HB23: HB23 Student Success and Progress Act; enact

Georgia law already requires schools to run an early intervention program for students in kindergarten through fifth grade who are falling behind, and a separate program for students still learning English (called English for speakers of other languages, or ESOL). Current law requires notice and a conference when a student joins these programs, but it does not require ongoing progress reports to parents. House Bill 23, called the "Student Success and Progress Act," would amend both programs' Georgia Code sections (O.C.G.A. §§ 20-2-153 and 20-2-156) to require schools to give parents or guardians a report on their child's academic performance and progress in each program at least twice per semester. It also directs the Department of Education to work with the Professional Standards Commission to update teacher training specifically focused on early intervention and on supporting students still learning English.

• Requires schools to give parents or guardians of students in the early intervention program a progress report at least twice each semester.
• Requires schools to give parents or guardians of students in the English for speakers of other languages (ESOL) program a progress report at least twice each semester.
• Directs the Department of Education to work with the Professional Standards Commission to update teacher training focused on early intervention.
• Directs the Department of Education to work with the Professional Standards Commission to update teacher training focused on supporting students still learning English.
• Sets the bill's short title as the "Student Success and Progress Act."

Parents and guardians of students in kindergarten through fifth grade who are placed in early intervention programs, families of students learning English through ESOL programs, classroom teachers in both programs, local school systems, and the Georgia Department of Education and Professional Standards Commission.

Parents of students in these programs would get more frequent, formal updates on their child's academic progress instead of relying only on the initial notice and conference required now. Teachers in these programs could also see updated training tied specifically to early intervention and English language support.

• Section 1 gives the bill its short title, the "Student Success and Progress Act."
• Section 2 amends O.C.G.A. § 20-2-153 to require schools to report on early intervention students' academic performance and progress to parents or guardians at least twice each semester.
• Section 2 also adds a requirement that the Department of Education collaborate with the Professional Standards Commission to update early intervention teacher training.
• Section 3 amends O.C.G.A. § 20-2-156 to require the same twice-per-semester progress reports for parents of students in the ESOL program.
• Section 3 also requires the Department of Education to collaborate with the Professional Standards Commission on training for teachers supporting limited-English-proficient students.
• Section 4 repeals any conflicting laws.

1. 2025-02-11House Withdrawn Bill/Res Consideration (House)
2. 2025-01-15House Second Readers (House)
3. 2025-01-14House First Readers (House)
4. 2025-01-13House Hopper (House)

• Sandra Scott (D, HD-076)Primary sponsor
• Kim Schofield (D, HD-063)
• Viola Davis (D, HD-087)

• early intervention programs
• English language learners
• parent communication
• teacher training
• K-12 education