A Promising Path Blocked: The Story of Kansas HB2033
In the 2025 Kansas legislative session, a bill emerged with a clear and focused goal: to broaden the support network available to the state's most vulnerable students. House Bill 2033 aimed to enhance the effectiveness of at-risk educational programs by expanding the types of providers schools could partner with. Despite navigating the legislative process with significant support, the bill's journey came to an abrupt end, halted by the Governor's veto. This is the story of KS HB2033 – a bill designed to help, its path through the legislature, and why its rejection matters.
What Was HB2033 Designed to Do?
The core purpose of HB2033 was straightforward: to amend Kansas statute K.S.A. 72-5153, which governs the state's At-Risk Education Fund. This fund allows school districts to pay for supplemental programs and services for students identified as 'at-risk'. The bill proposed a specific, yet potentially impactful, change: adding nonprofit organizations accredited by the International Multisensory Structured Language Education Council (IMSLEC) to the list of approved providers whose services could be paid for using these funds.
IMSLEC accreditation often signifies expertise in evidence-based, structured literacy approaches, such as those used to effectively teach students with dyslexia and other language-based learning differences. By allowing districts to contract with these specialized nonprofits, HB2033 aimed to provide targeted, high-quality interventions beyond what might typically be available within the regular school system.
LegiEquity's analysis projected a significant positive impact, scoring the bill at 80% Positive Overall Impact (Medium Confidence). The analysis highlighted particularly strong benefits for specific demographics: 90% Positive Impact for Children/Youth and 80% Positive Impact for individuals with Disabilities (Developmental and Mental Health). This underscores the potential of IMSLEC-accredited programs to effectively address the needs of students facing learning challenges, aligning with the bill's intent.
A Journey Through the Legislature
Sponsored by the House Committee on Education, HB2033 began its legislative journey on January 17, 2025, when it was introduced and promptly referred to its sponsoring committee. The House Education Committee, holding a moderate power score of 47.0, held hearings on January 23rd and February 3rd.
The bill initially received a favorable report on February 6th. However, in a somewhat unusual move, it was referred back to the same committee on February 13th, only to be reported favorably again the very next day, February 14th. This brief detour didn't halt its momentum for long.
On February 19th, the bill passed the House Committee of the Whole, and on February 20th, it secured passage on the House floor with a decisive vote: 89 Yea to 32 Nay. This strong showing indicated considerable support within the chamber, despite the bill being flagged as lacking initial bipartisan sponsorship.
The bill then moved to the Senate, introduced on February 25th and referred to the Senate Committee on Education (also with a 47.0 power score) on February 26th. Following a hearing on March 11th, the Senate committee recommended passage on March 12th.
Mirroring its success in the House, HB2033 passed the Senate Committee of the Whole and received Emergency Final Action passage on March 19th with another strong majority: 31 Yea to 9 Nay.
Having successfully passed both chambers, the bill was enrolled and presented to the Governor on March 25th, seemingly on the cusp of becoming law.
The Unexpected Hurdle: A Governor's Veto
Despite clearing the House and Senate with substantial majorities, HB2033's progress was definitively stopped. On April 10, 2025, the Governor vetoed the bill. The legislation, which had garnered significant legislative backing, was returned to the House, its journey concluded for the session.
The specific reasons for the veto were not included in the provided data, but gubernatorial vetoes can stem from various factors, including fiscal concerns, policy disagreements, potential conflicts with other state initiatives, or differing philosophies on the role of non-profit organizations in public education funding.
Why the Veto Matters: Impact and Implications
The veto of HB2033 means that Kansas school districts currently cannot use state at-risk funds to contract with IMSLEC-accredited nonprofit organizations, even if those organizations offer highly specialized, evidence-based programs beneficial for students with specific learning needs like dyslexia. This decision directly impacts the potential options available to districts seeking tailored support for their at-risk populations.
The LegiEquity analysis, indicating high positive impacts for children and students with disabilities, suggests that a valuable tool for improving educational equity and outcomes was set aside. The structured, multisensory approaches often employed by IMSLEC-accredited bodies are frequently cited as best practices within the 'science of reading' movement, a national trend focusing on evidence-based literacy instruction.
While Kansas continues to utilize its At-Risk Education Fund for various approved programs, the exclusion of this specific category of providers represents a missed opportunity, according to the bill's supporters and the potential impact analysis. The strong legislative votes in favor of HB2033 suggest a recognition by lawmakers of the potential value these specialized nonprofits could bring.
Conclusion
The story of KS HB2033 is one of legislative success met with executive rejection. A bill designed to provide more specialized educational tools for at-risk students, particularly those facing language-based learning challenges, navigated the complexities of the Kansas House and Senate, earning strong support along the way. However, the final hurdle—the Governor's signature—proved insurmountable. The veto leaves questions about the optimal ways to support Kansas's diverse student needs and highlights the ongoing debate surrounding education policy, funding allocation, and the role of specialized providers in the public school system.
LegiEquity analyzes proposed legislation to determine its potential impact on various demographic groups. Our goal is to provide objective insights into how laws may affect different communities.
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