Vehicle Laws - Historic Motor Vehicles and Street Rod Vehicles - Minimum Age
HB0773, titled the Right to Teach Act of 2025, would give public middle and high school teachers in Maryland explicit authority to remove a student from class when the student’s conduct is repeatedly disruptive or abusive and interferes with instruction, or when the student has repeatedly interfered with the teacher’s ability to communicate with the class or other students’ ability to learn. The bill requires the teacher to document the behavior, submit that documentation to the principal, and send the student to the principal or guidance counselor.
Once a student is referred, the principal may return the student to class, move the student to another classroom, place the student in in-school suspension, assign the student to an alternative program, or limit participation in school-sponsored activities. If the student is sent to a guidance counselor, the counselor must use restorative approaches. The bill also bars a county board of education from disciplining a teacher for removing a student under the bill’s procedures, and it specifies that such removals do not count for purposes of existing classroom-removal reporting requirements. The act would take effect July 1, 2025.
The bill would add a new section to the Education Article, creating a statewide rule for classroom removals in public middle and high schools and limiting local board discretion to discipline teachers for using the authorized removal process. It would also modify how removals are treated under existing student-discipline reporting rules by excluding removals under this section from certain reporting counts, while preserving principals’ authority to use in-school suspension, alternative placements, and activity restrictions.
The available context suggests the bill is generally supported by its large list of cross-file sponsors, many of whom are aligned with a more teacher-authority or school-discipline approach. No committee transcript or vote record is provided, so there is no direct evidence of formal debate or opposition in the supplied materials. Based on the bill text, the overall tone is pro-teacher and pro-discipline, emphasizing classroom order and teacher protection.
The main point of contention is likely the balance between teacher authority and existing school discipline frameworks. Supporters would view the bill as protecting teachers from repeated disruption and from retaliation by county boards, while critics may argue it reduces local flexibility, could be used too broadly against students, or may conflict with restorative-discipline practices and existing reporting systems. Another likely issue is the restriction on returning a student to the same classroom without the teacher’s consent, which shifts some placement authority away from principals and toward teachers.