Required Instruction in Cursive Writing:
HB 921 would amend Florida’s required-instruction statute to add cursive writing instruction for students in grades 2 through 5. The bill directs schools to teach letter formation, proper spacing and alignment, and practice writing complete words and sentences in cursive. It also requires that by the end of grade 5, each student demonstrate proficiency in cursive writing through an evaluation of written work.
The bill defines “proficiency in cursive writing” to include the ability to write uppercase and lowercase cursive letters, write words and sentences legibly with proper spacing and alignment, and read and apply cursive writing in ways that support literacy development, including writing essays and assignments in cursive consistent with state academic standards. The State Board of Education is encouraged, but not required, to adopt standards and pursue assessment of these requirements. The act would take effect July 1, 2025.
If enacted, HB 921 would expand Florida’s K-12 curriculum requirements by adding a specific cursive-writing mandate to section 1003.42, Florida Statutes. Public schools would need to provide cursive instruction in grades 2 through 5 and ensure students meet a grade 5 proficiency benchmark, which could affect classroom time, instructional materials, teacher planning, and any future state standards or assessments adopted by the State Board of Education. The bill would primarily affect elementary students, teachers, school districts, and the state education system.
The available record shows little direct debate or recorded voting activity, so sentiment is difficult to measure from committee discussion. The bill’s text suggests a generally supportive, skills-based approach to literacy and handwriting instruction, and its inclusion of an encouragement rather than a mandate for state standards and assessment may reflect an effort to make the requirement more flexible. However, the bill ultimately died in Senate Rules, indicating it did not advance to final passage.
The main point of potential contention is whether cursive writing should be a required part of the elementary curriculum and whether a proficiency requirement by the end of grade 5 is appropriate. Supporters would likely view cursive as a traditional literacy and fine-motor skill, while critics may question the instructional time, testing burden, and necessity of mandating cursive in an era focused on broader literacy and digital skills. Another possible issue is implementation: the bill requires proficiency but only encourages the State Board of Education to adopt standards and assessments, leaving details of enforcement and evaluation somewhat open-ended.