All Roll Calls
Yes: 175 • No: 12
OhioSB 19136th General Assembly (2025-2026)SenateWALLET
Regards academic intervention, math improvement and intervention
Sponsored By: Andrew O. Brenner (Republican)
Signed by Governor
EducationPrimary and Secondary Education
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Bill Overview
Analyzed Economic Effects
18 provisions identified: 12 benefits, 1 costs, 5 mixed.
Free extra academic help for students
District, community, and STEM schools must provide free, evidence-based extra instruction for students with limited assessed math or English skills. Schools must notify parents before services begin and give updates; help generally continues in each subject until proficiency. High-dosage tutoring, when used, requires at least three days weekly or 50 hours over 36 weeks. Qualifying grades 9–12 students remain eligible below proficiency even without required retesting, with help tied to their graduation pathway. Dropout-recovery community-school students are excluded; students with brain-injury or significant-cognitive-disability education-plan services qualify only with parent and school agreement.
More scholarship access for autistic children
Children diagnosed with autism can qualify for Ohio autism scholarships through a qualifying education plan instead of an autism-services individualized education program. Age and school-status requirements still apply. For specified nonpublic-school, home-educated, and older students, the plan can also support continued eligibility for transition services.
Advanced math paths for qualifying students
Beginning July 1, 2027, qualifying sixth graders must enter a seventh-grade course combining seventh- and eighth-grade math standards. Eighth-grade Algebra I placement follows if they score at least proficient on the required grade-eight math assessment in that course. Qualifying students in grades 3–5 also get advanced math opportunities, and parents can opt out in writing. Eligibility uses advanced achievement scores, district-selected multiple measures, or state-designated diagnostic criteria; community-school contracts must require compliance. Districts must adopt placement policies starting with grade-three curriculum planning; the state model acceleration policy must include advanced math, and diagnostic tests may identify gifted students.
Career training access for home-educated students
Students receiving home education under Ohio law can join covered district career-training programs. Charges and tuition cannot exceed what resident public-school students pay. Participating students count toward the district’s enrollment funding in proportion to their time in the program.
Low-math schools must use improvement plans
Beginning in 2026–2027, district buildings and community schools need math improvement plans when 51% or fewer tested third graders score proficient. Schools must submit plans following state rules and use curriculum from the state-established list. Plans must include performance analysis, measurable goals, student-support strategies, staffing, teacher training, and the state math intervention template. The requirement ends when at least 51% of tested third graders score proficient.
Low-reading schools must submit improvement plans
District buildings and community schools must submit reading improvement plans when both triggers appear on their two latest consecutive report cards. The literacy trigger is a D or F in K–3 literacy progress, or fewer than three early-literacy stars. The other trigger is 51% or fewer tested third graders scoring proficient in English language arts. Plans are due December 31 each year. The requirement ends with a C or higher literacy grade, at least three early-literacy stars, or at least 51% proficiency.
More schools can seek innovation waivers
Community and STEM schools can apply for innovative education pilots needing exemptions from specified education laws or rules. The state director can approve exemptions under state standards and statutory limits. Approved exemptions last through program implementation and a reasonable evaluation period. The education department must offer technical help, explain available waivers, and share model programs, including artificial-intelligence teaching projects. This support targets student achievement, engagement, wellness, and preparation for work or further education.
Public reviews of schools’ academic help
Beginning in 2027–2028, Ohio must randomly review schools’ academic intervention services each year. Reviews cover no more than 5% of schools annually, and no school can be selected more than once every three years. Reviews must examine documents, interview staff, and observe services to check access, methods, and quality. The state must send its report within 75 days after finishing the review. Schools must post reports online, provide them on request, and include the review in their report-card student opportunity profile.
Public scoring guides for school curricula
By April 15, 2027, Ohio must establish lists of high-quality math curricula and materials and evidence-based math intervention programs. The lists must align with state standards and best practices. The state must publish scoring guides for math and English language arts curricula, covering skill building and progress through mastery. Math scoring also includes state-established quality standards. Curriculum submitters and Ohio lawmakers can request scored reviews.
Qualifying community schools keep funding access
Specified community schools first designated as schools of quality in 2022–2023 keep that status through 2029–2030. Eligible schools opened on or after July 1, 2019, with no prior designation can receive a first payment within 30 days of September 30, 2025. Qualifying surviving schools from mergers on or after June 30, 2022, can receive payments based on current enrollment. Those merged schools do not have to return prior funds.
School report cards follow yearly deadlines
Ohio must submit preliminary school report-card data by July 31 and assign ratings by September 15 each year. If September 15 falls on a weekend, ratings are due the preceding Friday. Published district, building, and statewide cards show two-year achievement trends and measures including progress, graduation, literacy, and postsecondary readiness. Each student counts only once toward readiness; schools with at least 25% of students enrolled less than a year receive an additional progress measure. Since 2021–2022, the K–3 literacy measure is omitted when fewer than 10% of kindergarten students test below grade level.
Schools get limited reading test flexibility
Providers with previously approved reading tests can seek waivers for another test that meets statutory criteria and follows the state application process. The state must approve qualifying applications; districts using waived tests receive an exception to the specified annual testing requirement. Schools with provider contracts made before September 30, 2025, can keep using that provider’s previously approved reading test. This temporary use ends at contract expiration or July 1, 2028, whichever comes first. It ends sooner if state review finds the test fails minimum science-of-reading requirements.
Schools lose required physical education coordinator
Ohio no longer has to employ a full-time physical education coordinator. The removed requirement covered statewide guidance and technical help for districts, community schools, and STEM schools. The law removes the staffing guarantee, not a household payment.
Youth groups gain school recruitment access
When a qualifying youth group requests access, districts must provide at least one annual recruitment display opportunity, including existing digital channels. Districts must also schedule a school-day presentation of up to ten consecutive minutes outside core-subject instruction. Schools must notify parents, who can withhold consent for their child to participate. Eligible groups serve people under 21 and promote patriotism, workforce readiness, and civic involvement through an educational purpose.
Classical schools get temporary reading exemptions
Qualifying classical schools are exempt from science-of-reading requirements during the 2025–2026 and 2026–2027 school years. The exemption covers English language arts curricula, instructional materials, and reading intervention programs. It does not extend beyond those two school years.
Math teaching checks and educator training
The state must assess math proficiency for new pre-kindergarten-through-grade-eight license applicants who may teach math and share results with schools. Schools cannot assign applicants who have not shown proficiency to teach math, but they may teach other subjects. Applicants can retest, and the result does not affect license issuance. The state must create a foundational math course that includes life skills. By December 31, 2026, it must develop pilot training for school and regional leaders on evidence-based math teaching; participation is not required.
More test choices, fewer repeated assessments
Districts must give state-approved reading and math diagnostic tests without the former delay until the 2026–2027 school year. The state must approve up to six reading tests covering kindergarten through grade three and aligned with learning standards. On the amendment’s effective date, it must add the sixth-highest-rated math test, with approved math tests covering those same grades. Districts generally cannot test the same K–3 student with multiple providers in reading or math, including to boost report-card ratings. Exceptions allow education-plan testing, dyslexia-risk checks, state-approved reasons, and additional tests to guide district-wide instruction and support.
Schools retain math choices with reporting
District, community, and STEM schools can use state math materials or choose high-quality alternatives. Districts must report math curricula, materials, and intervention programs used in every grade from kindergarten through grade 12. The state collects and reports that information through its statewide education data system. For fiscal years 2026 and 2027, disadvantaged pupil aid can fund evidence-based math-teaching training and state-identified high-quality math curricula. This adds spending options, not a new aid amount.
Sponsors & Cosponsors
Sponsor
Andrew O. Brenner
Republican • Senate
Cosponsors
Bill Reineke
Republican • Senate
Brian M. Chavez
Republican • Senate
Catherine D. Ingram
Democratic • Senate
George F. Lang
Republican • Senate
Jane M. Timken
Republican • Senate
Jerry C. Cirino
Republican • Senate
Kristina D. Roegner
Republican • Senate
Kyle Koehler
Republican • Senate
Mark Romanchuk
Republican • Senate
Michele Reynolds
Republican • Senate
Sarah Fowler Arthur
Republican • House
Shane Wilkin
Republican • Senate
Stephen A. Huffman
Republican • Senate
Terry Johnson
Republican • Senate
Theresa Gavarone
Republican • Senate
Thomas F. Patton
Republican • Senate
Tim Schaffer
Republican • Senate
Roll Call Votes
Senate vote • 6/11/2026
Concurred in House amendments
Yes: 33 • No: 0
House vote • 6/9/2026
Passed
Yes: 84 • No: 12
House vote • 6/9/2026
Education: Reported
Yes: 12 • No: 0
Senate vote • 11/19/2025
Passed
Yes: 33 • No: 0
Senate vote • 11/18/2025
Education: Reported
Yes: 6 • No: 0
Senate vote • 11/5/2025
Education: Reported
Yes: 7 • No: 0
Actions Timeline
Signed by Governor
6/24/2026GovernorSent to Governor
6/12/2026GovernorConcurred in House amendments
6/11/2026SenatePassed
6/9/2026HouseReported
6/9/2026HouseRefer to Committee
2/4/2026HouseIntroduced
11/25/2025HousePassed
11/19/2025SenateReported
11/18/2025SenateRecommitted
11/12/2025SenateReported
11/5/2025SenateRefer to Committee
1/29/2025SenateIntroduced
1/22/2025Senate
Bill Text
As Enrolled
6/24/2026
As Introduced
As Passed by the House
As Passed by the Senate
As Re-reported by the Senate Education Committee
As Recommitted to the Senate Education Committee
As Reported by the House Education Committee
As Reported by the Senate Education Committee
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