff, including
competent teachers of computer science.� The school district governing board or
charter school governing body may determine the method and manner in which to
administer a test that is identical to the civics portion of the naturalization
test used by the United States citizenship and immigration services.� A pupil
who does not obtain a passing score on the test that is identical to the civics
portion of the naturalization test may retake the test until the pupil obtains
a passing score.

C. The governing board may prescribe the course of
study and competency requirements for the graduation of pupils from high school
that are in addition to or higher than the course of study and competency
requirements that the state board prescribes.

D. The governing board may prescribe competency
requirements for the passage of pupils in courses that are required for
graduation from high school.

E. A teacher shall determine whether to pass or fail
a pupil in a course in high school on the basis of the competency requirements,
if any have been prescribed. The governing board, if it reviews the
decision of a teacher to pass or fail a pupil in a course in high school as
provided in section 15-342, paragraph 11, shall base its decision on the
competency requirements, if any have been prescribed.

F. Graduation requirements established by the
governing board may be met by a pupil who passes courses in the required or
elective subjects at a community college or university, if the course is at a
higher level than the course taught in the high school attended by the pupil
or, if the course is not taught in the high school, the level of the course is
equal to or higher than the level of a high school course. The
governing board shall determine whether the subject matter of the community
college or university course is appropriate to the specific requirement the
pupil intends it to fulfill and whether the level of the community college or
university course is less than, equal to or higher than a high school course,
and the governing board shall award at least one-half of a Carnegie unit
and up to and including one Carnegie unit for each three semester hours of
credit that the pupil earns in an appropriate community college or university
course. If a pupil is not satisfied with the decision of the governing
board regarding the amount of credit granted or the subjects for which credit
is granted, the pupil may request that the state board of education review the
decision of the governing board, and the state board shall make the final
determination of the amount of credit to be given the pupil and for which
subjects. The governing board shall not limit the number of credits
that is required for high school graduation and that may be met by taking
community college or university courses.� For the purposes of this subsection:

1. "Community college" means an
educational institution that is operated by a community college district as
defined in section 15-1401 or a postsecondary educational institution
under the jurisdiction of an Indian tribe recognized by the United States
department of the interior.

2. "University" means a university under
the jurisdiction of the Arizona board of regents.

G. A pupil who transfers from a private school shall
be provided with a list that indicates those credits that have been accepted
and denied by the school district. A pupil may request to take an
examination in each particular course in which credit has been
denied. The school district shall accept the credit for each
particular course in which the pupil takes an examination and receives a
passing score on a test designed and evaluated by a teacher in the school
district who teaches the subject matter on which the examination is
based. In addition to the above requirements, the governing board of
a school district may prescribe requirements for the acceptance of the credits
of pupils who transfer from a private school.

H. If a pupil who was previously enrolled in a
charter school or school district enrolls in a school district in this state,
the school district shall accept credits earned by the pupil in courses or
instructional programs at the charter school or school district. The
governing board of a school district may adopt a policy concerning the
application of transfer credits for the purpose of determining whether a credit
earned by a pupil who was previously enrolled in a school district or charter
school will be assigned as an elective or core credit. A school
district or charter school may note the learning outcomes that a student
mastered as prescribed in the rules adopted pursuant to section 15-203,
subsection A, paragraph 38 to provide a record of the demonstrated competencies
and award partial credit.

I. A pupil who transfers credit from a charter school,
a school district or Arizona online instruction shall be provided with a list
that indicates which credits have been accepted as elective credits and which
credits have been accepted as core credits by the school district or charter
school. Within ten school days after receiving the list, the pupil
may request to take an examination in each particular course in which core
credit has been denied. The school district or charter school shall
accept the credit as a core credit for each particular course in which the
pupil takes an examination and receives a passing score on a test that is
aligned to the competency requirements adopted pursuant to this section and
that is designed and evaluated by a teacher in the school district or charter
school who teaches the subject matter on which the examination is
based. If a pupil is enrolled in a school district or charter school
and that pupil also participates in Arizona online instruction between May 1
and July 31, the school district or charter school shall not require proof of
payment as a condition of the school district or charter school accepting
credits earned from the online course provider.

J. The state board of education shall adopt rules to
allow high school pupils who can demonstrate competency in a particular
academic course or subject to obtain academic credit for the course or subject
without enrolling in the course or subject.

K. Pupils who earn a Grand Canyon diploma pursuant
to article 6 of this chapter are exempt from the graduation requirements
prescribed in this section. Pupils who earn a Grand Canyon diploma
are entitled to all the rights and privileges of persons who graduate with a
high school diploma issued pursuant to this section, including access to
postsecondary scholarships and other forms of student financial aid and access
to all forms of postsecondary education.� Notwithstanding any other law, a
pupil who is eligible for a Grand Canyon diploma may elect to remain in high
school through grade twelve and shall not be prevented from enrolling at a high
school after the pupil becomes eligible for a Grand Canyon diploma.�
A pupil who is eligible for a Grand Canyon diploma and who elects not to
pursue one of the options prescribed in section 15-792.03 may only be
readmitted to that high school or another high school in this state pursuant to
policies adopted by the school district of readmission.

L. Each school district and charter school shall
report to the department of education all of the following aggregate data,
organized by grade level, relating to the test that is identical to the civics
portion of the naturalization test used by the United States citizenship and
immigration services required by subsection A, paragraph 3 of this section:

1. The median score.

2. The percentage of
pupils who passed by correctly answering the minimum number of questions
required to pass the test pursuant to subsection A, paragraph 3 of this
section.

3. The percentage of pupils who failed by correctly
answering fewer than the minimum number of questions required to pass the test
pursuant to subsection A, paragraph 3 of this section.

4. Any other data required by the department
relating to the test.

M. A school district or charter school may not
include the personally identifiable information of any pupil in the data
reported to the department of education under subsection L of this
section. The department of education shall make the data publicly
available, organized at a minimum by school district or charter school and
grade level, on the website that includes the school report cards required by
section 15-746.
END_STATUTE

Sec. 3.
Ethnic studies
commission; members; state board of education; duties; delayed repeal

A. The ethnic studies
commission is established to review the contributions of residents of this
state from diverse ethnic backgrounds and to make recommendations to the state
board of education for prescribing academic standards in social studies that
include ethnic studies as defined in section 15-701, Arizona Revised
Statutes, as amended by this act.�� The commission is composed of the following
members:

1. Five members of the
senate who are appointed by the president of the senate, not more than three of
whom are members of the same political party.� The president of the senate
shall designate one of the members to serve as cochairperson of the commission.

2. Five members of the
house of representatives who are appointed by the speaker of the house of
representatives, not more than three of whom are members of the same political
party.� The speaker of the house of representatives shall designate one of the
members to serve as cochairperson of the commission.

3. Two members who are
appointed by the governor.

B. Commission members are
not eligible to receive compensation but are eligible for reimbursement of
expenses pursuant to title 38, chapter 4, article 2, Arizona Revised Statutes.�
Meetings of the commission are subject to the requirements of title 38, chapter
3, article 3.1, Arizona Revised Statutes.� The state board of education shall
provide staff and meeting space for the commission.

C. The commission shall:

1. Review the history and
contributions of residents of this state who are from diverse ethnic
backgrounds.

2. Make recommendations for
recognizing the contributions of residents of this state who are from diverse
ethnic backgrounds.

3. Review proposed academic
standards that are submitted to the commission by the state board of education
pursuant to subsection E of this section.

4. Make recommendations to
the state board of education for incorporating ethnic studies as defined in
section 15-701, Arizona Revised Statutes, as amended by this act, into
the academic standards in social studies.

D. The commission may
establish subcommittees to assist the commission in performing any of the
duties prescribed by subsection C of this section.� A subcommittee established
pursuant to this subsection may include members of the public who represent a
community organization, public schools or the general public.

E. Before prescribing
academic standards in social studies that include ethnic studies as defined in
section 15-701, Arizona Revised Statutes, as amended by this act, the
state board of education shall:

1. Submit to the ethnic
studies commission established by this section a draft of the proposed academic
standards for review and recommendations.

2. Consider all of the
following:

(a) Existing academic
standards that increase cultural awareness of all communities in this state.

(b) Opportunities to
recognize and incorporate into the ethnic studies requirements the history,
contributions and perspectives of residents of this state who are from diverse
ethnic backgrounds.

(c) Recommendations from
the ethnic studies commission established by this section.

F. Not later than January
1, 2028, the state board of education shall:

1. Prescribe academic
standards in social studies that include ethnic studies as defined in section
15-701, Arizona Revised Statutes, as amended by this act.

2. Develop guidelines to
support public schools in developing curricula that includes the academic
standards prescribed pursuant to paragraph 1 of this subsection.

3. Provide professional
development training and resources on ethnic studies as defined in section 15-701,
Arizona Revised Statutes, as amended by this act, to certificated teachers in
this state who provide instruction in social studies to students in
kindergarten programs or any of grades one through twelve.

G. Beginning in the 2028-2029
school year, each school district and charter school shall prescribe curricula
that include the academic standards prescribed pursuant to subsection F of this
section and that focus on shared identity and honoring unique cultural
differences, including:

1. That each individual
student has unique characteristics.

2. The common elements that
unite residents of this state.

3. Respect for distinct
socio-cultural identities.

4. Cultural histories
within American history and global history.

H. This section is repealed
from and after December 31, 2030.