AN ACT relating to education; providing for the waiver of certain requirements to report data and information concerning public schools; establishing a statewide system of accountability for school districts; establishing certain measures to be taken for school districts and public schools designated as low-performing or underperforming; establishing the Nevada Integrity in Academic Funding Program to assist pupils attending certain low-performing or underperforming public schools in accessing alternative educational settings; creating the Excellence in Education Account to provide grants to pay nonrecurring incentives to certain school administrators, teachers and other educational personnel; revising provisions governing the Education Stabilization Account; authorizing a charter school to receive certain funding to provide transportation services to pupils; providing for the establishment of a system of open enrollment for public schools; establishing a program to pay expenses for certain literacy interventions, tutoring and other related services for certain pupils eligible for services in the subject of reading; revising provisions governing charter schools sponsored by cities or counties; revising provisions governing instruction in English language arts in kindergarten and grades 1, 2 and 3; providing that certain public school and private school employees are immune from civil and criminal liability for certain actions related to intervening in altercations, fights or other incidents; revising provisions governing the performance of teachers and school administrators; authorizing school districts and charter schools to establish programs to pay nonrecurring incentives to high-performing teachers and school administrators; creating the Education Service Center; making appropriations; and providing other matters properly relating thereto.
Sponsored By: Assembly Committee on Education
Failed
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49 provisions identified: 24 benefits, 5 costs, 20 mixed.
More school choices for eligible children
Children attending or scheduled to attend a school low-performing for three consecutive school years get expanded school choices. Children also qualify when their school has been overcrowded for three consecutive years. Families can choose an available public school, charter school, or approved private school, subject to enrollment rules and space. Private schools must meet state performance, accreditation, instruction, assessment, health, safety, and nondiscrimination requirements, and accept program funding. These provisions do not specify a payment amount for families.
Education accounts bring help and responsibilities
The State Treasurer runs RISE education accounts for qualified pupils using expanded school options, subject to available money. Eligibility includes pupils with disabilities, pupils in overcrowded or chronically low-performing zones, foster, tribal, or military families, prior participants, and siblings. Deposits use 90% of district average spending per pupil, plus applicable weighted and categorical funding, including legally transferable special education funding. Deposits exclude money that cannot legally transfer and cannot exceed the selected option's qualified education costs. Approved costs include participating private or charter school tuition, specialized services, dual-credit and career courses, technology, approved activities, and transportation up to $750 per pupil annually. Parents must report spending annually and repay improper spending; accounts can be suspended or revoked. Private schools accepting pupils because their public school is chronically low-performing must arrange required state tests at that public school. The program receives $425,000 in each of fiscal years 2025–26 and 2026–27, with administration and compliance capped at 3% of program funds.
Education account money gets Medicaid protection
Nevada must exclude money available in a person's RISE education account from income when determining Medicaid eligibility. This protection applies only to the extent federal law allows it.
Educators gain easier teaching license paths
Alternative-route teacher and administrator training can come from any qualified Commission-approved provider, including providers outside colleges. Programs must use selective admission, supervised school experience, ongoing support, required coursework, and allow completion within two years or less. Candidates who finish training and meet all license requirements can receive a regular license without a job offer. Nevada-licensed teachers with at least three years of verified experience can seek a license or endorsement outside their experienced grade level without student teaching. They still must meet applicable coursework, competency tests, and other qualifications.
Families can apply beyond school zones
Each district must let families apply to public schools anywhere in the district, listing up to three ranked choices. Districts publish consistent capacity rules; oversubscribed grades use a transparent two-tier lottery prioritizing pupils zoned for low-performing schools. Pupils with individualized education programs must have access to schools able to provide their required services and accommodations. District guidelines are due October 15, capacity is posted 90 days before open enrollment, and intent-to-stay notices are due January 15. Available places are calculated by March 31; centralized applications are due April 15, placements May 1, and acceptances May 15. Enrollment is finalized by July 15. Selection is not guaranteed, and transportation is not guaranteed for all applicants.
One-time bonuses for highly rated administrators
Districts and charter school sponsors can offer administrators one-time bonuses of up to 10% of annual base salary. No more than 85% of administrators must have highly effective ratings for two straight school years. Administrators qualify at their 6th, 12th, or 18th work anniversary, with highly effective ratings in all five preceding years. Funding can come from the Excellence in Education Account and allowed school reserves. Employers do not have to create a program, and payment is not guaranteed.
One-time bonuses for highly rated teachers
Districts and charter school sponsors can offer one-time bonuses to teachers with three straight years of highly effective ratings. A related anniversary program also allows charter networks to offer bonuses of up to 10% of annual base salary. That program requires no more than 85% of teachers to have highly effective ratings for two straight school years. Teachers qualify at their 4th, 8th, 12th, or 16th work anniversary, with highly effective ratings for the preceding three years. Program funds must be shared fairly among eligible teachers and administrators; bonuses are not guaranteed.
Reading help grants for Nevada families
Districts offer grants for children required to receive intensive reading help after missing the state's required reading test score. Both the child and parent or guardian must live in Nevada. Priority goes first to household adjusted gross income of $60,000 or less, then above $60,000 through $75,000, then higher incomes. The Empowering Parents Account receives at least $1 million each fiscal year; unused money carries forward, and individual award amounts are not set. Grants cover evidence-based reading, English language arts, tutoring, and related services from district-registered providers that districts do not already provide or fund. Districts must verify need, income, and residency, and cannot reduce legally required services, including required special education services.
Transportation help for struggling school transfers
Districts must provide or subsidize transportation for open-enrollment transfers from schools pupils attend or are zoned for that are low-performing. For selected transfers to same-district schools with one of the three highest performance ratings, direct transportation is required when feasible. Otherwise, subsidies are capped at 200% of the district's prior-year average transportation cost per pupil. These subsidies are paid monthly or quarterly, using reported expenses or a district-set flat rate. Districts must also provide or coordinate other travel options when practical and resources allow.
Education accounts cover costs, not cash refunds
RISE education accounts cover approved costs for Nevada pupils with disabilities or another listed eligibility basis. Other qualifying groups include foster, tribal, and military families, prior participants, siblings, and pupils in qualifying overcrowded or low-performing zones. Covered costs include specialized services, tuition, fees, materials, technology, and approved programs; necessary transportation is capped at $750 per school year. Schools must meet location and nondiscrimination rules; some serving qualified tribal land can be in an adjacent state within 2 miles of Nevada. Providers cannot refund, rebate, or share payments with parents or others; refunds go through the State Treasurer back into the account.
Educators get coaching but face dismissal
Teachers and administrators past initial probation need improvement plans after two consecutive school years rated ineffective or minimally effective. Plans include relevant training, an experienced mentor or coach, and progress reviews at least once each school quarter. Superintendents can impose two school years of probation for consistently ineffective performance or inadequate improvement, adding one year when progress is shown. During probation, transfers to another school generally are barred, except for low enrollment, program elimination, or district-wide operating needs. Failure to meet plan goals can lead to dismissal or nonrenewal through applicable processes when best for pupils and the school. Two consecutive ineffective ratings during an additional probationary period also allow dismissal or nonrenewal. After that outcome, the state must help recruit a highly effective administrator and provide leadership transition and instructional coaching.
Families gain transfers, but transportation varies
Children can attend public schools outside their assigned zones through open enrollment, but a particular placement is not guaranteed. Districts must provide or subsidize transportation for qualifying transfers involving pupils attending or zoned to low-performing schools. If direct service is infeasible, subsidies cover verified costs up to 200% of the district's prior-year average per-pupil transportation cost. Subsidies are paid monthly or quarterly. Districts can decline transportation for other out-of-zone pupils, leaving families to arrange or pay for travel.
Struggling schools can change leadership
The state must intervene at persistently underperforming schools, using a corrective measure approved by the Governor. Options include replacing leaders and staff, state management, city or county management, or conversion to a charter or innovation school. The measure must start by December 31 of the designation year and initially lasts six years. Reviews can renew, replace, end, or indefinitely extend it; indefinite extensions require review at least every five years. Under state management, a turnaround director controls instruction, operations, finances, and staffing, and follows a plan with benchmarks. The Department must provide ongoing support, including extra funding as needed; interventions also allow facility transfers or leases.
Charter schools can receive transportation funding
Charter schools can receive state transportation money when their charter contracts authorize transportation services. The Legislature sets the State Education Fund appropriation, taking other available resources into account. Funding goes to schools, not directly to families, and does not guarantee a ride for every pupil.
Extra pay options at struggling schools
Districts can offer incentives to attract and keep staff when a school intervention replaces or reassigns employees. Options include salary increases, bonuses, and retention payments. Each allocation needs Department of Education approval and must support the school's improvement goals. Incentives can last only while the corrective measure remains in effect; the law sets no payment amount.
Families get clearer school performance information
Principals at low-performing public schools must tell families about the designation and planned fixes. Notices must explain performance gaps, academic and social-emotional support, improvement goals and timelines, and available school alternatives. The statewide rating system also adds elementary reading proficiency and progress toward proficiency. These changes give families more information without guaranteeing improved scores.
Reassigned teachers receive required improvement support
Teachers reassigned within a district under the staff-replacement corrective measure must receive support to meet performance standards. Support includes mentoring, professional development, and other needed training or resources. The Department can also offer coaching, specialists, or consultant funding to persistently underperforming schools using this corrective measure.
State grants fund school staff bonuses
The Excellence in Education Account funds grants for one-time incentives to high-performing education staff who help improve student achievement and schools. Eligible recipients are districts, charter schools, and university schools for profoundly gifted pupils. The account is capped at $30 million, adjusted yearly for inflation; 85% goes toward teacher incentives and 15% toward administrator incentives. Transfers depend on specified education balances exceeding 20% of prior-year State Education Fund appropriations and authorizations, excluding the Stabilization Account. Money cannot cover ongoing or administrative costs, and grants must fund an existing qualifying incentive program when the school has one.
Young pupils get phonics-focused reading standards
Nevada's English language arts standards and model curriculum for kindergarten through grade 3 must include phonics-based instruction. Required skills include sound awareness, decoding, fluency, vocabulary, and understanding what pupils read. Age-appropriate reading materials must also bring in science, technology, engineering, and math. The Department must share the model with districts, charter schools, and regional training programs; districts must make it available to schools.
Charters can expand in struggling areas
City- and county-sponsored charter enrollment generally faces a 7% limit on public-school enrollment within their boundaries. In a low-performing district, cities and counties can sponsor new charters, increase enrollment, or add campuses without that limit. The school or expansion must serve pupils zoned for low-performing, persistently underperforming, or overcrowded public schools. This permits added school capacity but does not guarantee new schools or seats.
Education reserves can fund school interventions
The Department of Education can request reserve money for extraordinary oversight or resource support at designated struggling schools and districts. The Interim Finance Committee can approve a transfer from the Education Stabilization Account to the State Education Fund. The law sets no transfer amount.
Educators can challenge unnecessary school reports
School officials can change, suspend, or remove reports that duplicate information or are not used to support educational outcomes. Public-school teachers, administrators, and specified education management organizations can petition for these changes. Petitions must explain the problem and propose an alternative report when needed to keep useful information available. District or charter officials handle district reports; petitions about other reports can go to the state superintendent. Approved changes expire July 1 of the next odd-numbered year after issuance.
Funding helps pupils find school alternatives
The Nevada Integrity in Academic Funding Program helps pupils at qualifying struggling public schools access alternative education settings. The law provides $425,000 for 2025–2026 and $425,000 for 2026–2027, usable in either fiscal year. Funds cannot be committed after June 30, 2027, and leftovers must return to the State General Fund by September 17, 2027. This funding does not set a payment amount for each family.
New center helps struggling public schools
The law creates the Nevada Education Service Center, with an appointed governing body, to help schools and districts improve. It provides programs, guidance, and evidence-based support, including help for schools facing intensive interventions. It can also serve other local governments when needed. The Center can hire only within available funding and cannot levy taxes, borrow money, or take on debt.
School grants connect reading and science
Schools or school groups can apply for pilot grants connecting reading lessons with science, technology, engineering, and math. The Department runs the pilot as funding allows, through June 30, 2029. The law provides $1 million for 2025–2026 and $1 million for 2026–2027, usable in either fiscal year. That money cannot be committed after June 30, 2027; leftovers must return to the State General Fund by September 17, 2027. Individual school grant amounts are not set.
School targets track reading and graduation
Nevada's elementary-school accountability targets must track reading proficiency and progress toward it. High-school targets must include graduation and attendance rates. These measures shape how schools are assessed, without creating a household payment.
Schools get science-based reading pilot grants
The Department must offer a pilot combining science, technology, engineering, and math with reading instruction in kindergarten through grade 3. Schools or school groups must apply and be selected, and the program operates only as money is available. The law provides $1 million in fiscal year 2025–26 and $1 million in 2026–27, with pilot grants through June 30, 2029. Participants must report outcomes, staff feedback, and recommendations by June 1 of the year after implementation. The Department uses the results to decide whether to continue, expand, or end the pilot.
State funding supports education law rollout
The Department of Education receives $4 million for 2025–2026 and $4 million for 2026–2027 to carry out this law. The money can be used in either fiscal year. It cannot be committed after June 30, 2027, and leftovers must return to the State General Fund by September 17, 2027. This appropriation does not create a direct household payment.
Teachers gain reading and turnaround training
Regional educator training must cover whole-school improvement and turnaround options based on assessed needs and training priorities. Early-reading training for kindergarten through grade 3 teachers must cover sound awareness, individual speech sounds, and decoding words. The University of Nevada's Board of Regents can require certain institutions to work with state education agencies on foundational reading courses. Those courses support the foundational literacy endorsement for kindergarten through grade 3 teachers.
School administrators face performance improvement rules
School administrators face performance-improvement and probation rules similar to those for teachers. The rules create a performance-related employment process. The supplied provision does not specify the administrators' rating thresholds, deadlines, or job consequences.
Reading providers must register for payment
The Department keeps a list of providers offering evidence-based services aligned with state English language arts standards and literacy goals. Providers must be in good standing with the Nevada Secretary of State. To receive Parent-Selected Intervention Options Program payments, they must also register with the district in the county serving their pupils. These rules limit which providers can receive program money.
School districts face new performance labels
The state must label districts low-performing when they miss district-wide targets or receive either of the two lowest ratings. Leadership instability, disruptive board vacancies, severe financial hardship, or systemic educational inequity can also trigger that label. Two straight low-performing school years require an underperforming label. A current or previous-year low-performing label combined with one of those added problems also requires underperforming status. These labels provide the basis for further oversight and improvement requirements.
Schools can face funding correction orders
The Governor can direct districts or charter schools to fix deficiencies identified in reports on Pupil-Centered Funding Plan money. The Legislature must approve the direction. When it is not in session, the Interim Finance Committee must approve it instead. The law does not specify a dollar amount or required remedy.
Struggling principals trigger limits on school control
In large districts, the state superintendent can limit school-team powers when a principal receives a low performance rating or probation. For local school precincts, action is required after two consecutive ineffective or minimally effective ratings, or placement on probation. Budgeting, hiring, curriculum, staffing, or scheduling powers can shift to district leaders or require outside approval. These precinct-school limits last only during the intervention, and conditions for restoring powers must be recorded.
Early-grade educators face new reading requirements
Starting with school years beginning on or after July 1, 2028, kindergarten-through-grade-3 teachers need a foundational literacy endorsement. They must complete approved coursework based on the science of reading, with state agencies coordinating college teacher-preparation courses. Districts and charter schools must also provide free, approved reading training to covered teachers, administrators, and classroom aides. Staff hired before August 1, 2025, must finish training by the end of the 2027–2028 school year; later hires have three years after starting work. Schools must keep completion records, and the Department must publish yearly compliance reports.
Cities can take over struggling schools
When local-government management is selected for a persistently underperforming school, the state transfers control to its city, or county outside cities. The city or county becomes the local education agency and can appoint a municipal school director. It must develop a joint turnaround plan within 60 days and submit it for state review and approval. Facility ownership and possession transfer at no cost, but the city or county takes on operating and maintenance duties. The Department of Education must provide technical help and resources.
District probation adds plans and oversight
Underperforming districts face probation and must submit district improvement plans within 90 days of designation. Board-related findings also require a governance plan within 90 days of probation notice, with probation capped at two school years. Plans need measurable goals; board plans also require training in governance, finances, and academic accountability. Districts must start approved plans immediately, publish them within 10 business days, share quarterly updates, and hold regular public meetings. District updates require the five most common family languages; board plans, updates, and annual reviews require the five most common non-English household languages. The Department monitors through quarterly reports, site visits, and technical help; an optional state monitor is paid from the district budget.
District ratings bring information and support
Nevada's statewide accountability system assesses every district, with parent input, public reports, and district data-review rights. Preliminary ratings are due by the third Friday in August, and final ratings by the third Friday in September. Decisions use full-academic-year pupils; small student groups alone cannot cause a missed-target finding, and invalidated scores affect district totals. Ratings can pause during a matching federal accountability pause, and the system can include additional school-based rating methods and consequences. Districts with either of the two lowest ratings receive grants or other support when money is available; award amounts are not set.
Innovation schools gain flexibility with oversight
Districts and the State Public Charter School Authority can approve innovation schools with evidence-based plans, goals, benchmarks, and community involvement. Schools must report annually, and districts or sponsors must provide adequate resources; designations can be revoked for missed benchmarks or legal violations. For a persistently underperforming school's corrective conversion, the team must include at least two teachers or administrators employed there when designated. An approved agreement gives that team control over academic, operating, and staffing decisions, with funding, performance, and termination terms. It can waive state and district policies except those needed for public safety or federal law; the school remains in its district with district support.
Local charter growth capped with exceptions
City- or county-sponsored charter growth generally stops when enrollment reaches 7% of enrollment in other public schools there. The restriction covers new schools, enrollment increases, and added campuses. An exception allows growth in low-performing districts to serve overcrowded, low-performing, or persistently underperforming school zones. Cities and counties can sponsor schools only within their applicable incorporated or unincorporated areas.
Recovering districts can regain local control
Districts under state recovery plans regain full local governance when they show sustained progress and meet plan benchmarks. They must then submit annual progress reports for three more years. If progress falls short within the recovery timeframe, the Department must conduct a full review. After review, the state can extend oversight for up to three years or take further staffing, operational, or restructuring action.
School networks gain management and contract options
The state can approve networks of at least three persistently underperforming schools converted to innovation schools in one district. They must serve adjacent pupil populations, keep separate school agreements, and have a network oversight committee, operating plan, and progress reports. Staff can pursue special union contracts if more than 75% of all network staff vote yes; contracts must follow law. Networks can propose permanent nonprofit oversight once at least 66% of their schools meet agreed performance goals. The nonprofit must qualify as a local education agency and take responsibility for operations, legal compliance, and funding.
School staff gain limited safety immunity
Public, charter, and private-school employees gain civil and criminal immunity for good-faith interventions addressing an immediate safety risk. They must act within their job roles and follow applicable laws and school policies. Immunity limits legal recourse for covered actions, but excludes intentional or willful misconduct, gross negligence, recklessness, and flagrant disregard for rights or safety. Private-school employees must promptly report pupil-fight interventions, and schools must keep reports to assess training, support, and policy needs. The law does not require employees to intervene in every incident.
State can take over struggling districts
After two school years without adequate progress on a board improvement plan, the Department can impose targeted or state oversight. The Governor can appoint a monitor within 30 days after notice; the district board pays, with no amount set. After five consecutive underperforming years and inadequate board progress, a Governor-approved executive order can authorize stronger state intervention. Options include transferring board powers, adding voting members for up to three years, or a state team assuming financial, operating, improvement, and community duties. Progress is reviewed annually; substantial improvement can bring phased local control with up to two years of enhanced monitoring. After sustained progress ends state oversight, board plan compliance is monitored for three additional years. Education Stabilization Account money must support specified state oversight and resource measures for designated struggling schools and districts; no transfer amount is set.
Struggling districts face stronger state oversight
After two school years on probation without adequate progress, the state can replace district leaders or take over district duties. It can also move resources to low-performing schools and oversee boards that miss improvement goals. A state takeover requires a recovery plan with strategies, benchmarks, timelines, and accountability measures. Certain appointed, nonvoting board members gain votes during probation and later state oversight, ending when oversight ends. Probation can end within two school years when both the district and board make adequate progress on required improvements.
Struggling schools face charter conversion rules
When charter conversion is selected for a persistently underperforming school, the state seeks qualified operators and sponsors. The charter needs an approved turnaround plan, a contract with performance targets, quarterly progress reports, and annual sponsor reviews. Sponsors retain authority to intervene, including reversion or closure when existing law allows. For charter conversion or direct state management, districts keep facility ownership but must lease the buildings for school use. Rent is free except for negotiated per-pupil payments covering documented actual direct facility costs.
Struggling schools face probation and plans
Schools are labeled low-performing when a listed measure applies in at least two of the previous three school years. Measures include either of the two lowest ratings, bottom-20% English and math results, or elementary reading failure above 50% before grade 4. High-school measures include graduation rates below 60% on the three-year measure or 70% on the five-year measure; alternative-framework schools are excluded. The Department publishes the list, and probation starts the next school year, with a principal's improvement plan due within 60 days. Schools must publish and follow approved plans, and the state can appoint an independent monitor. The state checks progress by probation's end or after two years, whichever comes first; unmet targets require a persistently underperforming label.
Struggling schools get new leaders
When staff replacement is chosen for a persistently underperforming school, the district or charter governing body must immediately seek a principal. The Superintendent of Public Instruction must approve the final candidate, who must start by the next school year. The principal can review, replace, or reassign staff, subject to legal protections, documentation, reassignment rules, and employee support requirements. Districts must approve requested improvement operating funds when resources exist or reasonable budget increases can make them available. Districts must fund critical needs first; no dollar amount is set.
School takeovers shift local facility costs
When a city or county takes over school management as a corrective measure, it receives the facilities at no purchase cost. It must pay operating and maintenance costs, while the former owner remains responsible for existing bond payments. A written agreement must keep the facilities in use for public education. The law also exempts added local-government expenses related to this act from the rule in NRS 354.599.
Sponsors & Cosponsors
Sponsor
Assembly Committee on Education
Affiliation unavailable
Cosponsors
There are no cosponsors for this bill.
Roll Call Votes
No roll call votes available for this bill.
Actions Timeline
(No further action taken.)
6/3/2025HouseFrom printer. To committee.
5/15/2025HouseNotice of exemption.
5/15/2025HouseRead first time. Referred to Committee on Ways and Means. To printer.
5/14/2025HouseWaiver granted effective: March 20, 2025.
3/24/2025House
Bill Text
As Introduced
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