Bills › 91st General Assembly

HSB 554Died when the session ended · January 20, 2026

Relating to education, including by modifying provisions related to the Iowa statewide assessment of student progress and programs for gifted and talented children, and by requiring school districts to develop an advanced mathematics pathway and implement procedures for subject acceleration and whole-grade acceleration

Topics:K–12 education

Same legislation: SSB 3042, SF 2220

Where it is now

  1. Done: IntroducedJanuary 14, 2026
  2. Done: SubcommitteeJanuary 14, 2026
  3. Done: House committeeMarch 19, 2026
  4. Done: Passes the HouseMarch 24, 202684–11
  5. Skipped: Senate committeeSkipped
  6. Done: Passes the SenateMarch 3, 202644–0
  7. Done: To the GovernorMay 5, 2026
  8. Done: Signed into lawJune 2, 2026

SF 2220 became law → The same legislation passed as SF 2220, so this version was set aside. Go to SF 2220 What’s a funnel?

What’s in it

This bill relates to education, including by modifying provisions related to the Iowa statewide assessment of student progress (ISASP) and programs for gifted and talented children, and by requiring school districts to develop an advanced mathematics pathway and implement procedures for subject acceleration and whole-grade acceleration. The ISASP is the summative assessment for Iowa students that meets the requirements established under the federal Every Student Succeeds Act. Under current law, ISASP assessments in mathematics and English language arts are administered to students in grades through 11, and ISASP assessments in science are administered to students in grades 5, 8, and 10.

Read the full explanation

The bill modifies the provisions related to the administration of the science assessments to provide that such assessments be administered to students in grades 5, 8, and 11. The bill requires school districts to establish systematic and uniform procedures for screening, referring, identifying, and serving gifted and talented children. School districts are required to base the identification of gifted and talented children on a body of evidence from multiple data sources described in the bill. _____ from participating in the school district’s program for gifted and talented children. School districts are required to make all reasonable efforts to identify gifted and talented children among all student populations. The bill requires school districts to provide educational service options for gifted and talented children that are based on the areas in which the child is gifted or talented and ensure that the school district provides gifted and talented children with appropriate instructional adaptations and educational services beyond those that are provided in the regular school program. The bill establishes requirements related to the educational services a school district provides to gifted and talented children. School districts are required to review the progress of gifted and talented children at least annually to ensure that the educational services the school district provides to gifted and talented children meet the academic needs of each gifted and talented child. The bill requires each school district to develop an advanced mathematics pathway that is designed to increase the number of students who complete higher-level mathematics courses in grades through and enable students to be prepared for, and enroll in, algebra I as early as middle school and to complete algebra I no later than by the end of grade 9. School districts are required to automatically enroll a student in the advanced mathematics pathway if the student attains a score that is within the advanced performance level on the ISASP assessment in mathematics that was administered to the student when the student was enrolled in grades five, six, or seven, or if the student demonstrated proficiency in mathematics as indicated in other specified ways. The bill defines “advanced mathematics pathway” as a sequence of courses and curricula that accelerates or combines mathematics instruction that is typically provided to students enrolled in grades six through eight. _____ implement procedures for subject acceleration and whole-grade acceleration that satisfy requirements established in the bill. The bill also requires school districts to automatically enroll any student who is enrolled in grades through 12, and who attains a score that is within the advanced performance level on the ISASP assessment in mathematics or English language arts that was administered to the student in the immediately preceding school year, in the next most rigorous level of advanced courses or programs offered by the school district, unless the student’s parent or guardian requests that the student not be enrolled. School districts are required to use this automatic enrollment to increase student access to, and enrollment in, advanced courses. Additionally, school districts are required to notify students and the parents or guardians of students of the advanced courses and programs available to eligible students. The bill requires school districts to allow any student who is enrolled in an accelerated course to take the ISASP assessment that corresponds to the content and level of the course in which the student is enrolled.3.16.2. The inclusion of this specification is intended to reinstate the requirement of political subdivisions to comply with any state mandates included in the bill.

From the explanation printed with the bill as introduced, written by the Legislative Services Agency. Changed since by amendment H-8256; see Amendments. Full bill text · What changed before it passed

House subcommittee

Named January 14, 2026. On January 20, 2026 it recommended passage.

Three legislators hear a bill first and recommend what the committee should do; it’s the best time to weigh in. How to take part

1 written public comment to its subcommittee: March 12, 2026 (1) · on the Legislature’s site

Fiscal note

Senate File 2220 is anticipated to have no fiscal impact on the DE. School districts may incur costs related to the expenses of gifted and talented programs related to providing advanced pathways for an unknown number of students.

Nonpartisan cost estimates from the Legislative Services Agency’s Fiscal Services Division. The newest is first. Reading a fiscal note

Iowa Code it changes

Creates§279.89§279.90

Amends§256.7§257.42

Read from the bill as introduced. Each links to every bill touching that chapter of the Iowa Code. How the Code works

Lobbying

4 for · 0 against · 8 undecided · Who →

Family tree

Where this legislation came from and where it went: earlier tries, the versions it moved through this Assembly, and later bills built on it.

Earlier and later bills are matched by wording or an identical title; check the text to be sure it’s the same idea.