AB 1454: A Turning Point in California Literacy & What Advocates Can Learn
California is on the verge of passing AB 1454, a landmark early literacy bill and a major step toward securing all students’ civil right to read. This bill is the third and final piece of a policy puzzle, completing California’s comprehensive science of reading legislative framework:
Senate Bill 488—Teacher Preparation
Passed: October 8, 2021
Requires California teacher preparation programs to align with new literacy standards grounded in the science of reading by July 2024 and replace the Reading Instruction Competence Assessment (RICA) with the Literacy Performance Assessment (LPA).Senate Bill 114—Universal Screening
Passed: July 10, 2023
Mandates annual screening of all California K–2 students for reading difficulties, including dyslexia, beginning fall 2025.Assembly Bill 1454—Evidence-Based Instruction
Status: In the Senate—approved by the Senate Education Committee; advanced to the Senate Appropriations Committee
Provides funding for teacher training, administrator development, and high-quality instructional materials aligned with the science of reading.
Last month, AB 1454 passed the Assembly and Senate Education Committee with unanimous, bipartisan support. Governor Gavin Newsom also included $200 million in the 2025–2026 state budget to fund the bill’s teacher training component.
Once signed into law, AB 1454 will:
Fund paid professional development for TK–5 teachers in evidence-based literacy practices.
Ensure high-quality, research-aligned instructional materials in every classroom.
Equip principals and reading specialists to lead strong literacy implementation.
FULCRUM’s Role: From Practice to Policy
Many organizations in the California Early Literacy Coalition have championed AB 1454, but FULCRUM played a unique role, bringing policymakers into classrooms to witness high-quality literacy instruction in action.
Last fall, FULCRUM partnered with EdVoice and the Oakland Literacy Coalition to host a “Practice to Policy” Literacy Learning Walk (LLW) in Oakland Unified School District. Elected officials observed real-time instruction and joined teachers and school leaders for a panel discussion about the ongoing support that systems need to ensure every student learns to read.
While legislation similar to AB 1454 had been blocked in the past, this LLW proved a pivotal turning point for evidence-based instruction. Hearing directly from educators helped shift policymakers’ perspectives, and soon after, Assemblymember Al Muratsuchi—Chair of California’s Education Committee—co-authored AB 1454 and became one of its most vocal supporters.
Why This Matters for Advocacy
Seeing strong instruction firsthand can change minds. Inviting leaders into classrooms is a simple, replicable way to build support for better curriculum, professional learning, or funding. Pair visits with conversations between policymakers, educators, and school leaders to share successes and identify what is needed to drive better student outcomes.
The Work Ahead: Implementation, Access, and Equity
While AB 1454 represents a major win, it is just the beginning. The focus now must be on:
Strong, consistent implementation of training and curriculum across districts.
Equity of access, so every school, in every community, benefits.
Ongoing Local advocacy from families and educators, pushing district and site administrators to utilize funds effectively to strengthen literacy instruction in their schools.
Every school in California will have access to this funding. If you are a teacher, coach, or site leader, start the conversation now about bringing these resources to your classrooms.
A Collective Win for California Kids
AB 1454 adds to the foundation built by SB 114 and SB 488, marking the start of a new chapter for literacy in California. This progress reflects years of advocacy, bipartisan collaboration, and a shared belief that learning to read is a fundamental right.
FULCRUM is proud to have contributed to this historic milestone and remains committed to the next phase: ensuring every student receives the evidence-based instruction they deserve.
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