2026 -- H 7420

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LC003269

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     STATE OF RHODE ISLAND

IN GENERAL ASSEMBLY

JANUARY SESSION, A.D. 2026

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A N   A C T

RELATING TO EDUCATION -- THE EDUCATION EQUITY AND PROPERTY TAX

RELIEF ACT

     Introduced By: Representatives Paplauskas, Hopkins, J. Brien, Fascia, Santucci,
Nardone, Place, Newberry, Chippendale, and Roberts

     Date Introduced: January 30, 2026

     Referred To: House Education

     It is enacted by the General Assembly as follows:

     SECTION 1. Sections 16-7.2-4 and 16-7.2-6 of the General Laws in Chapter 16-7.2 entitled

"The Education Equity and Property Tax Relief Act" are hereby amended to read as follows:

     16-7.2-4. Determination of state’s share.

     (a) For each district, the state’s share of the foundation education aid calculated pursuant

to § 16-7.2-3(a) shall use a calculation that considers a district’s revenue-generating capacity and

concentration of high-need students. The calculation is the square root of the sum of the state share

ratio for the community calculation, pursuant to § 16-7-20, squared plus the district’s percentage

of students in grades PK-6 in poverty status squared, divided by two.

     If this calculation results in a state share ratio that is less than the state share ratio for the

community calculated pursuant to § 16-7-20(a) and that district’s poverty status percentage as

defined in § 16-7.2-3(a)(2) is greater than fifty percent (50%), the state share ratio shall be equal to

the state share ratio for the community calculated pursuant to § 16-7-20(a).

     (b) For purposes of determining the state’s share, school district student data used in this

calculation shall include charter school and state school students. These ratios are used in the

permanent foundation education aid formula calculation described in § 16-7.2-5.

     (c) There shall be a poverty loss stabilization fund for districts that experience a decline in

the state share ratio calculated pursuant to subsection (a) of this section from the prior year of more

than 2.0 percent (2%). The amount shall be equal to fifty percent (50%) of the difference in the

amount of permanent foundation education aid received pursuant to § 16-7.2-3 received in the prior

year.

     (d) The department of revenue shall publish a report, in collaboration with local education

agencies, identifying costs borne by districts that are partially funded or unfunded. The report shall

be submitted to the governor for consideration when preparing the final budget proposal for

submission to the general assembly. In addition, the report shall be accessible to the public and

published to the state transparency portal with copies provided to the speaker of the house, and the

senate president as well as all members of the general assembly.

     16-7.2-6. Categorical programs, state funded expenses.

     In addition to the foundation education aid provided pursuant to § 16-7.2-3, the permanent

foundation education-aid program shall provide direct state funding for:

     (a) Excess costs associated with special education students. Excess costs are defined when

an individual special education student’s cost shall be deemed to be “extraordinary.” Extraordinary

costs are those educational costs that exceed the state-approved threshold based on an amount

above four times the core foundation amount (total of core instruction amount plus student success

amount). The department of elementary and secondary education shall prorate the funds available

for distribution among those eligible school districts if the total approved costs for which school

districts are seeking reimbursement exceed the amount of funding appropriated in any fiscal year;

and the department of elementary and secondary education shall also collect data on those

educational costs that exceed the state-approved threshold based on an amount above two (2), three

(3), and five (5) times the core foundation amount;

     (b) Career and technical education costs to help meet initial investment requirements

needed to transform existing, or create new, comprehensive, career and technical education

programs and career pathways in critical and emerging industries and to help offset the higher-

than-average costs associated with facilities, equipment maintenance and repair, and supplies

necessary for maintaining the quality of highly specialized programs that are a priority for the state.

The department shall develop criteria for the purpose of allocating any and all career and technical

education funds as may be determined by the general assembly on an annual basis. The department

of elementary and secondary education shall prorate the funds available for distribution among

those eligible school districts if the total approved costs for which school districts are seeking

reimbursement exceed the amount of funding available in any fiscal year;

     (c) Programs to increase access to voluntary, free, high-quality pre-kindergarten programs.

The department shall recommend criteria for the purpose of allocating any and all early childhood

program funds as may be determined by the general assembly;

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     (d) Central Falls, Davies, and the Met Center Stabilization Fund is established to ensure

that appropriate funding is available to support their students. Additional support for Central Falls

is needed due to concerns regarding the city’s capacity to meet the local share of education costs.

This fund requires that education aid calculated pursuant to § 16-7.2-3 and funding for costs outside

the permanent foundation education-aid formula, including, but not limited to, transportation,

facility maintenance, and retiree health benefits shall be shared between the state and the city of

Central Falls. The fund shall be annually reviewed to determine the amount of the state and city

appropriation. The state’s share of this fund may be supported through a reallocation of current

state appropriations to the Central Falls school district. At the end of the transition period defined

in § 16-7.2-7, the municipality will continue its contribution pursuant to § 16-7-24. Additional

support for the Davies and the Met Center is needed due to the costs associated with running a

stand-alone high school offering both academic and career and technical coursework. The

department shall recommend criteria for the purpose of allocating any and all stabilization funds as

may be determined by the general assembly;

     (e) Excess costs associated with transporting students to out-of-district non-public schools.

This fund will provide state funding for the costs associated with transporting students to out-of-

district non-public schools, pursuant to chapter 21.1 of this title. The state will assume the costs of

non-public out-of-district transportation for those districts participating in the statewide system.

The department of elementary and secondary education shall prorate the funds available for

distribution among those eligible school districts if the total approved costs for which school

districts are seeking reimbursement exceed the amount of funding available in any fiscal year;

     (f) Excess costs associated with transporting students within regional school districts. This

fund will provide direct state funding for the excess costs associated with transporting students

within regional school districts, established pursuant to chapter 3 of this title. This fund requires

that the state and regional school district share equally the student transportation costs net any

federal sources of revenue for these expenditures. The department of elementary and secondary

education shall prorate the funds available for distribution among those eligible school districts if

the total approved costs for which school districts are seeking reimbursement exceed the amount

of funding available in any fiscal year;

     (g) Public school districts that are regionalized shall be eligible for a regionalization bonus

as set forth below:

     (1) As used herein, the term “regionalized” shall be deemed to refer to a regional school

district established under the provisions of chapter 3 of this title, including the Chariho Regional

School district;

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     (2) For those districts that are regionalized as of July 1, 2010, the regionalization bonus

shall commence in FY 2012. For those districts that regionalize after July 1, 2010, the

regionalization bonus shall commence in the first fiscal year following the establishment of a

regionalized school district as set forth in chapter 3 of this title, including the Chariho Regional

School District;

     (3) The regionalization bonus in the first fiscal year shall be two percent (2.0%) of the

state’s share of the foundation education aid for the regionalized district as calculated pursuant to

§§ 16-7.2-3 and 16-7.2-4 in that fiscal year;

     (4) The regionalization bonus in the second fiscal year shall be one percent (1.0%) of the

state’s share of the foundation education aid for the regionalized district as calculated pursuant to

§§ 16-7.2-3 and 16-7.2-4 in that fiscal year;

     (5) The regionalization bonus shall cease in the third fiscal year;

     (6) The regionalization bonus for the Chariho regional school district shall be applied to

the state share of the permanent foundation education aid for the member towns; and

     (7) The department of elementary and secondary education shall prorate the funds available

for distribution among those eligible regionalized school districts if the total, approved costs for

which regionalized school districts are seeking a regionalization bonus exceed the amount of

funding appropriated in any fiscal year;

     (h) [Deleted by P.L. 2024, ch. 117, art. 8, § 1.]

     (i) State support for school resource officers. For purposes of this subsection, a school

resource officer (SRO) shall be defined as a career law enforcement officer with sworn authority

who is deployed by an employing police department or agency in a community-oriented policing

assignment to work in collaboration with one or more schools. School resource officers should have

completed at least forty (40) hours of specialized training in school policing, administered by an

accredited agency, before being assigned. Beginning in FY 2019, for a period of three (3) years,

school districts or municipalities that choose to employ school resource officers shall receive direct

state support for costs associated with employing such officers at public middle and high schools.

Districts or municipalities shall be reimbursed an amount equal to one-half (½) of the cost of

salaries and benefits for the qualifying positions. Funding will be provided for school resource

officer positions established on or after July 1, 2018, provided that:

     (1) Each school resource officer shall be assigned to one school:

     (i) Schools with enrollments below one thousand two hundred (1,200) students shall

require one school resource officer;

     (ii) Schools with enrollments of one thousand two hundred (1,200) or more students shall

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require two school resource officers;

     (2) School resource officers hired in excess of the requirement noted above shall not be

eligible for reimbursement; and

     (3) Schools that eliminate existing school resource officer positions and create new

positions under this provision shall not be eligible for reimbursement; and

     (j) Categorical programs defined in subsections (a) through (g) shall be funded pursuant to

the transition plan in § 16-7.2-7.

     (k) Effective July 1, 2026, the state shall assume the cost of the dual enrollment program,

established under chapter 100 of this title ("dual enrolment equal opportunity act") including, but

not limited to, the community college of Rhode Island running start program, and the New England

Institute of Technology early college completion programs at the post-secondary institution.

     (l) On or before January 1, 2027, and annually thereafter on or before January 1, the

department of revenue shall publish a report, in collaboration with local education agencies,

identifying costs borne by districts that are partially funded or unfunded. The report shall be

submitted to the governor for consideration when preparing the final budget proposal for

submission to the general assembly. In addition, the report shall be accessible to all, published to

the state transparency portal with copies provided to the speaker of the house, and the senate

president as well as all members of the general assembly.

     SECTION 2. Sections 16-22-30 and 16-22-31 of the General Laws in Chapter 16-22

entitled "Curriculum [See Title 16 Chapter 97 — the Rhode Island Board of Education Act]" are

hereby amended to read as follows:

     16-22-30. Statewide academic standards.

     (a) The council on elementary and secondary education (the “council”) shall direct the

commissioner of elementary and secondary education (the “commissioner”) to institute a process

to develop statewide academic standards for the core subjects of mathematics, English language

arts, science and technology, history and social studies, world languages, and the arts. This process

shall:

     (1) Be open and consultative;

     (2) Include, but need not be limited to, a culturally and racially diverse group of classroom

teachers and students; and

     (3) Include, but need not be limited to, reviewing and revising current standards, as well as

adopting new ones, if deemed appropriate.

     (b) The commissioner shall develop the statewide academic standards pursuant to this

section by no later than December 31, 2019, and again as required by the council’s procedures set

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forth in subsection (f) of this section. The standards shall:

     (1) Cover grades prekindergarten through grade twelve (PK-12);

     (2) Clearly set forth the skills, competencies, and knowledge expected to be demonstrated

by all students at the conclusion of individual grades or grade spans;

     (3) Be formulated so as to set high expectations for student performance;

     (4) Provide clear and specific examples that embody and reflect these high expectations;

     (5) Be constructed with due regard to the established research and recommendations of

national organizations, to the best of similar efforts in other states, and to the level of skills,

competencies, and knowledge possessed by typical students in the most educationally-advanced

nations. The skills, competencies, and knowledge set forth in the standards shall define the

performance outcomes expected of both students directly entering the workforce and of students

pursuing higher education. In addition, the skills, competencies, and knowledge set forth in the

standards shall inform the design and implementation of the Rhode Island comprehensive

assessment system (“RICAS”) in mathematics, English language arts, and science and technology.

The RICAS shall align with federal law, be in place for no fewer than ten (10) years, and facilitate

comparisons of students of other states and nations;

     (6) Be designed to instill respect for the cultural, ethnic, and racial diversity of this state,

and for the contributions made by diverse cultural, ethnic, and racial groups to the life of this state;

     (7) Be designed to avoid perpetuating gender, cultural, ethnic, or racial stereotypes;

     (8) Reflect sensitivity to different learning styles;

     (9) Reflect sensitivity to impediments to learning, which may include issues related to, but

not limited to, cultural, financial, emotional, health, and social factors; and

     (10) Be in a form readily comprehensible by the general public.

     (c) This section shall not require the abandonment of any standards already in place, so

long as the commissioner determines that these standards meet the statewide goals contained

herein.

     (d) The commissioner shall submit a copy of the standards to the council for approval at

least sixty (60) days prior to the standards taking effect.

     (e) Upon approval, the council shall make the standards available to the public.

     (f) The council shall develop procedures for updating, improving, or refining standards

pursuant to this section by no later than September 1, 2021. The procedures shall include a

requirement that the council review and evaluate the standards regularly to ensure that the high

quality of the standards is maintained. The review cycle shall begin in 2025, with subsequent

reviews taking place in 2029, 2033, and every four (4) years thereafter.

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     (g) On or before December 1, 2020, and annually thereafter on or before December 1, the

commissioner shall report to the governor, president of the senate, and the speaker of the house,

regarding the standards developed and reviewed pursuant to this section.

     (h) Effective July 1, 2026, school districts shall be authorized to implement lower-cost

curriculum programs that are substantially similar to programs approved by the Rhode Island

department of education (RIDE) pursuant to this section. Educational districts shall have the ability

to petition RIDE to use a lower-cost option.

     16-22-31. Curriculum frameworks.

     (a)(1) The council on elementary and secondary education (the “council”) shall direct the

commissioner of elementary and secondary education (the “commissioner”) to institute a process

to develop curriculum frameworks for mathematics, English language arts, science and technology,

history and social studies, world languages, and the arts. This process shall:

     (i) Be open and consultative;

     (ii) Include, but need not be limited to, a culturally and racially diverse group of classroom

teachers and students; and

     (iii) Include, but need not be limited to, reviewing and revising current frameworks, as well

as developing new ones, if deemed appropriate.

     (2) The process may include, but need not be limited to, community groups, cultural

organizations, parents, teacher preparation programs, and leading college and university figures in

both subject matter disciplines and pedagogy.

     (b) The commissioner shall develop the curriculum frameworks pursuant to this section by

no later than September 1, 2021, and again as required by the council’s procedures set forth in

subsection (e) of this section. The curriculum frameworks developed by the commissioner shall:

     (1) Present broad, research-based pedagogical approaches and strategies to assist students

develop the skills, competencies, and knowledge called for by the statewide standards provided in

§ 16-22-30;

     (2) Provide sufficient detail to guide and inform processes for the education, professional

development, certification, and evaluation of both active and aspiring teachers and administrators;

     (3) Provide sufficient detail to guide the implementation of student assessment instruments;

     (4) Be constructed to guide and assist teachers, administrators, publishers, software

developers, and other interested parties in the development and selection of curricula, textbooks,

technology, and other instructional materials, and in the design of pedagogical approaches and

strategies for use in elementary, secondary, and career and technical schools;

     (5) Be aligned with the state’s commitment to college and career readiness;

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     (6) Encourage demanding real-world application, multidisciplinary problem solving,

integration of academic and career and technical education curriculum, project-based learning,

performance assessment, team teaching, and alignment of classroom instruction with work-based

learning opportunities;

     (7) Promote better alignment with postsecondary curriculum and instruction, including, but

not limited to, the expansion and/or use of dual enrollment and dual credit opportunities for high

school students that help them with the postsecondary transition, persistence, and attainment of a

credential;

     (8) Encourage capstone projects and associated performance assessments that provide

students the opportunity to demonstrate holistic proficiency with respect to research, cross-

disciplinary problem solving, critical thinking, communication, collaboration, and oral defense;

     (9) Present specific, pedagogical approaches and strategies to meet the academic and

nonacademic needs of English learner, economically disadvantaged, special education, and

academically advanced students;

     (10) Be designed to avoid perpetuating gender, cultural, ethnic, or racial stereotypes;

     (11) Reflect sensitivity to different learning styles;

     (12) Reflect sensitivity to impediments to learning, which may include issues related to,

but not limited to, cultural, financial, emotional, health, and social factors; and

     (13) Be in a form readily comprehensible by the general public.

     (c) The commissioner shall submit a copy of the frameworks to the council for approval at

least sixty (60) days prior to the frameworks taking effect.

     (d) Upon approval, the council shall make the frameworks available to the public.

     (e) The council shall develop procedures for updating, improving, or refining curriculum

frameworks pursuant to this section by no later than September 1, 2021. The procedures shall

include a requirement that the council review and evaluate the frameworks regularly to ensure that

the high quality of the frameworks is maintained. The review cycle shall begin in 2025, with

subsequent reviews taking place in 2029, 2033, and every four (4) years thereafter. Provided,

effective July 1, 2026, there shall be a pause on purchasing new curricular materials and

accompanying professional development required by this section until further action is taken by

the general assembly.

     (f) On or before December 1, 2020, and annually thereafter on or before December 1, the

commissioner shall report to the governor, president of the senate, and the speaker of the house,

regarding the curriculum frameworks developed and reviewed pursuant to this section.

     SECTION 3. Section 16-45-1 of the General Laws in Chapter 16-45 entitled "Regional

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Vocational Schools [See Title 16 Chapter 97 — The Rhode Island Board of Education Act]" is

hereby amended to read as follows:

     16-45-1. Establishment — Maintenance.

     The board of regents for elementary and secondary education is authorized and empowered

to establish and maintain regional schools for vocational and technological training and instruction

with any equipment, apparatus, books, and supplies that shall be necessary for instruction and for

proper maintenance of the schools, and for these purposes the department of elementary and

secondary education shall appoint and remove necessary instructors, teachers, and other employees,

determine their compensation, fix the standards and terms upon which students shall be received

and instructed in and discharged from the schools, and make all rules and regulations necessary for

the control, management, and operation of the schools. Provided further, effective July 1, 2026,

sending districts shall be notified of Career and Technical Education (CTE) enrollment timelines

by April 1, and final rosters by June 15, with no changes after that date unless districts mutually

agree, for the following school year.

     SECTION 4. Section 16-100-3 of the General Laws in Chapter 16-100 entitled "Dual

Enrollment Equal Opportunity Act" is hereby amended to read as follows:

     16-100-3. Policy implemented.

     (a) The board of education shall prescribe by regulation a statewide dual enrollment policy

that shall allow students to enroll in courses at postsecondary institutions to satisfy academic credit

requirements in both high school and the aforementioned postsecondary institutions. The

regulations shall address the postsecondary institution’s graduation requirements, if any; the

institution’s ability to award degrees/certificates in Rhode Island; the minimum course grade to

receive credit at the student’s secondary school; and any other criteria that the board deems

appropriate.

     (b) The board shall convene a workgroup, including, but not limited to, representatives

from the department of elementary and secondary education, the office of the postsecondary

commissioner, superintendents, school committees, public higher education institutions, guidance

counselors, and teachers. The purpose of the workgroup is to consider and advise the board as to a

dual enrollment policy and its possible effect on school funding pursuant to chapter 7.2 of this title;

academic supports; transportation; possible shared costs of the education; possible fee schedules;

manners in which low-income students could access the program; and possible contracted tuition

costs with our public higher education institutions.

     (c) Notwithstanding any law to the contrary, payments to public institutions of higher

education for dual and concurrent enrollment shall be limited to no greater than the appropriation

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contained in the appropriations act. On or before September 30, 2017, the council on postsecondary

education shall promulgate rules and regulations enforcing this limitation. Provided further,

effective July 1, 2026, the state shall fund all costs for dual enrollment programs as a categorical

expense.

     (d) Students in grade twelve (12) enrolled full-time, as defined by the institution, in a dual

enrollment program where the courses are taken on a higher education institution campus shall be

exempt from the requirements set forth in § 16-22-4(a).

     SECTION 5. This act shall take effect upon passage.

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EXPLANATION

BY THE LEGISLATIVE COUNCIL

OF

A N   A C T

RELATING TO EDUCATION -- THE EDUCATION EQUITY AND PROPERTY TAX

RELIEF ACT

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     This act would amend the current law on education to address unfunded mandates.

     This act would take effect upon passage.

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