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SB 2551

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

2026 Regular Session Introduced by Gordon Rogers and 1 co-sponsor

Rebalances state education funding to better reflect district needs and student poverty, expanding targeted state support and transitioning dual enrollment costs to a fully state-f

05/19/2026 Committee recommended measure be held for further study
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Bill Summary · SB 2551

Overview

SB 2551, introduced in the Rhode Island Senate in 2026, is titled the Education Equity and Property Tax Relief Act. It amends multiple sections of the General Laws to adjust how state education funding is calculated and delivered, expand state support for various programs, and update processes related to standards, curriculum, and dual enrollment. The bill is designed to address unfunded mandates, stabilize district finances, and align funding with equity and efficiency goals. It takes effect upon passage.

Main purpose and intent

  • Rebalance and clarify state funding for education to better reflect district revenue capacity and student need.
  • Provide targeted state support for specific programs and cost drivers (special education, CTE, pre-K, regionalization, transportation to nonpublic and regional districts, SROs, etc.).
  • Introduce statewide standards and curriculum framework processes with annual reporting and regular review cycles, while enabling lower-cost curriculum options starting in 2026.
  • Enhance transparency around district costs that are partially funded or unfunded.
  • Support dual enrollment funding as a fully state-funded categorical expense beginning in mid-2026.

Key provisions and changes

  1. Foundation aid and state share (16-7.2-4)

    • New formula for state share: square root of (state share ratio for community calculation squared plus district poverty status squared) divided by two.
    • If a district’s poverty rate > 50% and the district state share ratio is lower than the community ratio, set district's state share ratio to the community ratio.
    • Include charter and state school data in state share calculations.

  2. Stabilization and transparency (16-7.2-4(c), 16-7.2-4(d))

    • Establish a Poverty Loss Stabilization Fund: half the difference between the district’s prior-year permanent foundation aid and the current year’s if the state share ratio declines by more than 2%.
    • Annual reporting on costs borne by districts that are partially funded or unfunded; report published publicly and provided to legislative leaders.

  3. Categorical programs and state-funded expenses (16-7.2-6)

    • Create/ Continue direct state funding for:
      • Excess costs for special education (with thresholds at 2x, 3x, 5x core foundation amounts and prorating if costs exceed available funding).
      • Career and technical education (CTE) costs with criteria for allocation and prorating.
      • Access to voluntary, high-quality pre-K.
      • Central Falls, Davies, and Met Center Stabilization Fund to share costs beyond the permanent foundation formula (with review and transition provisions).
      • Transportation excess costs for out-of-district nonpublic schools and for regional district transportation (state share equal to district share; prorated if funds run short).
      • Regionalization bonuses for regionalized districts (starting at 2% in the first year, then 1% in the second year, ending in the third year; Chariho treatment specified).
      • State support for school resource officers (SROs) for eligible positions, 50% reimbursement for qualifying salaries/benefits, with caps based on school size.
    • Section on (k) explicitly includes in 2026 the state assumption of dual enrollment program costs.

  4. Standards and curriculum (16-22-30, 16-22-31)

    • Require statewide academic standards and curriculum frameworks for core subjects, emphasizing equity, diversity, anti-stereotyping, and accessibility.
    • Procedures for updating standards/frameworks with reviews every four years beginning in 2025.
    • By 2026, authorize lower-cost curriculum programs substantially similar to approved RIDE programs, with districts able to petition for these options.
    • Provide annual reporting on standards and frameworks.

  5. Vocational schools and CTE enrollment timelines (Section 3)

    • Notify sending districts of CTE enrollment timelines and finalize rosters with limited changes after deadlines.

  6. Dual enrollment policy funding (16-100-3)

    • By 2026, state funding for all dual enrollment costs becomes a categorical expense.
    • Establish a workgroup to advise on dual enrollment policy, funding, supports, transportation, and costs.

Affected parties and impact

  • School districts, charter schools, and state schools: changes to state share calculations, stabilization funds, and prorated funding for several programs.
  • Students: potential changes in access to pre-K, dual enrollment, CTE, and curriculum materials.
  • Local government and districts participating in regionalization and stabilization funds (e.g., Central Falls, Davies, Met Center).
  • Teachers, administrators, and families: effect of standards/curriculum reform, reporting requirements, and potential shifts to lower-cost curricula starting 2026.
  • Public transparency: expanded public reporting on unfunded/partially funded costs.

Timelines and procedures

  • Effective date: upon passage.
  • Standards/curriculum: updates due by 2020–2021 cycles; reviews every four years; lower-cost curriculum options available starting July 1, 2026.
  • Dual enrollment funding: state funding begins July 1, 2026; workgroup on policy with ongoing planning.
  • Annual reporting: by December 1 each year, starting 2020 (for frameworks) and January 1 for revenue/efficiency reports.

Overall, SB 2551 seeks to modernize Rhode Island’s education funding and governance structure with a stronger emphasis on equity, cost containment, and transparency, while expanding state support for key programs and dual enrollment.

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

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