• Senate Bill 3 (SB3) en español

    Senate Bill 3 (SB3)

    Dallas ISD remains committed to educating all students for success, which includes preparing students to be good citizens who are informed, engaged, and able to impact the world around them in positive ways. We provide equitable opportunities for students to learn and grow in an environment that is respectful of differing views.

    Our teachers are dedicated professionals who can navigate and guide respectful discussions about current events that are a vital part of helping students achieve academically and prepare for life outside the classroom. Meaningful discussions support the development of students’ own voices and agency as responsible citizens.

    The resources available here provide guidance to Dallas ISD staff, students and families on the requirements of SB3, which go into effect Dec. 2, 2021.

  • Frequently Asked Questions about Senate Bill 3 (SB3)


  • Where can I find a copy of Senate Bill 3?

  • When will Senate Bill 3 become effective?

  • What are the implications on the District’s racial equity policies? What will happen to the District’s commitment to racial equity now that Senate Bill 3 has been signed into law?

  • What guidance or professional development will the teachers receive on Senate Bill 3?

  • How does SB3 impact the training and professional developments offered by the District and campuses?

  • Does Senate Bill 3 only apply to social studies classes and that required curriculum?

  • How can parents know what subjects have been removed from the curriculum because of Senate Bill 3?

  • How does Dallas ISD plan to protect teachers from frivolous lawsuits?

  • What impact does Senate Bill 3 have on teacher discipline policies?

  • What impact does Senate Bill 3 have on student discipline policies?

  • How does Senate Bill 3 impact classroom discussions?

  • Can teachers share their viewpoints on current events?

  • Can students choose to discuss current events?

  • How do teachers respond when controversial topics arise?

  • How will parents know that what is being discussed in class complies with Senate Bill 3?

  • If parents don’t want their student to participate in a discussion of a particular subject in class, can they be excused from that class?

  • What procedures will take place in the event a parent has concerns regarding instructional materials? How will concerns be addressed?

  • What does inculcation mean in the context of delivering instruction?

  • What does teaching “free from political bias” mean?

  • What does deference mean in the context of delivering instruction?

  • What constitutes an “instructional material”?

  • How does board policy support the expectations in Senate Bill 3 regarding instructional delivery and the use of instructional materials?

  • What are the implications for the selection of instructional materials?

  • What are Senate Bill 3’s implications for selecting library materials?

  • How can parents see or have access to the books, handouts or websites that might be used to teach controversial subjects?

  • Are books really being banned from classrooms and libraries because of Senate Bill 3?

  • Will all teachers be required to engage in the new civics training?

  • What are the implications for extra-curricular activities (ex. UIL, Debate Club, etc.)?

  • Under Senate Bill 3, teachers cannot incentivize students to participate in civic activities. Can students do that on their own free will?

  • How does Senate Bill 3 impact student activism as a course credit?

  • How does Senate Bill 3 affect volunteer tutors and mentors?

  • What is the process for reporting an alleged violation of Senate Bill 3?

  • How will the procurement department process change?

  • How will the private funding and partnership process change?