HB 312

Enrolled Copy  H.B. 312
1School Curriculum and Standards Modifications
                                       2026 GENERAL SESSION
                                           STATE OF UTAH
                                      Chief Sponsor: Tiara Auxier
                                     Senate Sponsor: Lincoln Fillmore
2
3  LONG TITLE
4  General Description:
5      This bill modifies requirements for social studies education and establishes open education
6  resources.
7  Highlighted Provisions:
8      This bill:
9      ▸ requires the state superintendent to identify and develop high-quality open educational
10  resource instructional materials;
11      ▸ requires social studies instruction on American self-governance and comparative
12  government systems;
13      ▸ requires instruction from documents influencing America's founding and literary thought;
14      ▸ requires sourcing of English language arts assessment passages from primary source
15  documents where appropriate;
16      ▸ requires instruction on the roles and responsibilities of government officials;
17      ▸ allows local education agencies to determine whether applied crafts and technical arts
18  courses meet fine arts credit requirements;
19      ▸ requires American constitutional government and citizenship to be taught as two distinct
20  semester courses;
21      ▸ requires United States history to be taught as two distinct semester courses;
22      ▸ prohibits students from taking the same semester course twice to meet graduation
23  requirements;
24      ▸ requires literacy coaches to support the integration of social studies content into literacy
25  instruction;
26      ▸ requires regular social studies instruction for elementary grades;
27      ▸ allows social studies instruction to be delivered through integrated instruction with
H.B. 312  Enrolled Copy
28   English language arts and mathematics;
29▸ requires implementation of elementary social studies requirements by July 1, 2031;
30▸ repeals an adult education citizenship test and certain required plans;
31▸ defines terms; and
32▸ makes technical changes.
33   Money Appropriated in this Bill:
34None
35   Other Special Clauses:
36This bill provides a special effective date.
37   Utah Code Sections Affected:
38   AMENDS:
3953E-3-1002 (Effective 07/01/26), as enacted by Laws of Utah 2022, Chapter 285
4053E-3-1004 (Effective 07/01/26), as enacted by Laws of Utah 2022, Chapter 285
4153E-4-202 (Effective 07/01/26) (Partially Repealed 01/01/28), as last amended by Laws
42of Utah 2024, Third Special Session, Chapter 5
4353E-4-204 (Effective 07/01/26), as last amended by Laws of Utah 2025, Chapter 142
4453E-4-303 (Effective 07/01/26), as last amended by Laws of Utah 2025, Chapter 289
4553G-10-302 (Effective 07/01/26), as last amended by Laws of Utah 2024, Chapter 452
4653G-10-307 (Effective 07/01/26), as enacted by Laws of Utah 2025, Chapter 478
4763I-2-253 (Effective 07/01/26), as last amended by Laws of Utah 2025, First Special
48Session, Chapter 9
49   ENACTS:
5053E-4-205.3 (Effective 07/01/26), Utah Code Annotated 1953
5153E-4-409 (Effective 07/01/26), Utah Code Annotated 1953
52   REPEALS:
5353E-3-521 (Effective 07/01/26), as enacted by Laws of Utah 2020, Chapter 174
5453E-4-205 (Effective 07/01/26), as last amended by Laws of Utah 2025, Chapter 142
5553G-7-218 (Effective 07/01/26), as last amended by Laws of Utah 2025, Chapter 394
56
57   Be it enacted by the Legislature of the state of Utah:
58Section 1. Section 53E-3-1002 is amended to read:
5953E-3-1002 (Effective 07/01/26). Literacy coaching -- Professional learning.
60   (1) Subject to legislative appropriations, the state board shall provide, train, and assign
61literacy coaches to schools with low literacy achievement performance to provide early
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62      literacy coaching to teachers in kindergarten through grade 3, in accordance with this
63      section.
64  (2) The state board shall make rules, in accordance with Title 63G, Chapter 3, Utah
65      Administrative Rulemaking Act, to:
66      (a) establish criteria to determine which schools qualify for early literacy coaching,
67prioritizing coaching among:
68(i) schools that participate in partnerships that receive grants under Title 53F, Chapter
695, Part 4, Partnerships for Student Success Grant Program; and
70(ii) schools that fall within the bottom 25% of all schools in literacy achievement
71performance, as the state board further defines;
72      (b) establish minimum qualifications for early literacy coach positions to ensure
73adequate preparation with necessary expertise;
74      (c) define roles and responsibilities for a literacy coach, including:
75(i) assisting educators in analyzing data to inform instructional adjustments;
76(ii) engaging in instructional coaching cycles with educators to build capacity for
77improved classroom instructional practices;
78(iii) using principles of adult learning to effectively partner with educators to
79integrate professional learning into classroom practice;
80(iv) leveraging knowledge of the science of reading and evidence-based practices to
81support educators in maximizing student learning;
82(v) partnering with a school's leader to support school-wide literacy goals to provide
83a team of support for educators to embed the state-wide goals into instructional
84plans and practice;
85(vi) delivering consistent and frequent job-embedded professional learning;
86(vii) participating actively in professional learning experiences to deepen knowledge
87and skills for coaching;[ and]
88(viii) designing and facilitating relevant and cohesive professional learning sessions
89to strengthen the implementation of these evidence-based practices with
90educators; and
91(ix) beginning in the 2028-2029 school year, supporting the integration of social
92studies content into literacy instruction to enhance both reading comprehension
93and content knowledge, in alignment with the requirements of Section 53E-4-205.
943; and
95      (d) establish parameters for the relationship between a literacy coach and school or LEA,
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96including ensuring that coaches do not engage in activities or duties unrelated to
97literacy coaching, including:
98(i) serving as an evaluator, substitute teacher, clerical aid, recess or lunch aid,
99behavioral therapist, tester, guidance counselor, interventionist, program manager,
100or contest leader; or
101(ii) any other assignment that frequently disrupts the coach's ability to support
102educators in improving instructional practice.
103   (3) The state board shall:
104(a) ensure that one staff position supervises early literacy coaches statewide;
105(b) select the pool of candidates for literacy coaching positions and coordinate with
106LEAs regarding interviews, final selection, and placement; and
107(c) annually review coaching placements and adjust placements as necessary, based on
108the school's literacy achievement performance and the criteria established under
109Subsection (2).
110   (4) The state board shall provide professional learning support in early literacy by:
111(a) facilitating professional learning opportunities to support literacy coaches statewide
112that includes knowledge and skill development in adult learning practices,
113job-embedded coaching, and family engagement;
114(b) providing professional learning regional consultants to:
115(i) support LEAs and regional education service agencies in designing, facilitating,
116monitoring, and adjusting professional learning in early literacy that aligns with
117the professional learning standards described in Section 53G-11-303; and
118(ii) serve a cohort of LEAs within a geographic region of the state; and
119(c) providing statewide professional learning to support the use of collective efficacy,
120including the implementation of professional learning communities and school
121leadership teams through 2027.
122Section 2. Section 53E-3-1004 is amended to read:
12353E-3-1004 (Effective 07/01/26). Community engagement for early literacy.
124   (1) The state board shall:
125(a) partner with a private business or nonprofit organization to annually provide
126personal, home-use, age-appropriate printed books or digital books with
127accompanying electronic reading devices to students:
128(i) who attend:
129(A) a school that participates in partnerships that receive grants under Title 53F,
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130Chapter 5, Part 4, Partnerships for Student Success Grant Program; or
131(B) a Title I school, as that term is defined in Section 53F-2-523; and
132(ii) at a minimum, in kindergarten through grade 3; and
133      (b) provide students a choice of language where possible.
134  (2) The state board shall develop and promote a website that provides resources for teachers
135      and other educational support personnel to:
136      (a) support targeted activities and strategies for parents to support at-home reading[.] ;
137and
138      (b) beginning in the 2028-2029 school year, integrate social studies content with literacy
139instruction, supporting both early literacy goals and social studies learning objectives
140described in Section 53E-4-205.3.
141  (3) The state board shall contract with one or more organizations that have expertise in
142      coordinating community resources to:
143      (a) provide training and coaching to community, school, and parent engagement
144coordinators; and
145      (b) for a school that is not participating in a partnership that receives a grant under Title
14653F, Chapter 5, Part 4, Partnerships for Student Success Grant Program:
147(i) assess the presence of existing community school infrastructure; and
148(ii) provide necessary supports for parent, community, and business engagement,
149including services and coordination support.
150Section 3. Section 53E-4-202 is amended to read:
15153E-4-202 (Effective 07/01/26) (Partially Repealed 01/01/28). Core standards for
152  Utah public schools -- Notice and hearing requirements.
153  (1)[(a)] In establishing minimum standards related to curriculum and instruction
154      requirements under Section 53E-3-501, the state board shall, in consultation with
155      local school boards, school superintendents, teachers, employers, and parents
156      implement core standards for Utah public schools that will enable students to, among
157      other objectives:
158[(i)] (a) communicate effectively, both verbally and through written communication;
159[(ii)] (b) apply mathematics; [and]
160[(iii)] (c) access, analyze, and apply information[.] ; and
161(d) understand history and government as described in Section 53G-10-302.
162  [(b)] (2) Except as provided in this public education code, the state board may recommend
163      but may not require a local school board or charter school governing board to use:
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164[(i)] (a) a particular curriculum or instructional material; or
165[(ii)] (b) a model curriculum or instructional material.
166   [(2)] (3) The state board shall, in establishing the core standards for Utah public schools:
167(a) identify the basic knowledge, skills, and competencies each student is expected to
168acquire or master as the student advances through the public education system; and
169(b) align with each other the core standards for Utah public schools and the assessments
170described in Section 53E-4-303.
171   [(3)] (4) The basic knowledge, skills, and competencies identified [pursuant to] in
172accordance with Subsection [(2)(a)] (1)(a) shall increase in depth and complexity from
173year to year and focus on consistent and continual progress within and between grade
174levels and courses in the basic academic areas of:
175(a) English, including explicit phonics, spelling, grammar, reading, writing, vocabulary,
176speech, and listening; [and]
177(b) mathematics, including basic computational skills[.] ; and
178(c) beginning with the 2028-2029 school year, social studies, including history and
179government as described in Section 53G-10-302.
180   [(4)] (5) Before adopting core standards for Utah public schools, the state board shall:
181(a) publicize draft core standards for Utah public schools for the state, as a class A
182notice under Section 63G-30-102, for at least 90 days;
183(b) invite public comment on the draft core standards for Utah public schools for a
184period of not less than 90 days; and
185(c) conduct three public hearings that are held in different regions of the state on the
186draft core standards for Utah public schools.
187   [(5)] (6) LEA governing boards shall design their school programs, that are supported by
188generally accepted scientific standards of evidence, to focus on the core standards for
189Utah public schools with the expectation that each program will enhance or help achieve
190mastery of the core standards for Utah public schools.
191   [(6)] (7) Except as provided in Sections 53G-10-103 and 53G-10-402, each school may
192select instructional materials and methods of teaching, that are supported by generally
193accepted scientific standards of evidence, that the school considers most appropriate to
194meet the core standards for Utah public schools.
195   [(7)] (8) The state may exit any agreement, contract, memorandum of understanding, or
196consortium that cedes control of the core standards for Utah public schools to any other
197entity, including a federal agency or consortium, for any reason, including:
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198      (a) the cost of developing or implementing the core standards for Utah public schools;
199      (b) the proposed core standards for Utah public schools are inconsistent with community
200values; or
201      (c) the agreement, contract, memorandum of understanding, or consortium:
202(i) was entered into in violation of Chapter 3, Part 8, Implementing Federal or
203National Education Programs, or Title 63J, Chapter 5, Federal Funds Procedures
204Act;
205(ii) conflicts with Utah law;
206(iii) requires Utah student data to be included in a national or multi-state database;
207(iv) requires records of teacher performance to be included in a national or multi-state
208database; or
209(v) imposes curriculum, assessment, or data tracking requirements on home school or
210private school students.
211  [(8)] (9) The state board shall:
212      (a) submit a report in accordance with Section 53E-1-203 on the development and
213implementation of the core standards for Utah public schools, including the time line
214established for the review of the core standards for Utah public schools; and
215      (b) ensure that the report described in Subsection [(8)(a)] (9)(a) includes the time line
216established for the review of the core standards for Utah public schools by a
217standards [review] advisory committee and the recommendations of a standards [
218review] advisory committee established under Section 53E-4-203.
219Section 4. Section 53E-4-204 is amended to read:
22053E-4-204 (Effective 07/01/26). Standards and graduation requirements.
221  (1) The state board shall establish rigorous core standards for Utah public schools and
222      graduation requirements under Section 53E-3-501 for grades 9 through 12 that:
223      (a) are consistent with state law and federal regulations;
224      (b) use competency-based standards and assessments;
225      (c) include instruction that stresses general financial literacy from basic budgeting to
226financial investments, including bankruptcy education and a general financial literacy
227test-out option;
228      (d) include graduation requirements in language arts, mathematics, and science that
229exceed:
230(i) 3.0 units in language arts including up to 0.5 units emphasizing verbal
231communication completed in a course or a school sponsored activity;
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232(ii) 2.0 units in mathematics; and
233(iii) and 2.0 units in science;[ and]
234[(e) include a graduation requirement in social studies that is equal to or exceeds 3.5
235units, including at least 1.0 unit in American constitutional government and
236citizenship as described in Section 53E-4-205.2;]
237(e) include a graduation requirement in social studies that is equal to or exceeds 3.5
238units, including:
239(i) at least 1.0 unit in American constitutional government and citizenship as
240described in Section 53E-4-205.2, consisting of two distinct semester courses that
241may not be duplicated to satisfy the requirement; and
242(ii) at least 1.0 unit in United States history, consisting of two distinct semester
243courses that may not be duplicated to satisfy the requirement; and
244(f) ensure up to 0.5 units of the 1.0 unit in American constitutional government and
245citizenship described in Subsection [(1)(e)] (1)(e)(i) may be earned by:
246(i) completing a course or a school sponsored activity emphasizing verbal
247communication provided that a significant portion of the course or activity is
248dedicated to civic education, including:
249(A) policy analysis;
250(B) governmental systems; and
251(C) civic engagement; or
252(ii) participation in the Junior Reserve Officers' Training Corps described in 10 U.S.C.
253Sec. 2031.
254   (2) The state board shall establish competency-based standards and assessments for elective
255courses.
256   (3) The state board shall study requiring all LEAs to issue a high school diploma to students
257who receive:
258(a) an associate's degree with at least 60 credit hours from an accredited post-secondary
259institution; or
260(b) an industry certification with at least 500 hours of instruction from a business, trade
261association, or other industry group in accordance with Section 53E-3-501.
262Section 5. Section 53E-4-205.3 is enacted to read:
26353E-4-205.3 (Effective 07/01/26). Elementary social studies education.
264   (1) As used in this section:
265(a) "Elementary grades" or "elementary grade level" means kindergarten through grade 6.
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266      (b) "Integrated instruction" means teaching that purposefully connects social studies
267content with other subject areas.
268      (c) "Social studies" means the integrated study of history, geography, civics, and
269economics as outlined in the state board's standards for social studies.
270  (2) The board shall make rules in accordance with Title 63G, Chapter 3, Utah
271      Administrative Rulemaking Act, establishing standards to ensure that LEAs provide
272      regular social studies instruction in each elementary grade level.
273  (3) The state superintendent shall:
274      (a) develop guidelines for integrating, where appropriate, social studies instruction with
275English language arts and mathematics;
276      (b) develop and maintain a repository of social studies instructional materials and
277resources;
278      (c) establish criteria for qualifying integrated instruction; and
279      (d) develop methods to measure student progress in social studies learning.
280  (4) An LEA shall:
281      (a) ensure that students in elementary grades receive regular social studies instruction
282required in Subsection (2);
283      (b) in accordance with Section 53G-10-304, adopt social studies curricula that meet state
284standards;
285      (c) ensure all elementary students have access to appropriate social studies materials;
286      (d) provide resources to support integrated instruction;
287      (e) ensure that elementary teachers receive ongoing professional development in social
288studies instruction, including integrated instruction;
289      (f) regularly assess student progress in social studies; and
290      (g) use data to inform instruction and support.
291  (5) An LEA shall implement all requirements of this section by July 1, 2031.
292  (6) Upon request, the board shall report to the Education Interim Committee on
293      implementation progress and initial outcomes.
294Section 6. Section 53E-4-303 is amended to read:
29553E-4-303 (Effective 07/01/26). Utah standards assessments -- Administration --
296  Advisory committee.
297  (1) As used in this section[,] :
298      (a) ["computer] "Computer adaptive assessment" means an assessment that measures the
299range of a student's ability by adapting to the student's responses, selecting more
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300difficult or less difficult questions based on the student's responses.
301(b) "Founding document" means a document described in Subsections 53E-4-205.2 and
30253G-10-302(4).
303   (2) The state board shall:
304(a) adopt a standards assessment that:
305(i) measures a student's proficiency in:
306(A) mathematics for students in each of grades 3 through 8 until July 1, 2026, and
3073 through 10 after July 1, 2026;
308(B) English language arts for students in each of grades 3 through 8 until July 1,
3092026, and 3 through 10 after July 1, 2026;
310(C) science for students in each of grades 4 through 8 until July 1, 2026, and 4
311through 10 after July 1, 2026; and
312(D) writing for students in at least grades 5 and 8; and
313(ii) except for the writing measurement described in Subsection (2)(a)(i)(D), is a
314computer adaptive assessment; [and]
315(b) ensure that an assessment described in Subsection (2)(a) is:
316(i) a criterion referenced assessment;
317(ii) administered online;
318(iii) aligned with the core standards for Utah public schools; and
319(iv) adaptable to personalized, competency-based learning, as that term is defined in
320Section 53F-5-501[.] ; and
321(c) beginning on or after the 2028-2029 school year, the board shall establish a timeline
322to incorporate questions derived from primary source documents and founding
323documents into the English language arts assessment described in Subsection
324(2)(a)(i)(B).
325   (3) A school district or charter school shall annually administer the standards assessment
326adopted by the state board under Subsection (2) to all students in the subjects and grade
327levels described in Subsection (2).
328   (4)(a) Except as provided in Subsection (4)(b), a student's score on the standards
329assessment adopted under Subsection (2) may not be considered in determining:
330(i) the student's academic grade for a course; or
331(ii) whether the student may advance to the next grade level.
332(b) A teacher may use a student's score on the standards assessment adopted under
333Subsection (2) to improve the student's academic grade for or demonstrate the
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334student's competency within a relevant course.
335  (5)(a) The state board shall establish a committee consisting of 15 parents of Utah public
336      education students to review all standards assessment questions.
337      (b) The committee established in Subsection (5)(a) shall include the following parent
338members:
339(i) five members appointed by the chair of the state board;
340(ii) five members appointed by the speaker of the House of Representatives or the
341speaker's designee; and
342(iii) five members appointed by the president of the Senate or the president's designee.
343      (c) The state board shall provide staff support to the parent committee.
344      (d) The term of office of each member appointed in Subsection (5)(b) is four years.
345      (e) The chair of the state board, the speaker of the House of Representatives, and the
346president of the Senate shall adjust the length of terms to stagger the terms of
347committee members so that approximately half of the committee members are
348appointed every two years.
349      (f) No member may receive compensation or benefits for the member's service on the
350committee.
351Section 7. Section 53E-4-409 is enacted to read:
35253E-4-409 (Effective 07/01/26). Open educational resources -- Development and
353  implementation.
354  (1) As used in this section:
355      (a) "Open educational resources" means teaching, learning, and research materials that
356are in the public domain or released under an open license that permits free use,
357adaptation, and distribution.
358      (b) "Utah core standards" means the standards described in Section 53E-4-202.
359  (2) Notwithstanding any other provision in this part, and subject to legislative
360      appropriation, the state superintendent shall:
361      (a) develop comprehensive open educational resources that:
362(i) may include resources for grades kindergarten through grade 12;
363(ii) align with Utah core standards;
364(iii) are age appropriate for the grade level in which the materials are developed;
365(iv) reflect Utah values as described in Section 53G-10-204;
366(v) provide accessibility to students with disabilities in compliance with federal and
367state law;
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368(vi) are available in digital and, where appropriate, print formats;
369(vii) do not contain obscene or harmful material;
370(viii) are age appropriate for the grade level; and
371(ix) promote American values and civic understanding.
372(b) ensure the open educational resources may include:
373(i) comprehensive instructional materials for all core subject areas;
374(ii) teacher resources;
375(iii) student materials and resources;
376(iv) implementation guides to support LEAs in the adoption and use of the materials;
377(c) establish quality standards and review processes for materials developed under this
378section;
379(d) ensure that:
380(i) the state owns all intellectual property rights, including copyright, in the open
381educational resources developed under this section; and
382(ii) the open educational resources are openly licensed under a Creative Commons or
383equivalent license to allow an LEA to use, adapt, customize, and distribute the
384materials without charge;
385(e) make the open educational resources available through a centralized digital platform
386accessible to all LEAs and the public; and
387(f) ensure that the open educational resources developed under this section are clearly
388labeled and identified as open educational resources in all formats and platforms to
389provide transparency to parents and other stakeholders.
390   (3) In identifying, contracting, and developing open educational resources under this
391section, the state superintendent shall:
392(a) consult with LEAs, teachers, curriculum specialists, and other education stakeholders;
393(b) establish an advisory committee that:
394(i) includes individuals representing:
395(A) LEAs;
396(B) parents;
397(C) teachers;
398(D) curriculum specialists; and
399(E) other education stakeholders; and
400(ii) reviews all open educational resources before the resources are made available for
401LEA adoption;
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402(iii) provide opportunities for public comment on draft open educational resources
403before final release;
404      (c) establish timelines for phased development and implementation; and
405      (d) ensure ongoing review and updates to maintain alignment with Utah core standards
406and educational best practices.
407  (4)(a) The state board may not require an LEA to adopt or use the open educational
408      resources developed under this section.
409      (b) An LEA that chooses to adopt the open educational resources developed under this
410section shall use the LEA's existing curriculum approval process.
411  (5)(a) The state board shall make rules in accordance with Title 63G, Chapter 3, Utah
412      Administrative Rulemaking Act to implement this section.
413      (b) Upon request, report to the Education Interim Committee regarding the progress and
414implementation of this section.
415Section 8. Section 53G-10-302 is amended to read:
41653G-10-302 (Effective 07/01/26). Instruction in American history and
417  government -- Study and posting of American heritage documents.
418  (1) As used in this section[,] :
419      (a) "American experiment in self-governance and United States founding principles"
420means the unique characteristics and achievements of the United States, including:
421(i) the nation's founding principles of individual liberty, limited government, and
422natural rights;
423(ii) the enduring strength and adaptability of the United States Constitution;
424(iii) the protection of individual freedoms and religious liberty;
425(iv) supporting and preserving the family;
426(v) economic prosperity through free market capitalism and entrepreneurship;
427(vi) the promotion of human rights and representative self-government globally; and
428(vii) the contributions of American innovation, culture, and civil society to human
429progress and flourishing.
430      (b) "Communism" means a system of government, governance, or political theory that
431has historically resulted in widespread human rights abuses, economic failure, and
432totalitarian oppression, characterized by:
433(i) collective or state ownership of property and the means of production;
434(ii) centralized economic planning;
435(iii) single-party authoritarian rule;
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436(iv) practices that are destructive to the family structure and function; or
437(v) suppression of individual rights and liberties in favor of collective goals.
438(c) "Ten Commandments" means the Decalogue, known as the Ten Commandments, as
439recorded in the Hebrew Scriptures in Exodus 20:2-17 and Deuteronomy 5:6-21.
440   (2) The Legislature recognizes that a proper understanding of American history and
441government is essential to good citizenship, and that the public schools are the primary
442public institutions charged with responsibility for assisting children and youth in gaining
443that understanding.
444   (3)(a) [The] In accordance with Section 53G-10-204, the state board and local school
445boards shall periodically review school curricula and activities to ensure that
446effective instruction in American history and government is taking place in the public
447schools.
448(b) The boards shall solicit public input as part of the review process.
449(c) The state board shall ensure instruction in American history and government for
450students occurs as appropriate and includes a study of:
451(i) forms of government, such as a republic, a pure democracy, a monarchy, and an
452oligarchy;
453(ii) political philosophies and economic systems, such as socialism, communism,
454individualism, and free market capitalism;
455(iii) the United States' form of government, a compound constitutional republic;
456(iv) the roles and responsibilities of government officials, including all state and
457locally elected officials;
458(v) the voting process and election laws of this state, including the caucus and
459convention system;
460(vi) the purpose and benefits of the Electoral College system in presidential elections,
461including:
462(A) how the system protects state sovereignty;
463(B) ensures broad geographic representation; and
464(C) maintains the federal nature of the republic;
465(vii) the eligibility requirements to run for elected office at the federal, state, and
466local levels; and
467(viii) the elected officials who represent students at each level of government.
468(d) Beginning in the 2028-2029 school year, the state board shall ensure that social
469studies core standards for students in secondary grades include comparative
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470instruction on government systems, including communism, with the state board
471determining the specific grades and frequency of instruction within secondary grades,
472that:
473(i) compare and contrast the government systems described in Subsection (3)(c) with
474communism and other autocratic government systems, such as:
475(A) fascist governments, including World War II-era regimes; and
476(B) ancient autocracies, including absolute monarchies;
477(ii) include instruction on the American experiment in self-governance and United
478States founding principles, including why the Founders rejected pure democracy,
479including ancient Greek examples;
480(iii) include instruction on the fundamental characteristics of communism, including
481state control of information and media;
482(iv) include instruction on the history and tactics of communist movements in the
483United States, including:
484(A) the spread of communist ideology during the 20th century;
485(B) efforts to infiltrate American institutions; and
486(C) the response of the United States government and civil society to communist
487movements;
488(v) include instruction on historical crimes, human rights violations, and economic
489failures caused by communist regimes, including:
490(A) the Cultural Revolution in China;
491(B) the Holodomor in Ukraine;
492(C) the Great Terror in the Soviet Union;
493(D) the Cambodian genocide under the Khmer Rouge;
494(E) the human rights violations and economic failures of the Cuban communist
495regime;
496(F) the violence and destabilization caused by communist guerrilla movements in
497Latin America; and
498(G) the systematic persecution of religious groups and suppression of religious
499practice under communist regimes; and
500(vi) include comparative outcomes demonstrating the benefits of constitutional
501republicanism through comparison with communist, pure democratic, and other
502autocratic systems, including:
503(A) economic prosperity and innovation;
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504(B) protection of human rights and individual freedoms;
505(C) political stability and peaceful transfer of power;
506(D) quality of life and opportunity for citizens; and
507(E) contributions to global peace and prosperity.
508      (e) Beginning in the 2028-2029 school year, and in accordance with Subsection (8), the
509state board shall ensure instruction in American history and government for students
510occurs as appropriate and includes a study of the historical and philosophical context
511in which the founding documents were created, with the state board determining the
512specific grades and frequency of instruction within grades 3 through 12, including:
513(i) analysis of religious and philosophical references contained in founding
514documents, including:
515(A) the reference in the Declaration of Independence to "Nature's God," "Creator,"
516"Supreme Judge of the world," and "divine Providence";
517(B) religious and philosophical influences on concepts of natural rights and
518limited government as reflected in primary source documents from the
519founding era;
520(C) the debates over religious liberty and the relationship between religion and
521government as reflected in founding era documents, including writings on the
522First Amendment;
523(D) specific passages from the text described in Subsection (4)(m) that are cited or
524alluded to in founding documents;
525(E) narratives and concepts from the text described in Subsection (4)(m) that
526shaped colonial American political thought;
527(F) the use of language and imagery from the text described in Subsection (4)(m)
528in political rhetoric of the founding era and throughout American history; and
529(G) influences of the text described in Subsection (4)(m) on concepts of covenant,
530law, justice, and liberty in American constitutional thought;
531(ii) comparative analysis of the philosophical traditions described in Subsection
53253E-4-205.2(2)(a), and additional philosophical traditions, including
533Enlightenment philosophy, Protestant and Catholic thought, deism, and natural
534law theory; and
535(iii) the development of American principles of religious liberty, including:
536(A) the First Amendment's protections for religious exercise and prohibitions on
537religious establishment; and
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538(B) state constitutional provisions on religious liberty.
539      [(c) Instruction in American history and government shall include a study of:]
540[(i) forms of government, such as a republic, a pure democracy, a monarchy, and an
541oligarchy;]
542[(ii) political philosophies and economic systems, such as socialism, individualism,
543and free market capitalism; and]
544[(iii) the United States' form of government, a compound constitutional republic.]
545  (4) School curricula and activities shall include a thorough study of historical documents [
546      and principles such as] described in Subsection 53E-4-205.2(3), and beginning in the
547      2028-2029 school year, may include the following additional historical documents and
548      principles:
549      [(a) the Declaration of Independence;]
550      [(b) the United States Constitution;]
551      [(c)] (a) the national motto;
552      [(d)] (b) the pledge of allegiance;
553      [(e)] (c) the national anthem;
554      (d) the entirety of George Washington's Farewell Address;
555      [(f) the Mayflower Compact;]
556      [(g) the writings, speeches, documents, and proclamations of the Founders and the
557Presidents of the United States;]
558      [(h) organic documents from the pre-Colonial, Colonial, Revolutionary, Federalist, and
559post Federalist eras;]
560      (e) Frederick Douglass's speeches, including:
561(i) "What to the Slave is the Fourth of July," delivered July 5, 1852; and
562(ii) "What the Black Man Wants," delivered January 26, 1865;
563      (f) selected passages from the Anti-Federalist Papers and the Federalist Papers,
564including Federalist Papers No. 10 and No. 51;
565      [(i)] (g) United States Supreme Court decisions;
566      [(j)] (h) the Ten Commandments;
567      [(k)] (i) the Magna Carta;
568      [(l)] (j) Acts of the United States Congress, including the published text of the
569Congressional Record; [and]
570      [(m)] (k) United States treaties[.] ;
571      (l) excerpts from Alexis de Tocqueville's Democracy in America;
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572(m) the Bible, including the Hebrew Scriptures and New Testament, as literary and
573historical texts that have influenced American constitutional history, civic thought,
574and cultural development; and
575(n) when teaching Utah history, an LEA may include study of religious beliefs and texts
576that influenced the state's early founders and the state's history.
577   (5) To increase student understanding of, and familiarity with, American historical
578documents, public schools may display historically important excerpts from, or copies
579of, those documents in school classrooms and common areas as appropriate.
580   (6) There shall be no content-based censorship of American history and heritage documents
581referred to in this section due to their religious or cultural nature.
582   (7) Public schools shall display "In God we trust," which is declared in 36 U.S.C. Sec. 302
583to be the national motto of the United States, in one or more prominent places within
584each school building.
585   (8) An LEA shall ensure instruction provided under Subsections (4)(m), (4)(n), and (3)(e):
586(a) focuses on religious texts' literary forms, historical context, and documented
587influence on American civic thought and the state's founding history rather than on
588theological or doctrinal questions;
589(b) may use multiple translations of religious texts for comparative literary and historical
590analysis; and
591(c) acknowledges diverse interpretations of religious texts and their application to
592political thought and founding history.
593   (9) The state board shall ensure that each review and revision of social studies core
594standards includes the requirements of this section.
595   (10) Nothing in this section prohibits an LEA from exceeding the minimum standards
596established by the state board under this section.
597Section 9. Section 53G-10-307 is amended to read:
59853G-10-307 (Effective 07/01/26). Art or fine arts education -- Definition -- Credit
599   requirements.
600   (1) As used in this section,[ ] "art" or "fine arts" means:
601(a) courses, instruction, or experiences in visual arts, music, dance, or theater;
602(b) courses, instruction, or experiences in applied crafts and technical arts that
603incorporate artistic elements, including:
604(i) woodworking;
605(ii) metalworking and welding;
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606(iii) traditional handcrafts;
607(iv) architectural trades, including carpentry, plumbing, masonry, and stonework;
608(v) automotive design and customization;
609(vi) electrical and electrician work;
610[(vi)] (vii) digital design and animation; or
611[(vii)] (viii) other similar courses that combine technical skill with artistic expression;
612and
613      (c) other forms of creative or interpretive expression as an LEA determines.
614  (2) For purposes of meeting art or fine arts credit requirements the state board establishes, [
615      the] an LEA shall[ accept for an art or fine arts credit any] accept a course listed in
616      Subsection (1) that meets the LEA's art or fine arts credit requirements if the course:
617      (a) incorporates artistic or creative elements in the curriculum;
618      (b) includes instruction in principles of design, form, or aesthetic expression; and
619      (c) provides students opportunities for creative expression and artistic application of
620technical skills.
621  (3) Nothing in this section:
622      (a) prevents an LEA from:
623(i) establishing the LEA's own additional criteria for [artistic and creative elements in
624courses accepted for fine arts credit] courses accepted for fine arts credit; or
625(ii) offering additional courses for fine arts credit; or
626      (b) requires an LEA to offer all courses listed in Subsection (1).
627Section 10. Section 63I-2-253 is amended to read:
62863I-2-253 (Effective 07/01/26). Repeal dates: Titles 53 through 53G.
629  (1) Title 53, Chapter 2c, COVID-19 Health and Economic Response Act, is repealed July 1,
630      2026.
631  (2) Section 53-22-104.1, School Security Task Force -- Membership -- Duties -- Per diem --
632      Report -- Expiration, is repealed December 31, 2025.
633  (3) Section 53-22-104.2, The School Security Task Force -- Education Advisory Board, is
634      repealed December 31, 2025.
635  (4) Section 53-25-103, Airport dangerous weapon possession reporting requirements, is
636      repealed December 31, 2031.
637  (5) Subsection 53-25-602(4)(b), regarding the rights of a peace officer placed onto a
638      prosecution agency's Brady identification system before May 7, 2025, is repealed
639      December 1, 2025.
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640   (6) Subsection 53-29-302(2)(b)(ii), regarding the requirement for the Department of
641Corrections to submit the results of risk assessments for sex offenders to the State
642Commission on Criminal and Juvenile Justice, is repealed January 1, 2030.
643   (7) Section 53E-4-204.1, regarding ethnic studies core standards and curriculum
644requirements, is repealed July 1, 2026.
645   [(7)] (8) Subsection 53E-3-501(7)(e)(ii), regarding a report on the packet method, is
646repealed July 1, 2028.
647   [(8)] (9) Subsection 53F-2-504(6), regarding a report on the Salary Supplement for Highly
648Needed Educators, is repealed July 1, 2026.
649   [(9)] (10) Section 53F-5-221, Management of energy and water use pilot program, is
650repealed July 1, 2028.
651   [(10)] (11) Section 53F-5-222, Mentoring and Supporting Teacher Excellence and
652Refinement Pilot Program, is repealed July 1, 2028.
653   [(11)] (12) Section 53F-5-223, Stipends for Future Educators Grant Program, is repealed
654July 1, 2028.
655   [(12)] (13) Subsection 53G-11-502(1), regarding implementation of the educator evaluation
656process, is repealed July 1, 2029.
657   [(13)] (14) Section 53G-11-506, Establishment of educator evaluation program -- Joint
658committee, is repealed July 1, 2029.
659   [(14)] (15) Section 53G-11-507, Components of educator evaluation program, is repealed
660July 1, 2029.
661   [(15)] (16) Section 53G-11-508, Summative evaluation timelines -- Review of summative
662evaluations, is repealed July 1, 2029.
663   [(16)] (17) Section 53G-11-509, Mentor for provisional educator, is repealed July 1, 2029.
664   [(17)] (18) Section 53G-11-510, State board to describe a framework for the evaluation of
665educators, is repealed July 1, 2029.
666   [(18)] (19) Section 53G-11-511, Rulemaking for privacy protection, is repealed July 1, 2029.
667   [(19)] (20) Subsection 53G-11-520(1), regarding optional alternative educator evaluation
668processes, is repealed July 1, 2029.
669   [(20)] (21) Subsection 53G-11-520(2), regarding an exception from educator evaluation
670process requirements, is repealed July 1, 2029.
671Section 11. Repealer.
672This bill repeals:
673Section 53E-3-521, Requirements for early mathematics plan.
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674Section 53E-4-205, American civics education initiative for adult education.
675Section 53G-7-218, Establishment of early learning plan.
676Section 12. Effective Date.
677  This bill takes effect on July 1, 2026.
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