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HB 8158

AN ACT RELATING TO EDUCATION -- THE EDUCATION EQUITY AND PROPERTY TAX RELIEF ACT

2026 Regular Session Introduced by Jon Brien and 2 co-sponsors

The bill updates Rhode Island’s education aid formula to boost funding for high-need and multilingual learners, with stronger data, reporting, and local flexibility for after-schoo

02/27/2026 Introduced, referred to House Finance
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Bill Summary · HB 8158

Overview

HB 8158 (Rhode Island, 2026) titled “AN ACT RELATING TO EDUCATION -- THE EDUCATION EQUITY AND PROPERTY TAX RELIEF ACT” would modify the state’s permanent foundation education aid formula, with a focus on providing targeted funding for high-need students and multilingual learners, while also initiating ongoing review and refinement of the funding structure. The act emphasizes establishing and updating poverty and multilingual-learner adjustments, and enhances reporting and planning around local contributions, program participation, and data matching for funding accuracy. It takes effect upon passage.

Purpose and Intent

  • Align and update the foundation education aid formula to ensure funding adequately supports instructional needs, particularly for high-need students and multilingual learners.
  • Introduce and refine poverty-based and multilingual-learner adjustments within the core foundation aid.
  • Improve data matching, reporting, and review processes to enhance transparency and accuracy of funding allocations.
  • Allow local districts to use a portion of funds to expand learning opportunities (e.g., after-school programs, full-day kindergarten) while maintaining core program funding obligations.

Key Provisions and Changes

  • Foundation aid structure (16-7.2-3):
    • Core Instruction Amount (subsection a(1)):
    • Calculated as a per-pupil amount derived from statewide data, based on average regional expenditure data (RI, MA, CT, NH) from NCES, covering categories such as instruction and support services, general administration, and enrollment data from NCES sources.
    • Updated annually; resident ADM excludes charter/state-operated students for this calculation.
    • High-Need Student Supplement (subsection a(2)):
    • Two components:
      • Student Success Factor (40% of core per-pupil amount) applied to resident students at or below 185% of the federal poverty guidelines.
      • Multilingual Learner (MLL) factor (20% of core per-pupil amount) applied to resident students identified in the three lowest WIDA proficiency categories.
    • Poverty measure: By Oct 1, 2022 for FY 2024, DESE must develop a proxy for poverty (not relying on school nutrition programs). Beginning FY 2024, direct certification through SNAP (with a 1.6 multiplier for certified students) will be used to determine those below 185% FPG, with other program participation as applicable.
    • MLL specifics: Local districts must annually report use of funds for MLL services by Sept 1; DESE to monitor alignment with best practices.
  • Planning and reporting (sections b, c, e, f, g):
    • DESE must provide foundation aid cost estimates in its budget submission, including recent data and ADM adjustments (b).
    • Updated figures by Oct 1 using Oct 1 ADM (c).
    • DESE to promulgate implementing regulations (e).
    • Several reporting and development milestones:
    • By Oct 1, 2023 (FY 2025 budget): evaluate MLL population sizes and segmentation by proficiency levels; develop expense data to recommend funding levels for different proficiency levels; explore incorporating MLL needs into core funding through weights or categorical methods (f(1)).
    • By Oct 1, 2024 (FY 2026 budget): develop alternatives to identify low-income students via state-administered programs (SNAP, RIteCare, etc.), and address consistency with data collection.
    • By Oct 1, 2025 (FY 2027 budget): coordination with the RIDLDS and DOA to match HHS program participation data to DESE enrollment records; propose methods to ensure consistency.
    • FY 2027 budget: include expanded direct certification with Medicaid matching for poverty determination.
    • By Dec 31, 2025: report on processes to ensure high-cost special education data consistency and validity.
  • Local control and program opportunities (subsection d):
    • Districts may reserve funds to expand learning opportunities (e.g., after-school, summer programs, full-day kindergarten, multiple pathway programs) as long as core and all required programs are funded.
  • Administration and implementation:
    • DESE to review the 40% student success factor in light of whether it provides adequate funding for instructional needs; findings due to the Governor and General Assembly by Oct 1, 2026.

Who Is Affected

  • Public school districts in Rhode Island (local education agencies) receive foundation education aid and must report on MLL funding usage.
  • Multilingual learners and students in poverty (as defined by the updated measures) are targeted for additional funding weights.
  • Districts’ students, educators, and administrators who benefit from enhanced funding and additional programs (after-school, K-12 pathways, etc.).
  • State agencies involved in data matching and funding determinations (DESE, Department of Administration, RIDLDS, and HHS programs like SNAP and RIteCare).

Timeline and Procedural Details

  • Effective date: Upon passage.
  • Annual updates: Core instruction amount updated each year; poverty/MLL measures reviewed and adjusted as described.
  • By Oct 1, 2023: Review MLL counts; develop expense data and recommendations for funding levels by proficiency.
  • By Oct 1, 2024: Develop alternatives to identify low-income students via state programs; assess data alignment.
  • By Oct 1, 2025: Coordinate data matching processes for program participation and enrollment data; plan Medicaid-related poverty determination expansion.
  • By Dec 31, 2025: Report on high-cost special education data processes.
  • By Oct 1, 2026: DESE to report on the adequacy of the 40% student success factor.

Potential Impacts

  • More precise targeting of state education aid to high-need and multilingual learners.
  • Increased scrutiny and data-sharing among state agencies to improve funding accuracy.
  • Greater local flexibility to fund extended learning opportunities, provided core program funding remains intact.
  • Ongoing evaluation of whether the 40% student-success weight adequately funds instructional needs, with adjustments possible based on DESE analysis.

Compiled from official sources — confirm details with the bill’s official record.

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