AN ACT RELATING TO EDUCATION -- THE EDUCATION EQUITY AND PROPERTY TAX RELIEF ACT (Amends the current law on education to address unfunded mandates.)

S2551

2026 -- S 2551
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LC005038
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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:
Senators de la Cruz, and Rogers

Date Introduced:
February 13, 2026

Referred To:
Senate Finance
It is enacted by the General Assembly as follows:
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SECTION 1. Sections 16-7.2-4 and 16-7.2-6 of the General Laws in Chapter 16-7.2 entitled
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"The Education Equity and Property Tax Relief Act" are hereby amended to read as follows:
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16-7.2-4. Determination of state’s share.
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(a) For each district, the state’s share of the foundation education aid calculated pursuant
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to § 16-7.2-3(a) shall use a calculation that considers a district’s revenue-generating capacity and
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concentration of high-need students. The calculation is the square root of the sum of the state share
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ratio for the community calculation, pursuant to § 16-7-20, squared plus the district’s percentage
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of students in grades PK-6 in poverty status squared, divided by two.
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If this calculation results in a state share ratio that is less than the state share ratio for the
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community calculated pursuant to § 16-7-20(a) and that district’s poverty status percentage as
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defined in § 16-7.2-3(a)(2) is greater than fifty percent (50%), the state share ratio shall be equal to
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the state share ratio for the community calculated pursuant to § 16-7-20(a).
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(b) For purposes of determining the state’s share, school district student data used in this
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calculation shall include charter school and state school students. These ratios are used in the
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permanent foundation education aid formula calculation described in § 16-7.2-5.
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(c) There shall be a poverty loss stabilization fund for districts that experience a decline in
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the state share ratio calculated pursuant to subsection (a) of this section from the prior year of more
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than 2.0 percent (2%). The amount shall be equal to fifty percent (50%) of the difference in the

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amount of permanent foundation education aid received pursuant to § 16-7.2-3 received in the prior
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year.
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(d) The department of revenue shall publish a report, in collaboration with local education
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agencies, identifying costs borne by districts that are partially funded or unfunded. The report shall
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be submitted to the governor for consideration when preparing the final budget proposal for
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submission to the general assembly. In addition, the report shall be accessible to the public and
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published to the state transparency portal with copies provided to the speaker of the house, and the
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senate president as well as all members of the general assembly.
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16-7.2-6. Categorical programs, state funded expenses.
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In addition to the foundation education aid provided pursuant to § 16-7.2-3, the permanent
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foundation education-aid program shall provide direct state funding for:
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(a) Excess costs associated with special education students. Excess costs are defined when
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an individual special education student’s cost shall be deemed to be “extraordinary.” Extraordinary
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costs are those educational costs that exceed the state-approved threshold based on an amount
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above four times the core foundation amount (total of core instruction amount plus student success
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amount). The department of elementary and secondary education shall prorate the funds available
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for distribution among those eligible school districts if the total approved costs for which school
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districts are seeking reimbursement exceed the amount of funding appropriated in any fiscal year;
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and the department of elementary and secondary education shall also collect data on those
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educational costs that exceed the state-approved threshold based on an amount above two (2), three
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(3), and five (5) times the core foundation amount;
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(b) Career and technical education costs to help meet initial investment requirements
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needed to transform existing, or create new, comprehensive, career and technical education
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programs and career pathways in critical and emerging industries and to help offset the higher-
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than-average costs associated with facilities, equipment maintenance and repair, and supplies
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necessary for maintaining the quality of highly specialized programs that are a priority for the state.
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The department shall develop criteria for the purpose of allocating any and all career and technical
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education funds as may be determined by the general assembly on an annual basis. The department
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of elementary and secondary education shall prorate the funds available for distribution among
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those eligible school districts if the total approved costs for which school districts are seeking
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reimbursement exceed the amount of funding available in any fiscal year;
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(c) Programs to increase access to voluntary, free, high-quality pre-kindergarten programs.
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The department shall recommend criteria for the purpose of allocating any and all early childhood
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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
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that appropriate funding is available to support their students. Additional support for Central Falls
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is needed due to concerns regarding the city’s capacity to meet the local share of education costs.
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This fund requires that education aid calculated pursuant to § 16-7.2-3 and funding for costs outside
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the permanent foundation education-aid formula, including, but not limited to, transportation,
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facility maintenance, and retiree health benefits shall be shared between the state and the city of
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Central Falls. The fund shall be annually reviewed to determine the amount of the state and city
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appropriation. The state’s share of this fund may be supported through a reallocation of current
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state appropriations to the Central Falls school district. At the end of the transition period defined
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in § 16-7.2-7, the municipality will continue its contribution pursuant to § 16-7-24. Additional
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support for the Davies and the Met Center is needed due to the costs associated with running a
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stand-alone high school offering both academic and career and technical coursework. The
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department shall recommend criteria for the purpose of allocating any and all stabilization funds as
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may be determined by the general assembly;
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(e) Excess costs associated with transporting students to out-of-district non-public schools.
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This fund will provide state funding for the costs associated with transporting students to out-of-
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district non-public schools, pursuant to chapter 21.1 of this title. The state will assume the costs of
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non-public out-of-district transportation for those districts participating in the statewide system.
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The department of elementary and secondary education shall prorate the funds available for
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distribution among those eligible school districts if the total approved costs for which school
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districts are seeking reimbursement exceed the amount of funding available in any fiscal year;
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(f) Excess costs associated with transporting students within regional school districts. This
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fund will provide direct state funding for the excess costs associated with transporting students
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within regional school districts, established pursuant to chapter 3 of this title. This fund requires
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that the state and regional school district share equally the student transportation costs net any
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federal sources of revenue for these expenditures. The department of elementary and secondary
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education shall prorate the funds available for distribution among those eligible school districts if
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the total approved costs for which school districts are seeking reimbursement exceed the amount
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of funding available in any fiscal year;
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(g) Public school districts that are regionalized shall be eligible for a regionalization bonus
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as set forth below:
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(1) As used herein, the term “regionalized” shall be deemed to refer to a regional school
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district established under the provisions of chapter 3 of this title, including the Chariho Regional
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School district;

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(2) For those districts that are regionalized as of July 1, 2010, the regionalization bonus
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shall commence in FY 2012. For those districts that regionalize after July 1, 2010, the
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regionalization bonus shall commence in the first fiscal year following the establishment of a
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regionalized school district as set forth in chapter 3 of this title, including the Chariho Regional
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School District;
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(3) The regionalization bonus in the first fiscal year shall be two percent (2.0%) of the
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state’s share of the foundation education aid for the regionalized district as calculated pursuant to
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§§ 16-7.2-3 and 16-7.2-4 in that fiscal year;
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(4) The regionalization bonus in the second fiscal year shall be one percent (1.0%) of the
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state’s share of the foundation education aid for the regionalized district as calculated pursuant to
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§§ 16-7.2-3 and 16-7.2-4 in that fiscal year;
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(5) The regionalization bonus shall cease in the third fiscal year;
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(6) The regionalization bonus for the Chariho regional school district shall be applied to
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the state share of the permanent foundation education aid for the member towns; and
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(7) The department of elementary and secondary education shall prorate the funds available
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for distribution among those eligible regionalized school districts if the total, approved costs for
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which regionalized school districts are seeking a regionalization bonus exceed the amount of
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funding appropriated in any fiscal year;
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(h) [Deleted by P.L. 2024, ch. 117, art. 8, § 1.]
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(i) State support for school resource officers. For purposes of this subsection, a school
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resource officer (SRO) shall be defined as a career law enforcement officer with sworn authority
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who is deployed by an employing police department or agency in a community-oriented policing
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assignment to work in collaboration with one or more schools. School resource officers should have
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completed at least forty (40) hours of specialized training in school policing, administered by an
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accredited agency, before being assigned. Beginning in FY 2019, for a period of three (3) years,
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school districts or municipalities that choose to employ school resource officers shall receive direct
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state support for costs associated with employing such officers at public middle and high schools.
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Districts or municipalities shall be reimbursed an amount equal to one-half (½) of the cost of
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salaries and benefits for the qualifying positions. Funding will be provided for school resource
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officer positions established on or after July 1, 2018, provided that:
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(1) Each school resource officer shall be assigned to one school:
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(i) Schools with enrollments below one thousand two hundred (1,200) students shall
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require one school resource officer;
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(ii) Schools with enrollments of one thousand two hundred (1,200) or more students shall

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require two school resource officers;
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(2) School resource officers hired in excess of the requirement noted above shall not be
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eligible for reimbursement; and
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(3) Schools that eliminate existing school resource officer positions and create new
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positions under this provision shall not be eligible for reimbursement; and
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(j) Categorical programs defined in subsections (a) through (g) shall be funded pursuant to
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the transition plan in § 16-7.2-7.
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(k) Effective July 1, 2026, the state shall assume the cost of the dual enrollment program,
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established under chapter 100 of this title ("dual enrolment equal opportunity act") including, but
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not limited to, the community college of Rhode Island running start program, and the New England
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Institute of Technology early college completion programs at the post-secondary institution.
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(l) On or before January 1, 2027, and annually thereafter on or before January 1, the
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department of revenue shall publish a report, in collaboration with local education agencies,
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identifying costs borne by districts that are partially funded or unfunded. The report shall be
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submitted to the governor for consideration when preparing the final budget proposal for
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submission to the general assembly. In addition, the report shall be accessible to all, published to
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the state transparency portal with copies provided to the speaker of the house, and the senate
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president as well as all members of the general assembly.
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SECTION 2. Sections 16-22-30 and 16-22-31 of the General Laws in Chapter 16-22
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entitled "Curriculum [See Title 16 Chapter 97 — the Rhode Island Board of Education Act]" are
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hereby amended to read as follows:
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16-22-30. Statewide academic standards.
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(a) The council on elementary and secondary education (the “council”) shall direct the
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commissioner of elementary and secondary education (the “commissioner”) to institute a process
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to develop statewide academic standards for the core subjects of mathematics, English language
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arts, science and technology, history and social studies, world languages, and the arts. This process
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shall:
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(1) Be open and consultative;
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(2) Include, but need not be limited to, a culturally and racially diverse group of classroom
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teachers and students; and
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(3) Include, but need not be limited to, reviewing and revising current standards, as well as
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adopting new ones, if deemed appropriate.
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(b) The commissioner shall develop the statewide academic standards pursuant to this
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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:
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(1) Cover grades prekindergarten through grade twelve (PK-12);
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(2) Clearly set forth the skills, competencies, and knowledge expected to be demonstrated
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by all students at the conclusion of individual grades or grade spans;
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(3) Be formulated so as to set high expectations for student performance;
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(4) Provide clear and specific examples that embody and reflect these high expectations;
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(5) Be constructed with due regard to the established research and recommendations of
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national organizations, to the best of similar efforts in other states, and to the level of skills,
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competencies, and knowledge possessed by typical students in the most educationally-advanced
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nations. The skills, competencies, and knowledge set forth in the standards shall define the
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performance outcomes expected of both students directly entering the workforce and of students
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pursuing higher education. In addition, the skills, competencies, and knowledge set forth in the
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standards shall inform the design and implementation of the Rhode Island comprehensive
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assessment system (“RICAS”) in mathematics, English language arts, and science and technology.
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The RICAS shall align with federal law, be in place for no fewer than ten (10) years, and facilitate
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comparisons of students of other states and nations;
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(6) Be designed to instill respect for the cultural, ethnic, and racial diversity of this state,
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and for the contributions made by diverse cultural, ethnic, and racial groups to the life of this state;
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(7) Be designed to avoid perpetuating gender, cultural, ethnic, or racial stereotypes;
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(8) Reflect sensitivity to different learning styles;
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(9) Reflect sensitivity to impediments to learning, which may include issues related to, but
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not limited to, cultural, financial, emotional, health, and social factors; and
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(10) Be in a form readily comprehensible by the general public.
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(c) This section shall not require the abandonment of any standards already in place, so
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long as the commissioner determines that these standards meet the statewide goals contained
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herein.
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(d) The commissioner shall submit a copy of the standards to the council for approval at
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least sixty (60) days prior to the standards taking effect.
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(e) Upon approval, the council shall make the standards available to the public.
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(f) The council shall develop procedures for updating, improving, or refining standards
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pursuant to this section by no later than September 1, 2021. The procedures shall include a
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requirement that the council review and evaluate the standards regularly to ensure that the high
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quality of the standards is maintained. The review cycle shall begin in 2025, with subsequent
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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
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commissioner shall report to the governor, president of the senate, and the speaker of the house,
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regarding the standards developed and reviewed pursuant to this section.
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(h) Effective July 1, 2026, school districts shall be authorized to implement lower-cost
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curriculum programs that are substantially similar to programs approved by the Rhode Island
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department of education (RIDE) pursuant to this section. Educational districts shall have the ability
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to petition RIDE to use a lower-cost option.
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16-22-31. Curriculum frameworks.
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(a)(1) The council on elementary and secondary education (the “council”) shall direct the
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commissioner of elementary and secondary education (the “commissioner”) to institute a process
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to develop curriculum frameworks for mathematics, English language arts, science and technology,
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history and social studies, world languages, and the arts. This process shall:
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(i) Be open and consultative;
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(ii) Include, but need not be limited to, a culturally and racially diverse group of classroom
15
teachers and students; and
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(iii) Include, but need not be limited to, reviewing and revising current frameworks, as well
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as developing new ones, if deemed appropriate.
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(2) The process may include, but need not be limited to, community groups, cultural
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organizations, parents, teacher preparation programs, and leading college and university figures in
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both subject matter disciplines and pedagogy.
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(b) The commissioner shall develop the curriculum frameworks pursuant to this section by
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no later than September 1, 2021, and again as required by the council’s procedures set forth in
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subsection (e) of this section. The curriculum frameworks developed by the commissioner shall:
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(1) Present broad, research-based pedagogical approaches and strategies to assist students
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develop the skills, competencies, and knowledge called for by the statewide standards provided in
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§ 16-22-30;
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(2) Provide sufficient detail to guide and inform processes for the education, professional
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development, certification, and evaluation of both active and aspiring teachers and administrators;
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(3) Provide sufficient detail to guide the implementation of student assessment instruments;
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(4) Be constructed to guide and assist teachers, administrators, publishers, software
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developers, and other interested parties in the development and selection of curricula, textbooks,
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technology, and other instructional materials, and in the design of pedagogical approaches and
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strategies for use in elementary, secondary, and career and technical schools;
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(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,
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integration of academic and career and technical education curriculum, project-based learning,
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performance assessment, team teaching, and alignment of classroom instruction with work-based
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learning opportunities;
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(7) Promote better alignment with postsecondary curriculum and instruction, including, but
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not limited to, the expansion and/or use of dual enrollment and dual credit opportunities for high
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school students that help them with the postsecondary transition, persistence, and attainment of a
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credential;
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(8) Encourage capstone projects and associated performance assessments that provide
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students the opportunity to demonstrate holistic proficiency with respect to research, cross-
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disciplinary problem solving, critical thinking, communication, collaboration, and oral defense;
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(9) Present specific, pedagogical approaches and strategies to meet the academic and
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nonacademic needs of English learner, economically disadvantaged, special education, and
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academically advanced students;
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(10) Be designed to avoid perpetuating gender, cultural, ethnic, or racial stereotypes;
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(11) Reflect sensitivity to different learning styles;
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(12) Reflect sensitivity to impediments to learning, which may include issues related to,
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but not limited to, cultural, financial, emotional, health, and social factors; and
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(13) Be in a form readily comprehensible by the general public.
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(c) The commissioner shall submit a copy of the frameworks to the council for approval at
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least sixty (60) days prior to the frameworks taking effect.
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(d) Upon approval, the council shall make the frameworks available to the public.
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(e) The council shall develop procedures for updating, improving, or refining curriculum
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frameworks pursuant to this section by no later than September 1, 2021. The procedures shall
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include a requirement that the council review and evaluate the frameworks regularly to ensure that
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the high quality of the frameworks is maintained. The review cycle shall begin in 2025, with
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subsequent reviews taking place in 2029, 2033, and every four (4) years thereafter.
Provided,
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effective July 1, 2026, there shall be a pause on purchasing new curricular materials and
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accompanying professional development required by this section until further action is taken by
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the general assembly.
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(f) On or before December 1, 2020, and annually thereafter on or before December 1, the
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commissioner shall report to the governor, president of the senate, and the speaker of the house,
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regarding the curriculum frameworks developed and reviewed pursuant to this section.
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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
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hereby amended to read as follows:
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16-45-1. Establishment — Maintenance.
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The board of regents for elementary and secondary education is authorized and empowered
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to establish and maintain regional schools for vocational and technological training and instruction
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with any equipment, apparatus, books, and supplies that shall be necessary for instruction and for
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proper maintenance of the schools, and for these purposes the department of elementary and
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secondary education shall appoint and remove necessary instructors, teachers, and other employees,
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determine their compensation, fix the standards and terms upon which students shall be received
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and instructed in and discharged from the schools, and make all rules and regulations necessary for
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the control, management, and operation of the schools.
Provided further, effective July 1, 2026,
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sending districts shall be notified of Career and Technical Education (CTE) enrollment timelines
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by April 1, and final rosters by June 15, with no changes after that date unless districts mutually
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agree, for the following school year.
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SECTION 4. Section 16-100-3 of the General Laws in Chapter 16-100 entitled "Dual
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Enrollment Equal Opportunity Act" is hereby amended to read as follows:
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16-100-3. Policy implemented.
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(a) The board of education shall prescribe by regulation a statewide dual enrollment policy
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that shall allow students to enroll in courses at postsecondary institutions to satisfy academic credit
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requirements in both high school and the aforementioned postsecondary institutions. The
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regulations shall address the postsecondary institution’s graduation requirements, if any; the
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institution’s ability to award degrees/certificates in Rhode Island; the minimum course grade to
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receive credit at the student’s secondary school; and any other criteria that the board deems
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appropriate.
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(b) The board shall convene a workgroup, including, but not limited to, representatives
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from the department of elementary and secondary education, the office of the postsecondary
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commissioner, superintendents, school committees, public higher education institutions, guidance
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counselors, and teachers. The purpose of the workgroup is to consider and advise the board as to a
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dual enrollment policy and its possible effect on school funding pursuant to chapter 7.2 of this title;
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academic supports; transportation; possible shared costs of the education; possible fee schedules;
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manners in which low-income students could access the program; and possible contracted tuition
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costs with our public higher education institutions.
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(c) Notwithstanding any law to the contrary, payments to public institutions of higher
34
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
2
education shall promulgate rules and regulations enforcing this limitation.
Provided further,
3
effective July 1, 2026, the state shall fund all costs for dual enrollment programs as a categorical
4
expense.
5
(d) Students in grade twelve (12) enrolled full-time, as defined by the institution, in a dual
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enrollment program where the courses are taken on a higher education institution campus shall be
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exempt from the requirements set forth in § 16-22-4(a).
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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
***
1
This act would amend the current law on education to address unfunded mandates.
2
This act would take effect upon passage.
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LC005038
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