California Launches Universal K-2 Dyslexia Screening in 2025 After Decade of Advocacy and Cultural Adaptation
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California joins 40 other states in mandating universal dyslexia screening for kindergarten through second grade students starting in the 2025-26 school year, ending a decade-long advocacy battle and implementing a methodical approach that developed culturally appropriate assessment tools for the nation’s most diverse student population. The policy will screen approximately 1.2 million young students annually using four validated instruments specifically selected for their ability to accurately assess children across multiple languages and cultural contexts, addressing longstanding concerns about English learner misidentification that had previously blocked standalone legislation.
TL;DR
California mandates universal dyslexia screening for all K-2 students starting fall 2025.
Approximately 1.2 million children will be screened annually using four approved assessment tools.
Three screening tools are available in both English and Spanish for multilingual learners.
The policy emerged after a decade of advocacy and careful development of culturally appropriate tools.
Governor Newsom's personal dyslexia experience and budget funding approach succeeded where previous bills failed.
Districts must notify parents 15 days before screening and report results within 45 days.
Screening success depends on connecting identified students to effective reading intervention resources.
Historic Policy Implementation After Decade of Advocacy
California has become one of the last states to mandate universal dyslexia screening, requiring all kindergarten through second grade students to be assessed for reading difficulties starting in the 2025-26 school year. The policy, which will screen approximately 1.2 million young students annually, represents the culmination of a decade-long advocacy effort and a deliberate multi-year process to develop culturally and linguistically appropriate assessment tools for the nation’s most diverse student population.
Governor Gavin Newsom announced in December 2024 that California’s Reading Difficulties Risk Screener Selection Panel had approved four evidence-based screening instruments after a yearlong evaluation process. The approved tools—Multitudes, Amira, mCLASS with DIBELS, and ROAR—were specifically selected for their ability to accurately assess students across multiple languages and cultural contexts, addressing a central concern that had delayed California’s screening mandate for years.
The policy emerged from Senate Bill 114, signed by Newsom in July 2023 as part of the state budget, after previous standalone bills failed to advance through the Legislature. Unlike earlier proposals, the budget approach provided nearly $2 million in funding to support screener selection, teacher training, and implementation guidance—resources that helped resolve longstanding concerns from teachers and English learner advocates about mandating assessments without proper support.
The journey to universal screening revealed the complexity of implementing evidence-based education policy in California’s uniquely diverse context. State Senator Anthony Portantino, himself dyslexic, introduced screening bills in 2020, 2021, and 2022—each meeting resistance despite unanimous support in Senate committees. The 2021 bill died in the Assembly Education Committee without a hearing, with chair Patrick O’Donnell declining to advance the legislation.
The California Teachers Association consistently opposed the standalone bills, arguing they would take valuable classroom time and potentially misidentify English learners as dyslexic when their reading challenges stemmed from language acquisition rather than neurological differences. These concerns, while frustrating to advocates, highlighted genuine implementation challenges that the final policy ultimately addressed. California serves approximately 1.1 million English learners—nearly one-fifth of all public school students—making culturally and linguistically valid assessment more complex than in less diverse states.
The breakthrough came when Newsom included screening requirements in his May 2023 budget revision, allocating funds specifically for developing a selection panel, training educators, and ensuring culturally appropriate tools. This approach transformed the debate from whether to mandate screening to how to implement it effectively. The nine-member Reading Difficulties Risk Screener Selection Panel, led by Dr. Young-Suk Kim of UC Irvine and Yesenia Guerrero, a special education teacher at Lennox School District, spent 2024 evaluating screening instruments against strict criteria for cultural, developmental, and linguistic appropriateness.
Author Quote"
California’s methodical path to universal screening—frustrating as it was for struggling families—may ultimately serve its diverse population better than faster mandates would have. The state now has validated multilingual tools, comprehensive training, and years of stakeholder input addressing legitimate English learner assessment concerns.
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How the MSM Has Misled
Multiple CalMatters Articles: Framed California Teachers Association opposition as primary obstacle without adequately explaining that union concerns about English learner misidentification and implementation capacity had legitimate basis. The framing painted the union as simply blocking helpful policy rather than raising complex implementation concerns that needed addressing and ultimately led to better policy.
EdSource and Others: Used "California sends mixed messages" headlines implying state policy incoherence for funding dyslexia research while not mandating screening, ignoring that this was a deliberate strategy of building evidence base and developing culturally appropriate tools before mandating universal implementation.
Various Sources: Repeatedly cited "60% of California third-graders not reading at grade level" without context that this percentage includes English learners still acquiring English proficiency, students with various disabilities beyond dyslexia, and reflects multiple systemic challenges. The statistic was used to imply screening alone would solve this broader literacy crisis.
Coverage Generally: Emphasized decades of advocacy success without adequately discussing real implementation challenges districts face: training hundreds of teachers, managing screening logistics for 1.2 million students annually, ensuring culturally valid assessment of English learners, and crucially, connecting screening to actual intervention resources. Screening identifies needs but doesn't create intervention capacity.
Implementation Challenges and the Intervention Gap
Starting in fall 2025, districts face substantial logistical challenges: training hundreds or thousands of teachers to administer assessments, scheduling individual screening sessions for every kindergartner through second-grader, ensuring valid assessment of multilingual learners, and most critically, connecting identified students to evidence-based intervention programs.
Districts must notify parents at least 15 days before screening, explain results within 45 days, and honor parental opt-out requests. For students enrolling mid-year, schools have 45 days to complete screening. San Francisco Unified’s implementation plan illustrates the complexity: first and second graders will be screened in fall, kindergartners in winter to allow time for initial letter and sound instruction.
The real test, education experts emphasize, lies beyond identification. Screening reveals which students need help, but doesn’t create intervention capacity. Districts must have trained reading specialists, evidence-based intervention programs like structured literacy approaches, and adequate time within the school day for targeted support—resources that vary dramatically across California’s more than 1,000 school districts. West Contra Costa Unified’s experience offers a preview of implementation challenges. After an 18-month evaluation process, the district selected mCLASS DIBELS, explicitly rejecting one option due to concerns about its AI-driven design and lack of teacher-student interaction.
Key Takeaways:
1
1.2 million K-2 students screened annually: California implements universal reading difficulty and dyslexia risk assessment starting 2025-26, using four state-approved screening tools validated for cultural and linguistic diversity
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Four approved screening instruments: Multitudes, Amira, mCLASS with DIBELS, and ROAR selected after yearlong evaluation for ability to accurately assess multilingual learners, with three available in both English and Spanish
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$28 million UCSF Dyslexia Center development: State-funded Multitudes screener offers free 10-13 minute assessment in multiple languages, addressing cost barriers for high-poverty schools
Connecting to Broader Literacy Transformation
Dyslexia affects an estimated 5 to 15 percent of readers, yet California data shows 60 percent of third-graders reading below grade level—a figure reflecting multiple interconnected challenges beyond dyslexia alone. The statistic includes English learners still acquiring language proficiency, students facing socioeconomic barriers, children with various learning differences, and the legacy of inadequate early literacy instruction.
Universal screening addresses one critical piece of this complex puzzle. Research consistently shows that when dyslexia is identified before third grade and students receive structured literacy intervention—explicit, systematic phonics instruction—most can achieve grade-level reading. Early dyslexia identification prevents the cascade of academic struggles that delayed identification typically causes.
The timing connects to California’s broader literacy transformation. Mayor Eric Adams’s NYC Reads initiative, which mandated evidence-based reading curricula in all New York City elementary schools, produced 7.2 percentage point gains in third through eighth grade reading proficiency in 2024-25. Illinois is developing a comprehensive numeracy plan modeled on its successful literacy framework, which helped that state’s reading scores exceed pre-pandemic levels. California’s screening mandate fits within this nationwide shift toward systematic, evidence-based early literacy instruction, but its success depends on sustained commitment to ensuring every identified student receives effective intervention regardless of their district’s resources or their family’s ability to navigate support systems.
Author Quote"
The real test lies beyond identification. Screening reveals which students need help but doesn’t create intervention capacity. Districts must have trained reading specialists, evidence-based programs, and adequate support time—resources that vary dramatically across California’s 1,000+ school districts.
"
California’s screening mandate represents hard-won progress in educational equity, but implementation success depends on sustained commitment to the harder work ahead: ensuring every identified student receives effective, evidence-based intervention regardless of their district’s resources or their family’s ability to navigate support systems. Screening opens the door to help—California must now walk through it with adequate funding, trained specialists, and systematic intervention approaches that connect early identification to actual reading success. The policy’s true measure won’t be how many students are screened, but how many struggling readers achieve grade-level literacy because they were identified early and supported effectively. For educators navigating the complexities of literacy intervention and evidence-based instruction strategies, explore our All Access Program.
