School Curriculum and Standards Modifications

21
53E-3-521
53E-3-1002
53E-3-1004
53E-4-202
53E-4-204
53E-4-205
53E-4-205.3
53E-4-303
53E-4-409
53G-7-218
53G-10-302
53G-10-307
63I-2-253
0
School Curriculum and Standards Modifications
2026 GENERAL SESSION
STATE OF UTAH
Chief Sponsor: Tiara Auxier
Senate Sponsor: Lincoln Fillmore
LONG TITLE
General Description:
This bill modifies requirements for social studies education and establishes open education
resources.
Highlighted Provisions:
This bill:
requires the state superintendent to identify and develop high-quality open educational
resource instructional materials;
requires social studies instruction on American self-governance and comparative
government systems;
requires instruction from documents influencing America's founding and literary thought;
requires sourcing of English language arts assessment passages from primary source
documents where appropriate;
requires instruction on the roles and responsibilities of government officials;
allows local education agencies to determine whether applied crafts and technical arts
courses meet fine arts credit requirements;
requires American constitutional government and citizenship to be taught as two distinct
semester courses;
requires United States history to be taught as two distinct semester courses;
prohibits students from taking the same semester course twice to meet graduation
requirements;
requires literacy coaches to support the integration of social studies content into literacy
instruction;
requires regular social studies instruction for elementary grades;
allows social studies instruction to be delivered through integrated instruction with
English language arts and mathematics;
requires implementation of elementary social studies requirements by July 1, 2031;
repeals an adult education citizenship test and certain required plans;
defines terms; and
makes technical changes.
Money Appropriated in this Bill:
None
Other Special Clauses:
This bill provides a special effective date.
Utah Code Sections Affected:
AMENDS:
53E-3-1002
Effective
07/01/26
, as enacted by Laws of Utah 2022, Chapter 285
53E-3-1004
Effective
07/01/26
, as enacted by Laws of Utah 2022, Chapter 285
53E-4-202
Effective
07/01/26
Partially Repealed
01/01/28
, as last amended by Laws
of Utah 2024, Third Special Session, Chapter 5
53E-4-204
Effective
07/01/26
, as last amended by Laws of Utah 2025, Chapter 142
53E-4-303
Effective
07/01/26
, as last amended by Laws of Utah 2025, Chapter 289
53G-10-302
Effective
07/01/26
, as last amended by Laws of Utah 2024, Chapter 452
53G-10-307
Effective
07/01/26
, as enacted by Laws of Utah 2025, Chapter 478
63I-2-253
Effective
07/01/26
, as last amended by Laws of Utah 2025, First Special
Session, Chapter 9
ENACTS:
53E-4-205.3
Effective
07/01/26
, Utah Code Annotated 1953
53E-4-409
Effective
07/01/26
, Utah Code Annotated 1953
REPEALS:
53E-3-521
Effective
07/01/26
, as enacted by Laws of Utah 2020, Chapter 174
53E-4-205
Effective
07/01/26
, as last amended by Laws of Utah 2025, Chapter 142
53G-7-218
Effective
07/01/26
, as last amended by Laws of Utah 2025, Chapter 394
Be it enacted by the Legislature of the state of Utah:
Section 1. Section
53E-3-1002
is amended to read:
53E-3-1002
Effective
07/01/26
. Literacy coaching -- Professional learning.
(1)
Subject to legislative appropriations, the state board shall provide, train, and assign
literacy coaches to schools with low literacy achievement performance to provide early
literacy coaching to teachers in kindergarten through grade 3, in accordance with this
section.
(2)
The state board shall make rules, in accordance with
Title 63G, Chapter 3, Utah
Administrative Rulemaking Act
, to:
(a)
establish criteria to determine which schools qualify for early literacy coaching,
prioritizing coaching among:
(i)
schools that participate in partnerships that receive grants under
Title 53F, Chapter
5, Part 4, Partnerships for Student Success Grant Program
; and
(ii)
schools that fall within the bottom 25% of all schools in literacy achievement
performance, as the state board further defines;
(b)
establish minimum qualifications for early literacy coach positions to ensure
adequate preparation with necessary expertise;
(c)
define roles and responsibilities for a literacy coach, including:
(i)
assisting educators in analyzing data to inform instructional adjustments;
(ii)
engaging in instructional coaching cycles with educators to build capacity for
improved classroom instructional practices;
(iii)
using principles of adult learning to effectively partner with educators to
integrate professional learning into classroom practice;
(iv)
leveraging knowledge of the science of reading and evidence-based practices to
support educators in maximizing student learning;
(v)
partnering with a school's leader to support school-wide literacy goals to provide
a team of support for educators to embed the state-wide goals into instructional
plans and practice;
(vi)
delivering consistent and frequent job-embedded professional learning;
(vii)
participating actively in professional learning experiences to deepen knowledge
and skills for coaching;
and
(viii)
designing and facilitating relevant and cohesive professional learning sessions
to strengthen the implementation of these evidence-based practices with
educators; and
(ix)
beginning in the 2028-2029 school year, supporting the integration of social
studies content into literacy instruction to enhance both reading comprehension
and content knowledge, in alignment with the requirements of Section
53E-4-205.
3
;

a
n
d
(d)
establish parameters for the relationship between a literacy coach and school or LEA,
including ensuring that coaches do not engage in activities or duties unrelated to
literacy coaching, including:
(i)
serving as an evaluator, substitute teacher, clerical aid, recess or lunch aid,
behavioral therapist, tester, guidance counselor, interventionist, program manager,
or contest leader; or
(ii)
any other assignment that frequently disrupts the coach's ability to support
educators in improving instructional practice.
(3)
The state board shall:
(a)
ensure that one staff position supervises early literacy coaches statewide;
(b)
select the pool of candidates for literacy coaching positions and coordinate with
LEAs regarding interviews, final selection, and placement; and
(c)
annually review coaching placements and adjust placements as necessary, based on
the school's literacy achievement performance and the criteria established under
Subsection
(2)
.
(4)
The state board shall provide professional learning support in early literacy by:
(a)
facilitating professional learning opportunities to support literacy coaches statewide
that includes knowledge and skill development in adult learning practices,
job-embedded coaching, and family engagement;
(b)
providing professional learning regional consultants to:
(i)
support LEAs and regional education service agencies in designing, facilitating,
monitoring, and adjusting professional learning in early literacy that aligns with
the professional learning standards described in Section
53G-11-303
; and
(ii)
serve a cohort of LEAs within a geographic region of the state; and
(c)
providing statewide professional learning to support the use of collective efficacy,
including the implementation of professional learning communities and school
leadership teams through 2027.
Section 2. Section
53E-3-1004
is amended to read:
53E-3-1004
Effective
07/01/26
. Community engagement for early literacy.
(1)
The state board shall:
(a)
partner with a private business or nonprofit organization to annually provide
personal, home-use, age-appropriate printed books or digital books with
accompanying electronic reading devices to students:
(i)
who attend:
(A)
a school that participates in partnerships that receive grants under
Title 53F,
Chapter 5, Part 4, Partnerships for Student Success Grant Program
; or
(B)
a Title I school, as that term is defined in Section
53F-2-523
; and
(ii)
at a minimum, in kindergarten through grade 3; and
(b)
provide students a choice of language where possible.
(2)
The state board shall develop and promote a website that provides resources for teachers
and other educational support personnel to
:

(a)
support targeted activities and strategies for parents to support at-home reading
.
;
and
(b)
beginning in the 2028-2029 school year, integrate social studies content with literacy
instruction, supporting both early literacy goals and social studies learning objectives
described in Section
53E-4-205.3
.
(3)
The state board shall contract with one or more organizations that have expertise in
coordinating community resources to:
(a)
provide training and coaching to community, school, and parent engagement
coordinators; and
(b)
for a school that is not participating in a partnership that receives a grant under
Title
53F, Chapter 5, Part 4, Partnerships for Student Success Grant Program
:
(i)
assess the presence of existing community school infrastructure; and
(ii)
provide necessary supports for parent, community, and business engagement,
including services and coordination support.
Section 3. Section
53E-4-202
is amended to read:
53E-4-202
Effective
07/01/26
Partially Repealed
01/01/28
. Core standards for
Utah public schools -- Notice and hearing requirements.
(1)
(a)
In establishing minimum standards related to curriculum and instruction
requirements under Section
53E-3-501
, the state board shall, in consultation with
local school boards, school superintendents, teachers, employers, and parents
implement core standards for Utah public schools that will enable students to, among
other objectives:
(i)
(a)
communicate effectively, both verbally and through written communication;
(ii)
(b)
apply mathematics;
and
(iii)
(c)
access, analyze, and apply information
.
; and
(d)
understand history and government as described in Section
53G-10-302
.
(b)
(2)
Except as provided in this public education code, the state board may recommend
but may not require a local school board or charter school governing board to use:
(i)
(a)
a particular curriculum or instructional material; or
(ii)
(b)
a model curriculum or instructional material.
(2)
(3)
The state board shall, in establishing the core standards for Utah public schools:
(a)
identify the basic knowledge, skills, and competencies each student is expected to
acquire or master as the student advances through the public education system; and
(b)
align with each other the core standards for Utah public schools and the assessments
described in Section
53E-4-303
.
(3)
(4)
The basic knowledge, skills, and competencies identified
pursuant to
in
accordance with
Subsection
(2)(a)
(1)(a)
shall increase in depth and complexity from
year to year and focus on consistent and continual progress within and between grade
levels and courses in the basic academic areas of:
(a)
English, including explicit phonics, spelling, grammar, reading, writing, vocabulary,
speech, and listening;
and
(b)
mathematics, including basic computational skills
.
; and
(c)
beginning with the 2028-2029 school year, social studies, including history and
government as described in Section
53G-10-302
.
(4)
(5)
Before adopting core standards for Utah public schools, the state board shall:
(a)
publicize draft core standards for Utah public schools for the state, as a class A
notice under Section
63G-30-102
, for at least 90 days;
(b)
invite public comment on the draft core standards for Utah public schools for a
period of not less than 90 days; and
(c)
conduct three public hearings that are held in different regions of the state on the
draft core standards for Utah public schools.
(5)
(6)
LEA governing boards shall design their school programs, that are supported by
generally accepted scientific standards of evidence, to focus on the core standards for
Utah public schools with the expectation that each program will enhance or help achieve
mastery of the core standards for Utah public schools.
(6)
(7)
Except as provided in Sections
53G-10-103
and
53G-10-402
, each school may
select instructional materials and methods of teaching, that are supported by generally
accepted scientific standards of evidence, that the school considers most appropriate to
meet the core standards for Utah public schools.
(7)
(8)
The state may exit any agreement, contract, memorandum of understanding, or
consortium that cedes control of the core standards for Utah public schools to any other
entity, including a federal agency or consortium, for any reason, including:
(a)
the cost of developing or implementing the core standards for Utah public schools;
(b)
the proposed core standards for Utah public schools are inconsistent with community
values; or
(c)
the agreement, contract, memorandum of understanding, or consortium:
(i)
was entered into in violation of Chapter 3, Part 8, Implementing Federal or
National Education Programs, or Title 63J, Chapter 5, Federal Funds Procedures
Act;
(ii)
conflicts with Utah law;
(iii)
requires Utah student data to be included in a national or multi-state database;
(iv)
requires records of teacher performance to be included in a national or multi-state
database; or
(v)
imposes curriculum, assessment, or data tracking requirements on home school or
private school students.
(8)
(9)
The state board shall:
(a)
submit a report in accordance with Section
53E-1-203
on the development and
implementation of the core standards for Utah public schools, including the time line
established for the review of the core standards for Utah public schools; and
(b)
ensure that the report described in Subsection
(8)(a)
(9)(a)
includes the time line
established for the review of the core standards for Utah public schools by a
standards
review
advisory
committee and the recommendations of a standards
review
advisory
committee established under Section
53E-4-203
.
Section 4. Section
53E-4-204
is amended to read:
53E-4-204
Effective
07/01/26
. Standards and graduation requirements.
(1)
The state board shall establish rigorous core standards for Utah public schools and
graduation requirements under Section
53E-3-501
for grades 9 through 12 that:
(a)
are consistent with state law and federal regulations;
(b)
use competency-based standards and assessments;
(c)
include instruction that stresses general financial literacy from basic budgeting to
financial investments, including bankruptcy education and a general financial literacy
test-out option;
(d)
include graduation requirements in language arts, mathematics, and science that
exceed:
(i)
3.0 units in language arts including up to 0.5 units emphasizing verbal
communication completed in a course or a school sponsored activity;
(ii)
2.0 units in mathematics; and
(iii)
and 2.0 units in science;
and
(e)
include a graduation requirement in social studies that is equal to or exceeds 3.5
units, including at least 1.0 unit in American constitutional government and
citizenship as described in Section
53E-4-205.2
;
(e)
include a graduation requirement in social studies that is equal to or exceeds 3.5
units, including:
(i)
at least 1.0 unit in American constitutional government and citizenship as
described in Section
53E-4-205.2
, consisting of two distinct semester courses that
may not be duplicated to satisfy the requirement; and
(ii)
at least 1.0 unit in United States history, consisting of two distinct semester
courses that may not be duplicated to satisfy the requirement; and
(f)
ensure up to 0.5 units
of the 1.0 unit in American constitutional government and
citizenship
described in Subsection
(1)(e)
(1)(e)(i)
may be earned by:
(i)
completing a course or a school sponsored activity emphasizing verbal
communication provided that a significant portion of the course or activity is
dedicated to civic education, including:
(A)
policy analysis;
(B)
governmental systems; and
(C)
civic engagement; or
(ii)
participation in the Junior Reserve Officers' Training Corps described in 10 U.S.C
.

Sec. 2031.
(2)
The state board shall establish competency-based standards and assessments for elective
courses.
(3)
The state board shall study requiring all LEAs to issue a high school diploma to students
who receive:
(a)
an associate's degree with at least 60 credit hours from an accredited post-secondary
institution; or
(b)
an industry certification with at least 500 hours of instruction from a business, trade
association, or other industry group in accordance with Section
53E-3-501
.
Section 5. Section
53E-4-205.3
is enacted to read:
53E-4-205.3
Effective
07/01/26
. Elementary social studies e
ducation.
(1)
As used in this section:
(a)
"Elementary grades" or "elementary grade level" means kindergarten through grade 6.
(b)
"Integrated instruction" means teaching that purposefully connects social studies
content with other subject areas.
(c)
"Social studies" means the integrated study of history, geography, civics, and
economics as outlined in the state board's standards for social studies.
(2)
The board shall make rules in accordance with Title 63G, Chapter 3, Utah
Administrative Rulemaking Act, establishing standards to ensure that LEAs provide
regular social studies instruction in each elementary grade level.
(3)
The state superintendent shall:
(a)
develop guidelines for integrating, where appropriate, social studies instruction with
English language arts and mathematics;
(b)
develop and maintain a repository of social studies instructional materials and
resources;
(c)
establish criteria for qualifying integrated instruction; and
(d)
develop methods to measure student progress in social studies learning.
(4)
An LEA shall:
(a)
ensure that students in elementary grades receive regular social studies instruction
required in Subsection
(2)
;
(b)
in accordance with Section
53G-10-304
, adopt social studies curricula that meet state
standards;
(c)
ensure all elementary students have access to appropriate social studies materials;
(d)
provide resources to support integrated instruction;
(e)
ensure that elementary teachers receive ongoing professional development in social
studies instruction, including integrated instruction;
(f)
regularly assess student progress in social studies; and
(g)
use data to inform instruction and support.
(5)
An LEA shall implement all requirements of this section by July 1, 2031.
(6)
Upon request, the board shall report to the Education Interim Committee on
implementation progress and initial outcomes.
Section 6. Section
53E-4-303
is amended to read:
53E-4-303
Effective
07/01/26
. Utah standards assessments -- Administration --
Advisory committee.
(1)
As used in this section
,
:

(a)
"computer
"Computer
adaptive assessment" means an assessment that measures the
range of a student's ability by adapting to the student's responses, selecting more
difficult or less difficult questions based on the student's responses.
(b)
"Founding document" means a document described in Subsections
53E-4-205.2
and
53G-10-302(4)
.
(2)
The state board shall:
(a)
adopt a standards assessment that:
(i)
measures a student's proficiency in:
(A)
mathematics for students in each of grades 3 through 8 until July 1, 2026, and
3 through 10 after July 1, 2026;
(B)
English language arts for students in each of grades 3 through 8 until July 1,
2026, and 3 through 10 after July 1, 2026;
(C)
science for students in each of grades 4 through 8 until July 1, 2026, and 4
through 10 after July 1, 2026; and
(D)
writing for students in at least grades 5 and 8; and
(ii)
except for the writing measurement described in Subsection
(2)(a)(i)(D)
, is a
computer adaptive assessment;
and
(b)
ensure that an assessment described in Subsection
(2)(a)
is:
(i)
a criterion referenced assessment;
(ii)
administered online;
(iii)
aligned with the core standards for Utah public schools; and
(iv)
adaptable to personalized, competency-based learning, as that term is defined in
Section
53F-5-501
.
; and
(c)
beginning on or after the 2028-2029 school year, the board shall establish a timeline
to incorporate questions derived from primary source documents and founding
documents into the English language arts assessment described in Subsection
(2)(a)(i)(B)
.
(3)
A school district or charter school shall annually administer the standards assessment
adopted by the state board under Subsection
(2)
to all students in the subjects and grade
levels described in Subsection
(2)
.
(4)
(a)
Except as provided in Subsection
(4)(b)
, a student's score on the standards
assessment adopted under Subsection
(2)
may not be considered in determining:
(i)
the student's academic grade for a course; or
(ii)
whether the student may advance to the next grade level.
(b)
A teacher may use a student's score on the standards assessment adopted under
Subsection
(2)
to improve the student's academic grade for or demonstrate the
student's competency within a relevant course.
(5)
(a)
The state board shall establish a committee consisting of 15 parents of Utah public
education students to review all standards assessment questions.
(b)
The committee established in Subsection
(5)(a)
shall include the following parent
members:
(i)
five members appointed by the chair of the state board;
(ii)
five members appointed by the speaker of the House of Representatives or the
speaker's designee; and
(iii)
five members appointed by the president of the Senate or the president's designee.
(c)
The state board shall provide staff support to the parent committee.
(d)
The term of office of each member appointed in Subsection
(5)(b)
is four years.
(e)
The chair of the state board, the speaker of the House of Representatives, and the
president of the Senate shall adjust the length of terms to stagger the terms of
committee members so that approximately half of the committee members are
appointed every two years.
(f)
No member may receive compensation or benefits for the member's service on the
committee.
Section 7. Section
53E-4-409
is enacted to read:
53E-4-409
Effective
07/01/26
. Open educational resources -- Development and
implementation.
(1)
As used in this section:
(a)
"Open educational resources" means teaching, learning, and research materials that
are in the public domain or released under an open license that permits free use,
adaptation, and distribution.
(b)
"Utah core standards" means the standards described in Section
53E-4-202
.
(2)
Notwithstanding any other provision in this part, and subject to legislative
appropriation, the state superintendent shall:
(a)
develop comprehensive open educational resources that:
(i)
may include resources for grades kindergarten through grade 12;
(ii)
align with Utah core standards;
(iii)
are age appropriate for the grade level in which the materials are developed;
(iv)
reflect Utah values as described in Section
53G-10-204
;
(v)
provide accessibility to students with disabilities in compliance with federal and
state law;
(vi)
are available in digital and, where appropriate, print formats;
(vii)
do not contain obscene or harmful material;
(viii)
are age appropriate for the grade level; and
(ix)
promote American values and civic understanding.
(b)
ensure the open educational resources may include:
(i)
comprehensive instructional materials for all core subject areas;
(ii)
teacher resources;
(iii)
student materials and resources;
(iv)
implementation guides to support LEAs in the adoption and use of the materials;
(c)
establish quality standards and review processes for materials developed under this
section;
(d)
ensure that:
(i)
the state owns all intellectual property rights, including copyright, in the open
educational resources developed under this section; and
(ii)
the open educational resources are openly licensed under a Creative Commons or
equivalent license to allow an LEA to use, adapt, customize, and distribute the
materials without charge;
(e)
make the open educational resources available through a centralized digital platform
accessible to all LEAs and the public; and
(f)
ensure that the open educational resources developed under this section are clearly
labeled and identified as open educational resources in all formats and platforms to
provide transparency to parents and other stakeholders.
(3)
In identifying, contracting, and developing open educational resources under this
section, the state superintendent shall:
(a)
consult with LEAs, teachers, curriculum specialists, and other education stakeholders;
(b)
establish an advisory committee that:
(i)
includes individuals representing:
(A)
LEAs;
(B)
parents;
(C)
teachers;
(D)
curriculum specialists; and
(E)
other education stakeholders; and
(ii)
reviews all open educational resources before the resources are made available for
LEA adoption;
(iii)
provide opportunities for public comment on draft open educational resources
before final release;
(c)
establish timelines for phased development and implementation; and
(d)
ensure ongoing review and updates to maintain alignment with Utah core standards
and educational best practices.
(4)
(a)
The state board may not require an LEA to adopt or use the open educational
resources developed under this section.
(b)
An LEA that chooses to adopt the open educational resources developed under this
section shall use the LEA's existing curriculum approval process.
(5)
(a)
The state board shall make rules in accordance with Title 63G, Chapter 3, Utah
Administrative Rulemaking Act to implement this section.
(b)
Upon request, report to the Education Interim Committee regarding the progress and
implementation of this section.
Section 8. Section
53G-10-302
is amended to read:
53G-10-302
Effective
07/01/26
. Instruction in American history and
government -- Study and posting of American heritage documents.
(1)
As used in this section
,
:
(a)
"American experiment in self-governance and United States founding principles"
means the unique characteristics and achievements of the United States, including:
(i)
the nation's founding principles of individual liberty, limited government, and
natural rights;
(ii)
the enduring strength and adaptability of the United States Constitution;
(iii)
the protection of individual freedoms and religious liberty;
(iv)
supporting and preserving the family;
(v)
economic prosperity through free market capitalism and entrepreneurship;
(vi)
the promotion of human rights and representative self-government globally; and
(vii)
the contributions of American innovation, culture, and civil society to human
progress and flourishing.
(b)
"Communism" means a system of government, governance, or political theory that
has historically resulted in widespread human rights abuses, economic failure, and
totalitarian oppression, characterized by:
(i)
collective or state ownership of property and the means of production;
(ii)
centralized economic planning;
(iii)
single-party authoritarian rule;
(iv)
practices that are destructive to the family structure and function; or
(v)
suppression of individual rights and liberties in favor of collective goals.
(c)
"Ten Commandments" means the Decalogue, known as the Ten Commandments, as
recorded in the Hebrew Scriptures in Exodus 20:2-17 and Deuteronomy 5:6-21.
(2)
The Legislature recognizes that a proper understanding of American history and
government is essential to good citizenship, and that the public schools are the primary
public institutions charged with responsibility for assisting children and youth in gaining
that understanding.
(3)
(a)
The
In accordance with Section
53G-10-204
, the
state board and local school
boards shall periodically review school curricula and activities to ensure that
effective instruction in American history and government is taking place in the public
schools.
(b)
The boards shall solicit public input as part of the review process.
(c)
The state board shall ensure instruction in American history and government for
students occurs as appropriate and includes a study of:
(i)
forms of government, such as a republic, a pure democracy, a monarchy, and an
oligarchy;
(ii)
political philosophies and economic systems, such as socialism, communism,
individualism, and free market capitalism;
(iii)
the United States' form of government, a compound constitutional republic;
(iv)
the roles and responsibilities of government officials, including all state and
locally elected officials;
(v)
the voting process and election laws of this state, including the caucus and
convention system;
(vi)
the purpose and benefits of the Electoral College system in presidential elections,
including:
(A)
how the system protects state sovereignty;
(B)
ensures broad geographic representation; and
(C)
maintains the federal nature of the republic;
(vii)
the eligibility requirements to run for elected office at the federal, state, and
local levels; and
(viii)
the elected officials who represent students at each level of government.
(d)
Beginning in the 2028-2029 school year, the state board shall ensure that social
studies core standards for students in secondary grades include comparative
instruction on government systems, including communism, with the state board
determining the specific grades and frequency of instruction within secondary grades,
that:
(i)
compare and contrast the government systems described in Subsection
(3)(c)
with
communism and other autocratic government systems, such as:
(A)
fascist governments, including World War II-era regimes; and
(B)
ancient autocracies, including absolute monarchies;
(ii)
include instruction on the American experiment in self-governance and United
States founding principles, including why the Founders rejected pure democracy,
including ancient Greek examples;
(iii)
include instruction on the fundamental characteristics of communism, including
state control of information and media;
(iv)
include instruction on the history and tactics of communist movements in the
United States, including:
(A)
the spread of communist ideology during the 20th century;
(B)
efforts to infiltrate American institutions; and
(C)
the response of the United States government and civil society to communist
movements;
(v)
include instruction on historical crimes, human rights violations, and economic
failures caused by communist regimes, including:
(A)
the Cultural Revolution in China;
(B)
the Holodomor in Ukraine;
(C)
the Great Terror in the Soviet Union;
(D)
the Cambodian genocide under the Khmer Rouge;
(E)
the human rights violations and economic failures of the Cuban communist
regime;
(F)
the violence and destabilization caused by communist guerrilla movements in
Latin America; and
(G)
the systematic persecution of religious groups and suppression of religious
practice under communist regimes; and
(vi)
include comparative outcomes demonstrating the benefits of constitutional
republicanism through comparison with communist, pure democratic, and other
autocratic systems, including:
(A)
economic prosperity and innovation;
(B)
protection of human rights and individual freedoms;
(C)
political stability and peaceful transfer of power;
(D)
quality of life and opportunity for citizens; and
(E)
contributions to global peace and prosperity.
(e)
Beginning in the 2028-2029 school year, and in accordance with Subsection
(8)
, the
state board shall ensure instruction in American history and government for students
occurs as appropriate and includes a study of the historical and philosophical context
in which the founding documents were created, with the state board determining the
specific grades and frequency of instruction within grades 3 through 12, including:
(i)
analysis of religious and philosophical references contained in founding
documents, including:
(A)
the reference in the Declaration of Independence to "Nature's God," "Creator,"
"Supreme Judge of the world," and "divine Providence";
(B)
religious and philosophical influences on concepts of natural rights and
limited government as reflected in primary source documents from the
founding era;
(C)
the debates over religious liberty and the relationship between religion and
government as reflected in founding era documents, including writings on the
First Amendment;
(D)
specific passages from the text described in Subsection
(4)(m)
that are cited or
alluded to in founding documents;
(E)
narratives and concepts from the text described in Subsection
(4)(m)
that
shaped colonial American political thought;
(F)
the use of language and imagery from the text described in Subsection
(4)(m)

in political rhetoric of the founding era and throughout American history; and
(G)
influences of the text described in Subsection
(4)(m)
on concepts of covenant,
law, justice, and liberty in American constitutional thought;
(ii)
comparative analysis of the philosophical traditions described in Subsection
53E-4-205.2(2)(a)
, and additional philosophical traditions, including
Enlightenment philosophy, Protestant and Catholic thought, deism, and natural
law theory; and
(iii)
the development of American principles of religious liberty, including:
(A)
the First Amendment's protections for religious exercise and prohibitions on
religious establishment; and
(B)
state constitutional provisions on religious liberty.
(c)
Instruction in American history and government shall include a study of:
(i)
forms of government, such as a republic, a pure democracy, a monarchy, and an
oligarchy;
(ii)
political philosophies and economic systems, such as socialism, individualism,
and free market capitalism; and
(iii)
the United States' form of government, a compound constitutional republic.
(4)
School curricula and activities shall include a thorough study of historical documents
and principles such as
described in Subsection
53E-4-205.2(3)
, and beginning in the
2028-2029 school year, may include the following additional historical documents and
principles
:
(a)
the Declaration of Independence;
(b)
the United States Constitution;
(c)
(a)
the national motto;
(d)
(b)
the pledge of allegiance;
(e)
(c)
the national anthem;
(d)
the entirety of George Washington's Farewell Address;
(f)
the Mayflower Compact;
(g)
the writings, speeches, documents, and proclamations of the Founders and the
Presidents of the United States;
(h)
organic documents from the pre-Colonial, Colonial, Revolutionary, Federalist, and
post Federalist eras;
(e)
Frederick Douglass's speeches, including:
(i)
"What to the Slave is the Fourth of July," delivered July 5, 1852; and
(ii)
"What the Black Man Wants," delivered January 26, 1865;
(f)
selected passages from the Anti-Federalist Papers and the Federalist Papers,
including Federalist Papers No. 10 and No. 51;
(i)
(g)
United States Supreme Court decisions;
(j)
(h)
the Ten Commandments;
(k)
(i)
the Magna Carta;
(l)
(j)
Acts of the United States Congress, including the published text of the
Congressional Record;
and
(m)
(k)
United States treaties
.
;
(l)
excerpts from Alexis de Tocqueville's Democracy in America;
(m)
the Bible, including the Hebrew Scriptures and New Testament, as literary and
historical texts that have influenced American constitutional history, civic thought,
and cultural development; and
(n)
when teaching Utah history, an LEA may include study of religious beliefs and texts
that influenced the state's early founders and the state's history.
(5)
To increase student understanding of, and familiarity with, American historical
documents, public schools may display historically important excerpts from, or copies
of, those documents in school classrooms and common areas as appropriate.
(6)
There shall be no content-based censorship of American history and heritage documents
referred to in this section due to their religious or cultural nature.
(7)
Public schools shall display "In God we trust," which is declared in 36 U.S.C.
Sec.
302
to be the national motto of the United States, in one or more prominent places within
each school building.
(8)
An LEA shall ensure instruction provided under Subsections
(4)(m)
, (4)(n), and (3)(e):
(a)
focuses on religious texts' literary forms, historical context, and documented
influence on American civic thought and the state's founding history rather than on
theological or doctrinal questions;
(b)
may use multiple translations of religious texts for comparative literary and historical
analysis; and
(c)
acknowledges diverse interpretations of religious texts and their application to
political thought and founding history.
(9)
The state board shall ensure that each review and revision of social studies core
standards includes the requirements of this section.
(10)
Nothing in this section prohibits an LEA from exceeding the minimum standards
established by the state board under this section.
Section 9. Section
53G-10-307
is amended to read:
53G-10-307
Effective
07/01/26
. Art or fine arts education -- Definition -- Credit
requirements.
(1)
As used in this section,

"art" or "fine arts" means:
(a)
courses, instruction, or experiences in visual arts, music, dance, or theater;
(b)
courses, instruction, or experiences in applied crafts and technical arts that
incorporate artistic elements, including:
(i)
woodworking;
(ii)
metalworking and welding;
(iii)
traditional handcrafts;
(iv)
architectural trades, including carpentry, plumbing, masonry, and stonework;
(v)
automotive design and customization;
(vi)
electrical and electrician work;
(vi)
(vii)
digital design and animation; or
(vii)
(viii)
other similar courses that combine technical skill with artistic expression;
and
(c)
other forms of creative or interpretive expression as an LEA determines.
(2)
For purposes of meeting art or fine arts credit requirements the state board establishes,
the
an
LEA shall
accept for an art or fine arts credit any
accept a
course listed in
Subsection
(1)
that
meets the LEA's art or fine arts credit requirements if the course
:
(a)
incorporates artistic or creative elements in the curriculum;
(b)
includes instruction in principles of design, form, or aesthetic expression; and
(c)
provides students opportunities for creative expression and artistic application of
technical skills.
(3)
Nothing in this section:
(a)
prevents an LEA from:
(i)
establishing the LEA's own additional criteria for
artistic and creative elements in
courses accepted for fine arts credit
courses accepted for fine arts credit
; or
(ii)
offering additional courses for fine arts credit; or
(b)
requires an LEA to offer all courses listed in Subsection
(1)
.
Section 10. Section
63I-2-253
is amended to read:
63I-2-253
Effective
07/01/26
. Repeal dates: Titles 53 through 53G.
(1)
Title
53, Chapter 2c
, COVID-19 Health and Economic Response Act, is repealed July 1,
2026.
(2)
Section
53-22-104.1
, School Security Task Force -- Membership -- Duties -- Per diem --
Report -- Expiration, is repealed December 31, 2025.
(3)
Section
53-22-104.2
, The School Security Task Force -- Education Advisory Board, is
repealed December 31, 2025.
(4)
Section
53-25-103
, Airport dangerous weapon possession reporting requirements, is
repealed December 31, 2031.
(5)
Subsection
53-25-602(4)(b)
, regarding the rights of a peace officer placed onto a
prosecution agency's Brady identification system before May 7, 2025, is repealed
December 1, 2025.
(6)
Subsection
53-29-302(2)(b)(ii)
, regarding the requirement for the Department of
Corrections to submit the results of risk assessments for sex offenders to the State
Commission on Criminal and Juvenile Justice, is repealed January 1, 2030.
(7)
Section
53E-4-204.1
, regarding ethnic studies core standards and curriculum
requirements, is repealed July 1, 2026.
(7)
(8)
Subsection
53E-3-501(7)(e)(ii)
, regarding a report on the packet method, is
repealed July 1, 2028.
(8)
(9)
Subsection
53F-2-504(6)
, regarding a report on the Salary Supplement for Highly
Needed Educators, is repealed July 1, 2026.
(9)
(10)
Section
53F-5-221
, Management of energy and water use pilot program, is
repealed July 1, 2028.
(10)
(11)
Section
53F-5-222
, Mentoring and Supporting Teacher Excellence and
Refinement Pilot Program, is repealed July 1, 2028.
(11)
(12)
Section
53F-5-223
, Stipends for Future Educators Grant Program, is repealed
July 1, 2028.
(12)
(13)
Subsection
53G-11-502(1)
, regarding implementation of the educator evaluation
process, is repealed July 1, 2029.
(13)
(14)
Section
53G-11-506
, Establishment of educator evaluation program -- Joint
committee, is repealed July 1, 2029.
(14)
(15)
Section
53G-11-507
, Components of educator evaluation program, is repealed
July 1, 2029.
(15)
(16)
Section
53G-11-508
, Summative evaluation timelines -- Review of summative
evaluations, is repealed July 1, 2029.
(16)
(17)
Section
53G-11-509
, Mentor for provisional educator, is repealed July 1, 2029.
(17)
(18)
Section
53G-11-510
, State board to describe a framework for the evaluation of
educators, is repealed July 1, 2029.
(18)
(19)
Section
53G-11-511
, Rulemaking for privacy protection, is repealed July 1, 2029.
(19)
(20)
Subsection
53G-11-520(1)
, regarding optional alternative educator evaluation
processes, is repealed July 1, 2029.
(20)
(21)
Subsection
53G-11-520(2)
, regarding an exception from educator evaluation
process requirements, is repealed July 1, 2029.
Section 11.
Repealer.
Requirements for early mathematics plan.
American civics education initiative for adult education.
Establishment of early learning plan.
Section 12.
Effective Date.
This bill takes effect on
July 1, 2026
.
3-10-26 11:05 AM