An Act Relating to Early Literacy Instruction and Classroom Discipline in Public Schools; to Be Known as the Texas Reading Excellence and Classroom Safety Act. Be it enacted by the Legislature of the State of Texas: Section 1. Short Title This Act may be cited as the “Texas Reading Excellence and Classroom Safety Act.” Section 2. Findings and Purpose The Legislature finds that learning to read well in the early grades is the key to success in school and in life. Too many Texas students are not reading at grade level, which creates long-term problems in learning and achievement. Strong evidence supports what works. The National Reading Panel reviewed hundreds of studies and concluded that explicit, systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension produces the strongest reading gains for children, especially those who struggle. Recent research confirms that structured phonics-based programs are significantly more effective than approaches that rely on guessing words from pictures or context. Mississippi provides a clear success story. In 2013, the state passed the Literacy-Based Promotion Act, requiring science-of-reading instruction, teacher training, early screening, intensive help for struggling readers, and a requirement that third graders show they can read at grade level before moving to fourth grade. As a result, Mississippi’s fourth-grade reading scores on national tests improved dramatically—moving the state from near the bottom to much higher rankings. Studies show these changes led to gains of about 0.14 to 0.23 standard deviations in reading achievement, with retained students who received extra support later outperforming similar students who had been promoted without mastering the skills. Orderly classrooms are also essential. When teachers can quickly address disruptions and maintain focus, students learn more and behave better. Research shows that clear disciplinary authority combined with positive behavior supports improves academic performance and reduces lost instructional time. The purpose of this Act is to: (A) Require public schools to teach reading using proven, structured methods based on the science of reading. (B) Ensure teachers receive proper training in these methods. (C) Screen all young students early for reading problems and provide intensive help when needed. (D) Require students to demonstrate grade-level reading before advancing from third to fourth grade, with strong support for those who need to repeat the year. (E) Give teachers stronger tools to keep classrooms orderly and focused on learning. Section 3. Reading Instruction Requirements Beginning with the 2026–2027 school year: (a) All reading instruction in kindergarten through third grade must use structured, explicit, systematic methods aligned with the science of reading. This includes teaching phonemic awareness, phonics, fluency, vocabulary, and comprehension in a clear, step-by-step way. (b) Methods that encourage guessing words using pictures, sentence context, or the first letter (such as three-cueing systems) are prohibited. (c) The state will approve and provide high-quality reading curricula and materials that meet these standards. Section 4. Teacher Training (a) Every kindergarten through third-grade teacher must complete approved training in the science of reading and structured literacy practices within two years of this law taking effect or within their first two years of teaching. (b) The state will offer or approve training programs, including hands-on coaching and continued support. (c) Teacher preparation programs must include science-of-reading standards for new teachers. Section 5. Early Screening and Extra Help (a) Every school district must give all kindergarten through third-grade students reading screeners at least three times a year. (b) Students who show reading difficulties must receive an Individual Reading Plan with intensive daily help, including at least 90 minutes of targeted instruction, frequent progress checks, small-group or one-on-one support, literacy coaches when possible, and summer reading programs. (c) Parents must be kept informed and involved. Section 6. Third-Grade Reading Requirement Beginning with students in the 2027–2028 school year: (a) A student cannot move from third grade to fourth grade unless they demonstrate grade-level reading proficiency on the state reading test. (b) Proficiency means meeting or exceeding the level set by state rules (equivalent to “approaches grade level” or better, with appropriate rigor). (c) Students who do not meet the standard will repeat third grade and receive intensive accelerated instruction, including: (1) A personalized plan; (2) Assignment to a highly effective teacher; (3) Daily targeted reading help; (4) Regular progress monitoring. (d) Limited good-cause exemptions are allowed for students with limited English proficiency receiving proper services, students with certain disabilities, students who have already repeated third grade twice, or other narrow cases set by state rules. (e) Parents will receive written notice of any retention decision and have the right to appeal. Section 7. Classroom Discipline Improvements (a) Teachers have primary authority to manage classroom behavior. (b) A teacher may remove a student from class for serious disruption, threats, danger to others, or behavior that interferes with learning, with immediate review by school administrators and placement in a supervised setting. (c) Repeated serious disruptions will lead to stronger interventions, such as behavior plans, in-school suspension, or alternative placement. (d) School districts must use evidence-based positive behavior programs to teach and reinforce good conduct, while training staff in de-escalation and support for students who need extra help with behavior. Section 8. Funding and Reporting The state will provide funding to cover teacher training, screening tools, extra reading support, literacy coaches, and related programs. The state education agency will report annually to the Legislature on how the law is working, including student reading improvements, retention numbers, and classroom discipline outcomes. Section 9. Severability If any part of this Act is found invalid, the rest remains in effect. Section 10. Effective Date This Act takes effect March 1, 2026, and applies beginning with the 2026–2027 school year.