Tracking List: A1-Aligned Priority

HB2274 - Rep. Ed Lewis (R) - Adopts the "Interstate Teacher Mobility Compact"

Summary:

COMMITTEE ACTION: Voted "Do Pass" by the Standing Committee on Elementary and Secondary Education by a vote of 17 to 1.

This bill establishes the "Missouri Interstate Teacher Mobility Compact" to create a collective regulatory framework that has a goal to support teachers and provide a new path for licensure. The bill aims to simplify and accelerates the process for qualified teachers to get licensed and employed when moving across state lines.

The bill provides that a member state must grant an equivalent unencumbered license to an applicant who holds an unencumbered eligible teaching license from another member state, pending a determination of equivalency.

The bill specifies a pathway for active military members and eligible military spouses to receive an equivalent license, even if their current license is not unencumbered.

The compact is intended to accomplish the following:

(1) Create a streamlined pathway to licensure mobility;

(2) Support the relocation of eligible military spouses;

(3) Facilitate the exchange of licensure, investigative, and disciplinary information between states;

(4) Remove barriers to hiring qualified out-of-state teachers and;

(5) Support teacher retention in the profession.

The bill indicates that licensure under the compact is for the initial granting of a license in a receiving state and requires participating states to maintain an updated list of eligible licenses and career and technical education licenses that the state is willing to consider for equivalency.

The compact does not prevent states from awarding certificates based on additional criteria, participating in additional agreements, exchanging of names of teachers whose licensure is subject to adverse action, or participating with nonmember states. States may also investigate and discipline teachers if the need arises.

The bill also creates the "Interstate Teacher Mobility Compact Commission", a joint public agency composed of one delegate from all member states, to administer the compact, enforce its rules, and manage the exchange of information. The Commission has the power to establish a code of ethics and create bylaws. Additional authorizations for the Commission are specified in the bill and the Commission must meet at least once annually. The executive committee of the Commission is composed of eight members and the Committee's duties include preparing the budget and monitoring and reporting on the compliance of the member states among other duties as specified in the bill.

The bill requires that meetings of the Commission and the Committee be open to the public except for closed, nonpublic meetings as specified. The bill provides details on the financing of the Commission and provides a qualified immunity, defense, and indemnification provision for specified members of the Commission.

The bill provides the Commission rulemaking authority, however, if a majority of the legislatures of the member states rejects a rule, by enactment of a statute or resolution in the same manner used to adopt the compact within four years of the date of adoption of the rule, the rule will have no further effect in any member state.

The Commission may terminate membership if there is a default on the performance of a state to fulfill it's obligations or responsibilities after the Commission has provided written notice and provided training and specific technical assistance. The compact will be in effect after 10 states have enacted it into law even if after a review, termination, or withdrawal causes a state to no longer be a member and the total membership is less than 10.

The bill provides for severability if the compact is determined to be contrary to a state or the U.S. Constitution.

PROPONENTS: Supporters say that teacher recruitment is very important and this bill will open the state borders to teachers from other states. The bill establishes a framework to support teachers and provide reciprocity for a smoother licensure process. Currently about 11% of new teachers each year come from other states and this bill would provide additional pathways for more teachers. The current shortage of teachers must be addressed and this is a potential opportunity to add another tool to the toolchest.

Testifying in person for the bill were Representative Lewis; Missouri NEA; and Mo Community College Association.

OPPONENTS: There was no opposition voiced to the committee.

OTHERS: Others testifying on the bill say the Missouri certification route has reciprocity with most other states, however that reciprocity is slightly different and this bill would standardize the arrangements for licensure. Missouri has more criteria than some surrounding states and less criteria for licensure than others so having a standard agreement would be a timesaver. Fixing the issue of teacher shortage is very important and while there are only 13 states that are currently in this compact that should grow. The ongoing expense will be to cover the cost of board meetings and to ensure that data collection is maintained.

Testifying in person on the bill were Alex Sergent, The Council of State Governments; Perry Gorrell, Department of Elementary and Secondary Education; Leah Strid, Department of Higher Education and Workforce Development.

Written testimony has been submitted for this bill. The full written testimony and witnesses testifying online can be found under Testimony on the bill page on the House website.

Last Action:

02/12/2026

H - Scheduled for Committee Hearing - 02/16/2026, 4:30 PM - House-Rules-Legislative, HR 4

HB2409 - Rep. Brenda Shields (R) - Authorizes the "Child Care Contribution Tax Credit Act", the "Employer-Provided Child Care Assistance Tax Credit Act", and the "Child Care Providers Tax Credit", relating to tax credits for child care

Summary:

CHILD CARE CONTRIBUTION TAX CREDIT ACT (Section 135.1310, RSMo.)

This bill establishes the "Child Care Contribution Tax Credit Act". Beginning January 1, 2027, a taxpayer may claim a tax credit for verified contributions to a child care provider in an amount up to 75% of the contribution. The tax credit issued must not be less than $100 and must not exceed $200,000 per tax year.

A child care provider or intermediary must apply to the Department of Economic Development using the Department's approved form. After the Department makes a determination on eligibility and enters into an agreement with the child care provider, taxpayers who make contributions to such provider may receive this tax credit. A child care provider or intermediary who receives a contribution must file a contribution verification with the Department as further explained in the bill.

To be eligible for the tax credit, a contribution:

(1) Must be used directly by a child care provider to promote child care for children 12 years of age or younger;

(2) If made to an intermediary, must be distributed in full by the intermediary within two years of receipt to one or more child care providers;

(3) Must be made to a child care provider in which the taxpayer or a person related to the taxpayer does not have a direct financial interest; and

(4) Must not be made in exchange for care of a child or children in the case of an individual taxpayer that is not an employer making a contribution on behalf of its employees.

The tax credits authorized by this section are not refundable and can not be transferred, sold, or otherwise conveyed. The amount of tax credits authorized must not exceed $20 million for each calendar year. If the maximum amount of tax credits allowed in any calendar year is authorized, the maximum amount of tax credits must be increased by 15%, provided that all such increases of tax credits must be reserved for contributions made to child care providers located in a "child care desert", as defined in the bill. Tax credits allowed under this section are considered a "domestic and social tax credit" under the provisions of the Tax Credit Accountability Act.

The program sunsets six years after the effective date.

EMPLOYER PROVIDED CHILD CARE ASSISTANCE TAX CREDIT ACT (Section 135.1325)

This bill also establishes the "Employer Provided Child Care Assistance Tax Credit Act". Beginning January 1, 2027, a taxpayer with two or more employees may claim a tax credit in an amount equal to 30% of the qualified child care expenditures paid or incurred with respect to a child care facility. The maximum amount of any tax credit issued must not exceed $200,000 per taxpayer per tax year.

For the purposes of this provision, "taxpayer" is defined as a corporation defined in Chapter 143; any charitable organization exempt from Federal income tax and whose Missouri unrelated business taxable income, if any, would be subject to the State income tax under Chapter 143; or individuals or partnerships subject to the state income tax imposed by the provisions of Chapter 143.

A facility will not be treated as a child care facility with respect to a taxpayer unless enrollment in the facility is open to the dependents of the taxpayer's employees during the tax year, provided that the dependents are within the age range ordinarily cared for by, and only require a level of care ordinarily provided by, such facility.

The tax credits cannot be refundable, transferable, sold, assigned, or otherwise conveyed. The amount of tax credits must not exceed $20 million for each calendar year. If the maximum amount of tax credits allowed in any calendar year is authorized, the maximum amount of tax credits will be increased by 15%, provided that all such increases of tax credits will be reserved for contributions for child care facilities located in a child care desert.

Tax credits allowed under this section are considered a "domestic and social tax credit" under the provisions of the Tax Credit Accountability Act.

The program sunsets six years after the effective date. CHILD CARE PROVIDERS TAX CREDIT ACT (Section 135.1350)

This bill also establishes the "Child Care Providers Tax Credit Act". Beginning January 1, 2027, a child care provider with three or more employees may claim a tax credit in an amount equal to the child care provider's eligible employer withholding tax, and may also claim a tax credit in an amount up to 30% of the child care provider's capital expenditures.

No tax credit for capital expenditures will be allowed if the capital expenditures are less than $1,000. The amount of any tax credit issued must not exceed $200,000 per child care provider per tax year.

To claim a tax credit for capital expenditures, a child care provider must present proof acceptable to the Department of Elementary and Secondary Education that the expenditures fall within the definition of "capital expenditure", as defined in the bill.

The tax credits are not refundable and cannot be transferred, sold, assigned, or otherwise conveyed. The amount of tax credits authorized pursuant to this section must not exceed $20 million for each calendar year.

If the maximum amount of tax credits allowed in any calendar year is authorized, the maximum amount of tax credits will be increased by 15%, provided that all such increases of tax credits must be reserved for contributions made to child care providers located in a child care desert.

Tax credits allowed under this section are considered a "domestic and social tax credit" under the provisions of the Tax Credit Accountability Act.

The program sunsets six years after the effective date.

This bill is similar to the perfected version of HB 269 (2025) and SS SB 742 (2024).

Last Action:

02/12/2026

H - Scheduled for Committee Hearing - 02/17/2026, 8:00 AM - House - Economic Development, HR 1

HB2539 - Rep. Jonathan Patterson (R) - Modifies provisions governing accountability measures for elementary and secondary schools

Summary:

This bill requires the State Board of Education (SBE) to develop an annual accountability report card for public schools. The report card will provide information about school performance and satisfy federal reporting requirements relating to students, staff, finances, and other data.

The SBE may contract with a private entity or charge the Department of Elementary and Secondary Education (DESE) to generate the annual report. An embargoed version of the report must be provided to schools by July 15th and within 36 hours DESE will publish the report on the Department website. Before August 15th schools must publish on the school's website the report.

The bill provides that the SBE will assign a rating based on a zero-one-hundred A thru F scale for each public school and district. The criteria of the ratings are specfied in the bill and included factors such as student academic achievement and growth in English, Math, and Science as assessed through the Missouri assessment program. The factors include a value-added growth metric and a "Success Ready Graduate" measure which will be calculated by DESE. The bill also requires that the rating scale increase by 5% in any year that 65% of schools achieve an A or a B.

The bill establishes the "Show Me Success Program" to provide financial awards to public schools with a high student performance and high student academic growth. The program will provide a performance-based award of $100 per student if a school is in the top 5% of schools for performance or academic growth and $50 for each student in schools that are in the top 10% but not in the top 5%. Rewards will begin after the 2026-27 state- mandated annual summative assessment.

The bill requires the SBE to develop an annual accountability report card for DESE Department that will consider the number of Missouri schools rated A thru F with the objective being to increase the percentage of students attending higher rated schools, Missouri student performance on national assessments, and an anonymous survey.

This bill is the same as HB 2710 (2026).

Last Action:

01/08/2026

H - Read Second Time

HB2604 - Rep. Brad Pollitt (R) - Establishes transfer procedures to nonresident districts for students in public schools

Summary:

DEFINITIONS (Sections 167.1200 to 167.1230)

The bill establishes the "Public School Open Enrollment Act" and defines certain terms such as "nonresident local education agency" (nonresident LEA), "resident local education agency" (resident LEA), and "transferring student", among other definitions.

TRANSFER POLICY AND PARTICIPATION (Section 167.1205)

The bill establishes an opt-in public school open enrollment program with the intent to improve the quality of instructional and educational programs by increase parental involvement, provide access to programs and classes, and offer opportunities to align parental curriculum options to personal beliefs.

The bill specifies that any student beginning kindergarten or any transferring student, as that term is defined in the bill, can attend a public school in a nonresident LEA participating in the program. Schools must declare participation in the open enrollment program by November 1st for the following school year. Participating schools are not required to add teachers, staff, or classrooms to accommodate transfer applicants.

Schools can restrict the number of outgoing transfer students to 5% of the previous school year's enrollment. The Department of Elementary and Secondary Education (DESE) must develop and maintain an online resource to facilitate applications and provide a searchable public database for allowable transfers. DESE or an entity skilled in policy development must develop a model open enrollment transfer policy, as outlined in the bill.

All public schools must adopt the model policy, regardless of participation in the program, but each school board can modify the model policy based on the school's needs.

Students who wish to attend nonresident schools that have an academic or competitive entrance process must furnish proof that they meet the admission requirements. Nonresident LEA's are able to deny transfers to students who, during the most recent school year, have been suspended two or more times or have either been suspended for an act of violence or expelled. The bill establishes a provisional transfer procedure upon approval of the nonresident LEA's superintendent and provides that a student who has been denied such a transfer has the right to meet in-person with the nonresident LEA superintendent. Students that participate in open enrollment in high school can not participate in varsity sports during the first 365 days of enrollment in a nonresident LEA, with exceptions that are outlined in the bill.

APPLYING FOR TRANSFER (Section 167.1210)

Any student who applies for a transfer can only accept one transfer per school year, although the student can return to his or her resident LEA and, if so, complete a full semester before applying for another transfer. Students can complete all remaining school years in their nonresident LEA and any sibling can enroll if the school has the capacity, as provided by the bill. For the purposes of determining federal and state aid the student must be counted as a resident pupil of the nonresident LEA, except for federal calculations of military impact aid. Parents will be responsible for transportation to the nonresident school or to an existing bus stop location in the nonresident LEA.

PARENT PUBLIC SCHOOL CHOICE FUND (Sections 167.1211 and 167.1212)

The bill creates the "Parent Public School Choice Fund" which is created to be used for the public school open enrollment program and to reimburse for special needs education as outlined in Section 167.1211, RSMo.

NUMBER OF TRANSFER STUDENTS (Section 167.1215)

The bill specifies that annually, before November 1st, each school must set and publish the number of transfer students the school is willing to receive for the following school year. Schools will also develop a policy for online waitlists and notify applicants if they have been waitlisted.

APPLICATION PROCESS (Section 167.1220)

The processes for a transfer application and the details for notifications of acceptance or rejection are specified within the bill. DESE must create an online resource to receive applications, which must be submitted before January 1st. DESE will conduct a lottery of applications by January 15th and provide notice to all applicants regarding the acceptance or rejection of each application. The nonresident LEA's superintendent or a designee thereof must review each application, determine if the application is rejected or accepted, and inform DESE of his or her decision. DESE must be notified of all accepted students and will notify the resident LEA and request the student or the student's parent participate in an anonymous survey related to the reasons for participating in the Open Enrollment Program. DESE will publish an annual report based on the survey results.

PROCEDURE FOR CERTAIN STUDENTS HAVING BEEN ACCEPTED (Section 167.1224)

The bill includes a procedure for schools when a transferring student has special education needs. Schools can also establish standards for transfer applications and post the information on the school website and in the student handbook. Schools that are served by special school districts must reach an agreement with such special school district regarding finance, staffing, and other items prior to participating in the program.

ALLOWED EXEMPTIONS (Section 167.1225)

This bill specifies that a school can annually declare an exemption for the upcoming school year from the requirements set forth in this bill, provided that the school is subject to a desegregation order or mandate of a Federal court or agency remedying the effects of past racial segregation or subject to a settlement agreement remedying the effects of past racial segregation. The bill requires any student who transfers from a K-eight school enroll before the end of the student's sixth grade year, or the K-eight school must pay tuition as specified under Section 167.131. Additional exemptions are specified for students who qualify for transfers under other listed Sections.

APPEAL PROCEDURE (Section 167.1227)

The bill outlines an appeal procedure for students whose application is rejected and includes the notification process if DESE overturns the determination of the nonresident LEA on appeal.

ANNUAL REPORTING (Section 167.1229)

DESE must collect and report data annually from schools on the number of applications and study the effects of the public school choice program transfers. The report must be submitted annually by December 1st to the Joint Committee on Education, the House Committee on Elementary and Secondary Education, and the Senate Committee on Education, or any successor committees thereof.

DESE must annually make a random selection of 10% of the schools participating in the program and audit each selected transferred that were approved or denied under policies adopted in this bill.

ALTERNATIVE FUNDING (Section 167.1230)

The bill requires that enrollment of students under the program not occur before July 1, 2027. The bill outlines what steps must be taken if the Parent Public School Choice Fund does not have sufficient funding necessary to provide for eligible reimbursements for transportation and special education expenses. Transportation costs must be considered eligible expenses under Section 163.161, and special education students will be provided additional weight in the formula calculation for the nonresident school.

This bill is similar to SCS HCS HB 711 (2025); HCS HB 1989 (2024); and HCS HB 253 (2023).

Last Action:

01/08/2026

H - Read Second Time

HB2710 - Rep. Dane Diehl (R) - Modifies provisions governing accountability measures for elementary and secondary schools

Summary:

This bill requires the State Board of Education (SBE) to develop an annual accountability report card for public schools. The report card will provide information about school performance and satisfy federal reporting requirements relating to students, staff, finances, and other data.

The SBE may contract with a private entity or charge the Department of Elementary and Secondary Education (DESE) to generate the annual report. An embargoed version of the report must be provided to schools by July 15th and within 36 hours DESE will publish the report on the Department website. Before August 15th schools must publish on the school's website the report.

The bill provides that the SBE will assign a rating based on a zero-one-hundred A thru F scale for each public school and district. The criteria of the ratings are specfied in the bill and included factors such as student academic achievement and growth in english, math, and science as assessed through the Missouri assessment program. The factors include a value-added growth metric and a "Success Ready Graduate" measure which will be calculated by DESE. The bill also requires that the rating scale increase by 5% in any year that 65% of schools achieve an A or a B.

The bill establishes the "Show Me Success Program" to provide financial awards to public schools with a high student performance and high student academic growth. The program will provide a performance-based award of $100 per student if a school is in the top 5% of schools for performance or academic growth and $50 for each student in schools that are in the top 10% but not in the top 5%. Rewards will begin after the 2026-27 state- mandated annual summative assessment.

The bill requires the SBE to develop an annual accountability report card for DESE that will consider the number of Missouri schools rated A thru F with the objective being to increase the percentage of students attending higher rated schools, Missouri student performance on national assessments, and an anonymous survey.

This bill is the same as HB 2539 (2026).

Last Action:

02/11/2026

H - Referred to committee - House-Rules-Legislative

HB2872 - Rep. Cathy Jo Loy (R) - Creates, repeals, and modifies provisions relating to literacy of elementary school students

Summary:

This bill creates, repeals, and modifies provisions relating to literacy of elementary school students.

EDUCATOR PREPARATION PROGRAMS

(Sections 161.097 and 186.080, RSMo.)

The bill requires educator preparation programs to instruct teacher candidates on the selection and use of "high-quality" reading curricula and instructional materials that do not include the three-cueing system, as defined in current law.

This bill prohibits educator preparation programs from including instruction in, or endorsement of, the three-cueing system.

The bill repeals provisions establishing the literacy advisory council and allowing for its recommendations to the Commissioner of Education and the State Board of Education.

The bill also repeals a requirement for teacher candidates to be instructed on best practices in the field of literacy instruction as recommended by the literacy advisory council.

Beginning July 1, 2027, the Department of Elementary and Secondary Education (DESE) must annually review and publicly report on the compliance of educator preparation programs with literacy and reading instruction requirements of current law and those established in the bill. The review must evaluate whether instruction is grounded in the components of evidence-based reading instruction and whether prohibited practices, such as the three-cueing system, are excluded from coursework. Educator preparation programs not in compliance with these requirements will not be approved to certify new teachers.

STATE AID FOR READING INSTRUCTION (Section 161.241)

The bill provides that the current Evidence-Based Reading Instruction Program Fund may be used to fund reading tutoring programs inside regular school hours, rather than only outside regular school hours. Subject to appropriation, DESE will remit to each school district and charter school $500 for each fourth grade student who exhibited a substantial reading deficiency in any of grades kindergarten to grade three, or who was identified as dyslexic, and who subsequently scores at the proficient level or higher in reading on the annual summative English language arts assessment administered to fourth grade students.

IDENTIFICATION OF READING DEFICIENCIES (Sections 167.268, 167.340, and 167.645)

The bill establishes the "Missouri Universal Reading Screener", a uniform, universal, literacy-based reading assessment administered to students in grade one through grade three. The screening must be administered three times per year in every school district and charter school in the State . The screener will score each student in one of the following categories: "below basic", "basic", "grade-level", "proficient", or "advanced". Proficiency benchmarks associated with these categories will be determined by DESE.

Each school district and charter school must assess all students in grade one through grade three on the Missouri Universal Reading Screener during three annual administration windows established by DESE. DESE will provide the screener to school districts and charter schools at no cost. The screener may also be used to comply with dyslexia screening requirements established in current law. Student results on the screener must not be used to make decisions concerning the accreditation of a public school or school district.

The bill repeals a provision requiring school districts and charter schools to assess newly enrolled students in grade one through grade five on a reading assessment selected from a state- approved list.

A student who scores "basic" on the Missouri Universal Reading Screener shall be identified as having a reading deficiency. A student who scores "below basic" on the screener shall be identified as having a substantial reading deficiency.

Beginning with the 2027-28 school year, a school district or charter school must notify the parent of a student with a substantial reading deficiency that if the child's substantial reading deficiency is not corrected by the end of third grade, the child will not be promoted to fourth grade unless the child qualifies for a good cause exemption. Retention of a third-grade student with a substantial reading deficiency is mandatory unless the child qualifies for a good cause exemption or scores "basic" or higher on a retest opportunity through the Missouri Universal Reading Screener, as specified in the bill.

A good cause exemption may be granted to students who are English language learners or who have individualized education plans or 504 plans developed under federal law. A good cause exemption may also be granted to a student who has already been retained at least once in kindergarten to third grade.

To request a good cause exemption, a student's teacher must submit documentation to the school principal recommending the student's promotion, including the type of exemption being requested and the child's existing reading improvement plan or individualized education plan, as appropriate. The school principal must discuss the recommendation with the teacher and determine whether the student qualifies for a good cause exemption. If the school principal determines that the student qualifies for the good cause exemption, the school principal will make the recommendation in writing to the superintendent, who shall accept or reject the school principal's recommendation in writing.

The school district shall assist schools with notifying parents of students who are retained of the reasons for the retention, along with a description of the proposed interventions and supports that will be provided to the child to remedy the identified area or areas of reading deficiency in the following school year.

Intensive reading instruction provided to students exhibiting a reading deficiency or substantial reading deficiency cannot include the three-cueing system, as defined in current law, to teach word reading.

By October 1 annually, each school board must submit a written report to DESE that contains certain information regarding reading instruction, such as the board's policies regarding student retention and promotion, the number and percentage of students identified as having reading deficiencies or substantial reading deficiencies, the number and percentage of all students retained in kindergarten to third grade due to substantial reading deficiencies, and the total number and percentage of third-grade students who were promoted with good cause exemptions, as specified in the bill. THREE-CUEING SYSTEM MODEL OF READING INSTRUCTION (Section 170.014)

Current law provides that instruction in word reading cannot rely primarily on the "three-cueing system", defined as any model of reading instruction based on meaning, structure and syntax, and visual cues, also be known as "MSV". The bill repeals this provision and instead provides that instruction in word reading shall not use the three-cueing system in any form.

This bill is similar to SB 1442 (2026).

Last Action:

02/12/2026

H - Reported Do Pass as substituted - House-Elementary and Secondary Education

HB2914 - Rep. Ed Lewis (R) - Creates, repeals, and modifies provisions relating to literacy of elementary school students

Last Action:

01/13/2026

H - Read Second Time

SB906 - Sen. David Gregory (R) - Creates, modifies, and repeals provisions relating to student transfers to nonresident districts

Summary:

SB 906 - Current law authorizes students who reside in an unaccredited school district to transfer to an accredited school district in the same or an adjoining county under certain conditions. This act repeals and modifies provisions limiting these transfers to students in unaccredited school districts. Under the act, any student may transfer to another public school, including transfers from a student's district of residence, or "sending district", to a public school in a nonresident district, or "receiving district", beginning in the 2027-28 school year and in all subsequent school years.

The school board of each school district shall determine the district's capacity to accept student transfers in each grade level and in each school in the district. Each school board shall provide this information to the Department of Elementary and Secondary Education (DESE) beginning on July 15, 2027, and by the first day of each month thereafter. DESE shall publish and update the capacity of each district's grade levels and schools on its website. (Section 167.895)

Parents of students who wish to transfer shall notify DESE by August 1, 2027, and by the first day of each month thereafter, and DESE shall assign students to a receiving district or charter school as provided in the act. A receiving district shall accept all students who apply and are assigned to the district, so long as there is capacity for each student. School board policies shall not discriminate against any transfer student on the basis of his or her residential address, academic performance, athletic ability, disability, race, ethnicity, sex, or free and reduced price lunch status. (Sections 167.895 and 167.898)

The act repeals provisions that require sending districts to make tuition payments to receiving districts. Instead, for purposes of calculating state and federal aid, each transfer student shall be counted as a resident of the receiving district in which the student is enrolled. Tuition shall not be charged to any student or to his or her parent or legal guardian. (Sections 160.415, 162.081, 167.132, 167.151, and 167.895)

DESE shall designate at least one receiving district or charter school to which each sending district shall provide transportation. A sending district shall be required to provide transportation only to the school district or charter school designated by DESE. (Section 167.241)

If the receiving district is part of a special school district, the sending district shall contract with the special school district for the entirety of the costs to provide special education and related services, excluding transportation. The special school district may contract with a sending district for transportation, or the sending district may provide transportation on its own. (Section 167.895)

The act outlines school districts' responsibilities for the provision of special education and related services to students with disabilities. A special school district shall continue to provide special education and related services, excluding transportation, to students with disabilities who transfer to another school within the special school district. If the sending district is a metropolitan school district, it shall remain responsible for providing special education and related services, including transportation, to students with disabilities who transfer to a receiving district. A special school district in an adjoining county to a metropolitan school district may contract with the metropolitan school district for the reimbursement of special education and related services provided by the special school district for transfer students. A receiving district that is not part of a special school district shall not be responsible for providing transportation to transfer students, regardless of whether transportation is identified as a related service within a student's individualized education program. A sending district may contract with a receiving district that is not part of a special school district for transportation of students with disabilities. A seven-director or urban school district may contract with a receiving district that is not part of a special school district in the same or an adjoining county for the reimbursement of special education and related services provided by the receiving district. (Section 167.895)

This act is identical to SB 971 (2026) and similar to SCS/SBs 215 & 70 (2025).

OLIVIA SHANNON

Last Action:

02/10/2026

S - Superseded by SB 971

SB971 - Sen. Curtis Trent (R) - Establishes provisions relating to student transfers to nonresident districts

Summary:

SCS/SBs 971 & 906 - This act establishes the "Public School Open Enrollment Act" to enable students to transfer from their charter school or resident school district ("resident local education agency" or "LEA") to a nonresident LEA. (Section 167.1200)

No student shall be enrolled under the Public School Open Enrollment Act before July 1, 2028. (Section 167.1230)

TRANSFER POLICY AND PARTICIPATION

(Section 167.1205)

Any student in kindergarten to grade 12 may attend school in a nonresident LEA participating in the open enrollment program. Before November 1st of each year, each charter school or school district, defined as a "local education agency" or "LEA", shall adopt a resolution stating whether the LEA intends to participate in the program by receiving transferring students during the subsequent school year.

LEAs may restrict the number of students who may transfer to a nonresident LEA to 3% of the previous school year's enrollment. After the 2028-29 school year, an LEA's maximum number of students who may transfer to a nonresident LEA shall increase by 1% for every two consecutive school years that the LEA is at the transfer maximum, up to a potential maximum of 5% of the previous school year's enrollment. For purposes of calculating the transfer maximum, a transferring student shall be counted as enrolled in the resident LEA if, in the school year before the year of transfer, the student was enrolled in a school other than a public school, attended an FPE school, as such term is defined in current law, or moved to Missouri from another state and has not yet enrolled in school.

The Department of Elementary and Secondary Education (DESE) shall develop and maintain an online resource that allows a nonresident LEA to ensure that such LEA does not accept a transfer application if doing so would cause the transferring student's resident LEA to exceed the transfer maximum established in the act. The online resource shall additionally provide a searchable public database of the number of transfers offered in each participating LEA, listing allowable transfers for each building, grade level, classroom, and program in an LEA.

LEAs shall not be required to add teachers, staff, or classrooms to accommodate transfer applicants.

DESE or an entity skilled in policy development shall develop a model open enrollment transfer policy as outlined in the act, including specific standards for acceptance and rejection of transfer applications. All LEAs that participate in open enrollment shall adopt a policy that defines the term "insufficient classroom space," taking into account future population growth and establishing standards for acceptance and rejection of transfer applications. The standards for acceptance and rejection of transfer applications may include the capacity of the school, the availability of classroom space, and any class-size limitation. An LEA may use projections to determine class-size limitations. The standards shall include a statement that priority shall be given to any applicant who has a sibling who is already enrolled in the nonresident LEA. The standards shall not include a consideration of an applicant's academic achievement, athletic ability, disabilities, English proficiency level, or previous disciplinary proceedings, except that any suspension or expulsion from another LEA shall be included. LEAs receiving transferring students shall not discriminate on the basis of gender, national origin, race, ethnicity, ancestry, religion, disability, or whether the student is homeless or a migrant.

A nonresident LEA shall accept credits toward graduation that were awarded by another LEA and award a diploma to a transferring student if the student meets the nonresident LEA's graduation requirements.

The governing body of each LEA shall cause certain information about the open enrollment program, such as application deadlines and procedures, to be posted on the LEA's website and in the student handbook.

Students who wish to attend a nonresident LEA that has an academic or competitive entrance process shall furnish proof that they meet the admission requirements of the nonresident LEA.

A nonresident LEA may deny a transfer to a student who, in the most recent school year, has been suspended from school two or more times or who has been suspended or expelled for an act of school violence, as described in the act. A student whose transfer is initially precluded under this provision may, upon the approval of the nonresident LEA, be permitted to transfer as a probationary student, subject to no further disruptive behavior. A student who is denied a transfer due to disciplinary issues has the right to an in-person meeting with the nonresident LEA's superintendent, as provided in the act. LEAs shall develop common standards for determining disruptive behavior that shall include criteria established in current law.

High school students who participate in open enrollment shall be ineligible to participate in interscholastic athletics during the first 365 days of enrollment in a nonresident LEA, with exceptions outlined in the act.

APPLYING FOR TRANSFER

(Section 167.1210)

A student who applies for a transfer under the act may accept only one transfer per school year. A student who accepts such a transfer shall commit to attend and take all courses through the nonresident LEA for at least two school years. The student may meet with the superintendent of the nonresident LEA to be released from such commitment if extenuating circumstances arise or if the student's resident LEA changes. A transferring student shall not enroll as a full-time student in the Missouri Course Access and Virtual School Program.

A student who transfers to a nonresident LEA and then returns to the resident LEA shall complete a full semester in the resident LEA before applying for another transfer. A transferring student with a school attendance rate below 80% for any quarter shall be notified of such rate, and if such student's attendance rate in the subsequent quarter does not reach at least 90%, the student's transfer and eligibility to attend the nonresident LEA may be voided by the LEA.

A student who transfers to a nonresident LEA may complete all remaining school years in the nonresident LEA without reapplying each year. Any sibling of a student enrolled in a nonresident LEA may enroll in the same nonresident LEA if the LEA has the capacity and the sibling has no discipline issues, as provided in the act.

The transferring student or the student's parent is responsible for the transportation of the student to and from the boundaries of the nonresident LEA in which the student is enrolled. Nonresident LEAs shall provide transportation within the boundaries of the LEA, but charter schools that do not currently provide transportation services are exempt from this requirement. Transportation costs shall included in the nonresident LEA's calculation for transportation reimbursement under current law.

For the purposes of determining federal and state aid, a student who transfers to a nonresident school district LEA shall be counted as a resident of the nonresident LEA. For a student transferring to a nonresident charter school LEA, state aid for such student shall be determined by multiplying the weighted average daily attendance of such transferring student by the state adequacy target and multiplying this product by the dollar-value modifier, as the terms "weighted average daily attendance", "state adequacy target", and "dollar-value modifier" are defined in current law, and certain provisions of state law providing for state aid payments to charter schools shall not apply to such calculation. For purposes of payment to special school districts, a transferring student receiving services from a special school district shall be counted as a resident pupil of the nonresident LEA in which the student is enrolled. If a student receives 50% or more of such student's instruction from the special school district, the special school district shall receive all funding which would otherwise be paid to the nonresident LEA for such student.

The provisions of the act shall not be construed to relieve any resident LEA of its responsibility to pay toward the cost of the education of children who receive special educational services or attend the Missouri Schools for the Severely Disabled, as provided in current law.

PARENT PUBLIC SCHOOL CHOICE FUND

(Sections 167.1211 and 167.1212)

The act establishes the "Parent Public School Choice Fund". Appropriations to the fund shall be used to supplement state aid payments to LEAs that participate in the open enrollment program and reimburse nonresident LEAs for the costs of providing special educational services for students with an IEP, as provided in the act. DESE shall annually evaluate the availability and use of moneys from the fund and, if necessary, request additional funds by a specific line item appropriation as part of the legislative budget process.

NUMBER OF TRANSFER STUDENTS

(Section 167.1215)

Before November 1st annually, each LEA shall publish and notify DESE of the number of transfer students the LEA is willing to receive for the following school year, delineated by building, grade, classroom, or program, if such criteria for acceptance have been set by the LEA. An LEA shall not be required to accept any transfer students above this published number. A special school district shall consult with each partner school district and, before November 1st annually, shall notify DESE of the number of likely available spots for special education services at each partner school district, as provided in the act.

The online resource created by DESE shall include a waiting list for applications to nonresident LEAs. The online resource shall notify each applicant that the applicant's transfer application may be subject to placement on such waiting list if the number of transfer applications exceeds the number of available transfers. The act sets forth a priority order for acceptance of applications from the waiting list. A parent of a student on the waiting list shall be informed by DESE of the details of the operation of the list and whether the parent will be required to refile an application for open enrollment in order to remain on the waiting list.

APPLICATION PROCESS

(Section 167.1220)

The parent of a student seeking a transfer shall submit an application to DESE between November 15th and January 1st of the school year before the school year in which the student seeks to begin the fall semester, as provided in the act. No more than five transfer applications per school year shall be submitted for any student.

Upon receiving an application, DESE shall assign a unique identifying number to the application. On or before January 15th, DESE shall conduct a lottery of eligible applications to determine which student transfers DESE will approve for submission to the nonresident LEAs, subject to conditions set forth in the act, and shall also notify each nonresident LEA of applications that DESE has approved for transfer.

The governing body of the nonresident LEA shall request from all schools attended by the student within the last 12 months certain records relating to the transfer, including special education records, discipline records, and records of behavioral risk assessments. An LEA that receives such a request for records shall respond to the request within five business days. Any official to whom such information is disclosed shall comply with the federal Family Educational Rights and Privacy Act.

Nonresident LEAs shall review and make a determination on transfer applications received from DESE within 10 business days, as provided in the act. If a nonresident LEA rejects an application, DESE shall submit the next application on the waiting list to the nonresident LEA for consideration.

Before March 1st of the school year preceding the school year in which a student seeks to enroll in a nonresident LEA, the nonresident LEA's superintendent shall notify DESE as to whether the student's application has been accepted or rejected through the online resource created by DESE. Within three business days of sending notifications to the resident and nonresident LEAs, DESE shall notify the parent as to whether the student's application has been accepted or rejected, as provided in the act.

If an application is rejected, DESE's notification shall state the nonresident LEA's reason for the rejection. If an application is accepted, DESE shall state in its notification a reasonable deadline before which the student shall enroll, along with instructions for renewing enrollment each year. DESE shall also notify the resident LEA of the student's participation.

DESE shall further notify the student and the student's parent of the opportunity to participate in an anonymous survey provided by DESE regarding all reasons for the student's and parent's interest in participating in the open enrollment program. DESE shall publish an annual report based on the survey results, providing aggregate data of sufficient detail to allow analysis of trends regarding the reasons for participation in the open enrollment program at the statewide, regional, and local levels. The annual report shall also include detection and analysis of the impact of the program on racial, ethnic, and socioeconomic balance among schools and LEAs. No such survey results shall be published in a manner that would allow for the identification of data attributable to a specific LEA or that reveals information regarding a group of five or fewer students. DESE shall privately share data specific to each LEA with each LEA prior to publishing the annual report.

If a student declines enrolling in the nonresident LEA, provided the nonresident LEA still has capacity to accept additional students, DESE shall send the LEA the next application on the waiting list for consideration.

No additional open enrollment transfer applications shall be sent by DESE or approved by a nonresident LEA after April 15th of the school year immediately preceding the school year of enrollment.

SPECIAL EDUCATIONAL NEEDS AND GIFTED CHILDREN

(Section 167.1224)

Before enrolling in a nonresident LEA, a student with certain special educational needs, English as a second language (ESL) needs, or who is identified as a gifted child shall be provided the same process that exists for a resident student moving into the nonresident LEA. The nonresident LEA, parent, or both shall have the opportunity to reevaluate the student to determine what comparable special educational services may be required or what programs or services for which the student may be eligible.

A nonresident LEA is responsible for providing a free appropriate education to the student and shall provide the same or substantially similar services as a resident student would receive. Before enrolling in the nonresident LEA, if necessary, a transferring student and parent shall be provided the opportunity to develop a new or amended IEP, individualized family service plan, or 504 plan, or to evaluate the ESL, gifted, or dyslexia programs and services provided by the nonresident LEA. The nonresident LEA shall provide the student and parent with prior written notice documenting the services that the nonresident LEA determines appropriate to meet the student's needs. The nonresident LEA shall offer the transferring student 10 business days to accept or decline the acceptance of the nonresident LEA.

LEAs that are served by a special school district shall execute a form agreement prepared by DESE with such special school district regarding finance, staffing, and other relevant items prior to participating in open enrollment. An LEA and a special school district may choose to modify such form agreement, but no modifications shall delay the LEA's participating in open enrollment.

A nonresident LEA shall make reasonable accommodations to address the needs of incoming transferring students and to provide such students with equal access to a free appropriate public education.

These provisions shall not be construed to preclude a nonresident LEA from adding additional staff, services, or programs, or to preclude the nonresident LEA from performing subsequent evaluations to ensure proper placement of a transferring student.

AUTHORIZED EXEMPTIONS

(Section 167.1225)

A student may participate in open enrollment if such student's transfer does not cause the resident LEA to conflict with a provision of an enforceable desegregation court order or a court-approved desegregation plan. An LEA may annually declare an exemption from the program if the LEA is subject to such court order or plan, as provided in the act. Any LEA declaring such exemption shall notify DESE of such before November 1st of the preceding school year.

The act sets forth certain exemptions from open enrollment for students who qualify for transfers under current law and for LEAs that receive transfer students under such provisions.

If a student transfers from a resident LEA that is a K-8 school district to another school district for any of grades 6-8, the resident LEA shall pay tuition to the nonresident LEA upon the student's promotion to 9th grade as provided in current law. For any student who transfers to a nonresident LEA that is a K-8 school district, the K-8 school district shall not be considered such student's resident LEA for any purpose after the student completes 8th grade or upon the student's transfer out of the K-8 school district before completing 8th grade.

ANNUAL REPORTING AND AUDITING

(Section 167.1229)

DESE shall collect and report data annually from school LEAs on the number of applications and study the effects of transfers under the act. DESE shall consider, as part of its study, the maximum number of transfers and exemptions for both resident and nonresident LEAs for up to two years to determine if a significant racially segregative impact has occurred in any LEA. The report shall be submitted annually before December 1st to the Joint Committee on Education, the House Committee on Elementary and Secondary Education, and the Senate Committee on Education.

DESE shall annually make a random selection of 10% of the LEAs participating in the open enrollment program and audit each selected LEA's transfers approved or denied under policies adopted by the school board. If DESE determines that a selected LEA is improperly implementing and administering the transfer process, DESE may withhold any state aid provided to the LEA until the LEA corrects the transfer process improprieties identified by the audit.

This act is substantially similar to provisions in SS/SCS/HCS/HB 711 (2025) and HCS#2/SS/SB 266 (2025), and is similar to HB 2604 (2026), SB 1051 (2024), HCS/HB 1989 (2024), SCS/SB 5 (2023), SB 1010 (2022), HB 1814 (2022), and HS/HCS/HB 543 (2021).

OLIVIA SHANNON

Last Action:

02/10/2026

S - Voted Do Pass as substituted - Senate-Education

SB1442 - Sen. Brad Hudson (R) - Creates, repeals, and modifies provisions relating to literacy of elementary school students

Summary:

SB 1442 - This act creates, repeals, and modifies provisions relating to literacy of elementary school students.

EDUCATOR PREPARATION PROGRAMS

(Sections 161.097 and 186.080)

The act requires educator preparation programs to instruct teacher candidates on the selection and use of "high-quality" reading curricula and instructional materials that do not include the three-cueing system, as such term is defined in current law. The act prohibits educator preparation programs from including instruction in, or endorsement of, the three-cueing system.

The act repeals provisions establishing the literacy advisory council and allowing for its recommendations to the Commissioner of Education and the State Board of Education. The act also repeals a requirement for teacher candidates to be instructed on best practices in the field of literacy instruction as recommended by the literacy advisory council.

Beginning July 1, 2027, the Department of Elementary and Secondary Education (DESE) shall annually review and publicly report on the compliance of educator preparation programs with literacy and reading instruction requirements of current law and those established in the act. The review shall evaluate whether instruction is grounded in the components of evidence-based reading instruction and whether prohibited practices, such as the three-cueing system, are excluded from coursework. Educator preparation programs not in compliance with these requirements shall not be approved to certify new teachers.

STATE AID FOR READING INSTRUCTION

(Section 161.241)

The act provides that the current Evidence-Based Reading Instruction Program Fund may be used to fund reading tutoring programs inside regular school hours, rather than only outside regular school hours.

Subject to appropriation, DESE shall remit to each school district and charter school $500 for each fourth grade student who exhibited a substantial reading deficiency in any of grades kindergarten to grade three, or who was identified as dyslexic, and who subsequently scores at the proficient level or higher in reading on the annual summative English language arts assessment administered to fourth grade students.

IDENTIFICATION OF READING DEFICIENCIES

(Sections 167.268, 167.340, and 167.645)

The act establishes the "Missouri Universal Reading Screener", a uniform, universal, literacy-based reading assessment administered to students in grades 1-3 three times per year in every school district and charter school in the state. The screener shall score each student in one of the following categories: "below basic", "basic", "grade-level", "proficient", or "advanced". Proficiency benchmarks associated with these categories shall be determined by DESE.

School districts and charter schools shall assess all students in grades 1-3 on the Missouri Universal Reading Screener during three annual administration windows established by DESE. DESE shall provide the screener to school districts and charter schools at no cost. The screener may also be used to comply with dyslexia screening requirements established in current law. Student results on the screener shall not be used to make decisions concerning the accreditation of a public school or school district.

The act repeals a provision requiring school districts and charter schools to assess newly enrolled students in grades 1-5 on a reading assessment selected from a state-approved list.

A student who scores "basic" on the Missouri Universal Reading Screener shall be identified as having a reading deficiency. A student who scores "below basic" on the screener shall be identified as having a substantial reading deficiency.

A school district or charter school shall notify the parent of a student with a substantial reading deficiency that if the child's substantial reading deficiency is not corrected by the end of third grade, the child shall not be promoted to fourth grade unless the child qualifies for a good cause exemption. Retention of a third-grade student with a substantial reading deficiency is mandatory unless the unless the child qualifies for a good cause exemption or scores "basic" or higher on a retest opportunity through the Missouri Universal Reading Screener, as provided in the act.

A good cause exemption may be granted to students who are English language learners or who have individualized education plans or 504 plans developed under federal law. A good cause exemption may also be granted to a student who has already been retained at least once in kindergarten to third grade.

To request a good cause exemption, a student's teacher shall submit documentation to the school principal recommending the student's promotion, including the type of exemption being requested and the child's existing reading improvement plan or individualized education plan, as appropriate. The school principal shall discuss the recommendation with the teacher and determine whether the student qualifies for a good cause exemption. If the school principal determines that the student qualifies for the good cause exemption, the school principal shall make such recommendation in writing to the superintendent, who shall accept or reject the school principal's recommendation in writing.

The school district shall assist schools with notifying parents of students who are retained of the reasons for the retention, along with a description of the proposed interventions and supports that will be provided to the child to remedy the identified area or areas of reading deficiency in the following school year.

Intensive reading instruction provided to students exhibiting a reading deficiency or substantial reading deficiency shall not include the three-cueing system, as defined in current law, to teach word reading.

By October 1 annually, each school board shall report in writing to DESE certain information regarding reading instruction, such as the board's policies regarding student retention and promotion, the number and percentage of students identified as having reading deficiencies or substantial reading deficiencies, the number and percentage of all students retained in kindergarten to third grade due to substantial reading deficiencies, and the total number and percentage of third-grade students who were promoted with good cause exemptions, as provided in the act.

THREE-CUEING SYSTEM MODEL OF READING INSTRUCTION

(Section 170.014)

Current law provides that instruction in word reading shall not rely primarily on the "three-cueing system", defined as any model of reading instruction based on meaning, structure and syntax, and visual cues, also be known as "MSV". The act repeals this provision and instead provides that instruction in word reading shall not use the three-cueing system in any form.

OLIVIA SHANNON

Last Action:

02/05/2026

S - Referred to committee - Senate-Education

SB1496 - Sen. Kurtis Gregory (R) - Creates, repeals, and modifies provisions relating to elementary and secondary education

Summary:

SB 1496 - This act creates, repeals, and modifies provisions relating to elementary and secondary education.

MISSOURI EMPOWERMENT SCHOLARSHIP ACCOUNTS PROGRAM

(Sections 135.712, 135.713, 135.715, 135.716, 160.410, 160.415, 166.700, and 166.720)

The act authorizes the General Assembly to fund student scholarships through the Missouri Empowerment Scholarship Accounts Program by appropriating funds to the Missouri Empowerment Scholarship Accounts fund. Such scholarships shall be awarded in an order and in amounts established in current law and shall be governed through parent agreements with educational assistance organizations as provided in current law. No provision of law relating to the Missouri Empowerment Scholarship Accounts Program shall be construed to limit the appropriation authority of the General Assembly. (Sections 135.712 and 135.716)

The cumulative amount of tax credits that may be allocated in any one calendar year is doubled, increasing from $75 million to $150 million. (Section 135.713)

There shall be a maximum of 15 educational assistance organizations, rather than 10, in any school year. No more than 11 of such organizations, rather than 7, shall have their principal place of business in Greene County, Jackson County, St. Charles County, St. Louis County, or the City of St. Louis. (Section 135.715)

Where capacity is available, a charter school shall enroll all students who transfer under the Missouri Empowerment Scholarship Accounts Program. A charter school may receive tuition payments from such students. (Sections 160.410 and 160.415)

The definition of "qualified student" is modified by repealing provisions requiring students to have an individualized education plan developed under federal law or to be a member of a household with a total annual income that does not exceed 300% of the income standard used to qualify for free and reduced price lunches. (Section 166.700)

The act repeals a provision allowing school districts and charter schools to continue including students in the calculation of the district's or school's weighted average daily attendance for up to five years after the student receives an empowerment scholarship and leaves the school district or charter school. (Section 166.720)

CHARTER SCHOOLS

(Sections 160.400, 160.405, 160.410, and 160.415)

Under this act, charter schools may be operated in any school district in the state. The act repeals provisions limiting charter schools to certain school districts and provisions relating to the accreditation status of school districts in which a charter school may operate. (Section 160.400)

The proposed charter of a charter school sponsored and approved by the Missouri Charter Public School Commission shall not require the approval of the State Board of Education. (Section 160.405)

The act repeals provisions restricting certain state aid payments only to those charter schools in certain school districts. (Section 160.415)

Where capacity is available, a charter school shall enroll all students who transfer under the Missouri Empowerment Scholarship Accounts Program or who enroll under provisions of the act authorizing student transfers among school districts and charter schools. A charter school may receive tuition payments from such students. (Sections 160.410 and 160.415)

SCHOOL PROPERTY

(Sections 160.422 and 162.092)

Under this act, cities, counties, and school districts (defined as "political subdivisions") shall not adopt or enforce any ordinance, policy, or resolution that prevents property they sell, lease, or transfer from being used by a charter school for any lawful educational purpose.

The act also prohibits any deed restriction, property use restriction, or other such restriction that limits property to specific uses that exclude use by a charter public school for any lawful educational purpose. Any existing restriction that bars property previously used for educational purposes from being used for future educational purposes by a charter school is void.

Any ordinance, policy, regulation, deed, use restriction, or contract made in violation of this act is void from its inception. (Section 160.422)

This provision is substantially similar to a provision in SB 1273 (2026) and is similar to provisions in SB 398 (2025), HB 447 (2025), HB 1044 (2025), SB 1006 (2024), SB 1123 (2024), HB 2088 (2024), HB 2178 (2024), SB 304 (2023), SB 650 (2022), HB 2087 (2022), SCS/SB 55, 25, & 23 (2021), SB 315 (2021), HCS/HB 137 (2021), HB 322 (2021), HB 729 (2021), SB 649 (2020), SB 603 (2020), HB 1917 (2020), SB 51 (2019), SCS/SB 271 (2019), SS#2/SCS/SB 292 (2019), SCS/HB 485 (2019), HCS/SS/SB 218 (2019), HCS/HB 581 (2019), and HCS/HB 924 (2019).

Additionally, when a school district offers to sell or lease an unused school building or facility that is not being used for academic, extracurricular, administrative, or athletic purposes, and that either has no approved plan for future use or has a plan that has not been carried out within two years, the contract shall include a right of first refusal allowing a public entity to purchase or lease the property first. The term "public entity" includes the state of Missouri and any of its political subdivisions, such as cities, counties, boards, agencies, or authorities.

If the school district accepts an offer to sell or lease the unused building or facility to a non-public entity, such district shall post a public notice on its website stating that the property is available. The public notice shall include the property's square footage, the district's contact information, and a statement that the right of first refusal expires 60 days after this notification.

If multiple public entities express interest in the unused building or facility, the school district shall decide which entity shall purchase or lease the property.

During negotiations, the school district may choose whether to sell or lease the property, at fair market value or less. A lease shall allow reasonable access and use of shared common areas. If a public entity leases the entire facility and incurs debt to make improvements, the school district shall subordinate its lease interest to that debt.

The public entity shall have six months from the date of its written offer to complete the purchase or lease. While leasing, the public entity shall be responsible for all direct expenses, including utilities, insurance, maintenance, property taxes, and repairs.

If a public entity later decides to sell a facility it purchased from a school district, such public entity shall first offer the property back to that district, following the same procedures set forth in the act. (Section 162.092)

This provision is similar to a provision in SB 1273 (2026).

STUDENT TRANSFERS

(Sections 160.410, 160.415, 167.241, 167.895, and 167.898)

Current law authorizes students who reside in an unaccredited school district to transfer to an accredited school district in the same or an adjoining county under certain conditions. This act repeals and modifies provisions limiting these transfers to students in unaccredited school districts. Under the act, any student may transfer to another public school or charter school, including transfers from a student's district of residence ("sending district") to a public school in a nonresident district ("receiving district"), beginning in the 2027-28 school year and in all subsequent school years.

Each school board shall adopt a policy to determine its transfer capacity for each grade level and school no later than October 27, 2026. The policy shall be publicly posted on the school district's website. By July 15, 2027, and by the first of each month thereafter, each school district shall report to the Department of Elementary and Secondary Education (DESE) the number of available enrollment slots by grade level and school and the school district's average per pupil expenditure. This information shall also be published in a prominent and publicly accessible place on the school district's website. DESE shall publish and update each school district's transfer capacity on an online portal accessible via the DESE website. The portal shall be updated at least monthly and shall include a search function for users to identify schools with capacity to accept transfer students near their home address.

Parents of students who wish to transfer shall notify DESE by August 1, 2027, and by the first day of each month thereafter, and DESE shall assign students to a receiving district or charter school as provided in the act. A receiving district shall accept all students who apply and are assigned to the district, so long as there is capacity for each student. School board policies shall not discriminate against any transfer student on the basis of such student's residential address, academic performance, athletic ability, disability, race, ethnicity, sex, or free and reduced price lunch status.

If a request for transfer is denied, an appeal may be taken to the State Board of Education by sending the appeal by certified mail to the superintendent of the receiving school district and to the State Board of Education. Any appeal not heard by the State Board of Education within 60 calendar days shall be deemed granted with immediate effect. DESE shall develop forms for filing appeals, and the State Board of Education shall promulgate rules to establish the appeals process.

The act repeals provisions requiring sending districts to make tuition payments to receiving districts. Instead, for purposes of calculating state and federal aid, each transfer student shall be counted as a resident of the receiving district in which the student is enrolled. Tuition shall not be charged to any student or to his or her parent or legal guardian.

Where capacity is available, a charter school shall enroll all students who transfer under these provisions. A charter school may receive tuition payments from such students. (Sections 160.410 and 160.415)

These provisions are similar to SCS/SBs 215 & 70 (2025).

ADMINISTRATOR CERTIFICATION

(Section 168.189)

Under this act, a school district may consider, but may not require, any criteria greater than that which is necessary to obtain a Missouri initial administrator certificate under rules promulgated by the State Board of Education. A school district may employ such an individual if the individual holds a master's degree or its equivalent and has at least eight years of experience in an executive role with responsibilities described in the act, and if a waiver specific to the applicant has been granted to the school district for this purpose. Such a waiver shall be valid for no longer than three years and eligible for renewal once. Upon conclusion of the maximum six year waiver period, the State Board of Education may grant the applicant a permanent certificate to serve as an administrator in any school district in the state.

OLIVIA SHANNON

Last Action:

02/05/2026

S - Referred to committee - Senate-Education