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SB 2555

AN ACT RELATING TO EDUCATION -- THE SUPPORT AND ACCESS TO BILINGUAL EDUCATION ACT

2026 Regular Session Introduced by Jonathon Acosta and 7 co-sponsors

Rhode Island creates a state fund to fund and expand high-quality bilingual dual language and world language programs, plus teacher certification for multilingual learners.

06/11/2026 Senate passed Sub A
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Bill Summary · SB 2555

Summary of SB 2555 (Rhode Island, 2026) – The Support and Access to Bilingual Education Act

Purpose and intent

  • Establishes a state framework and funding to support high-quality bilingual dual language and world language education for multilingual learners (MLLs) in Rhode Island.
  • Aims to increase access to bilingual language instruction, expand teacher certification in bilingual dual language and world languages, and strengthen the capacity of local education agencies (LEAs), community organizations, and higher education partners to implement and sustain dual language programs.
  • Emphasizes equity, economic competitiveness, and the right to nurture native languages while promoting English proficiency.

Key provisions and changes

New Chapter: The Support and Access to Bilingual Education Act (Chapter 54.1, Title 16)

  • 16-54.1-2. Definitions
    • Bilingual dual language (BDL) teacher: Certified teacher delivering instruction in English and a partner language, per 200-RICR-20-20-1.
    • Bilingual language instruction program model: A dual language approach serving MLLs across English proficiency levels, with instruction in English and a partner language.
    • Eligible teacher: Full-time K-12 certified teacher teaching in a public school with a high incidence of MLLs.
    • High incidence of MLLs: LEA with ≥250 MLLs or ≥20% of total students are MLLs (per 200-RICR-20-30-3).
    • Multilingual individual: Proficient in a target language per ACTFL or approved assessments.
    • Qualifying languages: Common non-English home languages in the LEA.
    • World language educator: State-certified world language teacher.
  • 16-54.1-3. Bilingual Education Support Fund
    • Creation of a dedicated fund within the Department of Education (DOE).
    • FY 2027 and annually: $950,000 total appropriation:
    • $300,000 for implementation of traditional public school district dual language programs.
    • $600,000 for strategy and support to expand teaching certifications for bilingual dual language and world language teachers.
    • Up to $50,000 in discretionary funds for DOE administration; any unspent discretionary funds revert to dual language support grants.
    • Allowance for charitable donations to the fund.
    • Fund purposes: Grants to traditional public school districts, community-based organizations (CBOs) partnering with districts, or higher education institutions partnering with districts to establish/expand bilingual language programs.
    • Administration costs paid from appropriations; fund may receive other sources.
  • 16-54.1-4. Implementation of traditional public school district dual language programs
    • Eligibility for grant recipients:
    • Traditional public school district, CBO in partnership with districts, or institution of higher education in partnership with districts (per 34 CFR 303.2).
    • Grant eligibility criteria:
    • District uses or plans a high-quality bilingual language program model per Chapter 54.
    • District has a high incidence of MLLs (per 200-RICR-20-30-3).
    • District commits to staffing plan for K-12 dual language program.
    • Funds to be used for planning and implementation activities, including:
    • Program design partnerships, professional development, and staffing planning.
    • Leveraging existing funds (state MLL funding, federal funds).
    • Purchasing high-quality curricular materials and providing teacher certification support.
    • Funding restricted to high-quality dual language program standards.
  • 16-54.1-5. Strategy and support to expand teaching certifications
    • DOE collaborates with the Office of the Postsecondary Commissioner and approved educator preparation programs to increase and streamline certifications for world language and bilingual dual language teachers, targeting LEAs with high MLL incidence.
    • Eligibility for grants similar to Section 4 (districts, CBOs, or IHEs in partnership with districts).
    • Grant criteria:
    • Support for teacher certification costs for multilingual individuals who plan to teach in districts with high MLL incidence.
    • LEA has high MLL incidence or languages reflect predominant home languages of MLL population.

Implementation timeline

  • Effective date: July 1, 2026.
  • FY 2027 and each year thereafter: $950,000 annual appropriation for the fund (as described).

Who would be affected

  • Local educational agencies (LEAs) with high incidence of multilingual learners.
  • Traditional public school districts implementing or expanding bilingual dual language programs.
  • Community-based organizations partnering with districts to run bilingual programs.
  • Institutions of higher education partnering with districts to support dual language programs and teacher certification.
  • Multilingual learners and their families, who would gain access to structured bilingual language instruction and increased English proficiency support.
  • Bilingual and world language teachers, who could receive funding for certification and professional development.

Procedural and timeline aspects

  • Referred to Senate Finance; scheduled for hearing/consideration (action history shows activity slated in 2026).
  • Annual appropriation begins in FY 2027; fund is designed to be sustained through ongoing legislative appropriations and potential charitable contributions.
  • The act requires compliance with existing federal standards (34 CFR 303.2) for eligible partnerships and program design.

Practical impact

  • Provides targeted funding to grow high-quality bilingual/dual language programs and strengthen the bilingual teacher workforce.
  • Encourages LEAs with sizable MLL populations to implement or expand dual language models, potentially improving academic outcomes and English proficiency.
  • Supports professional development and certification pipelines to address shortages of qualified bilingual and world language educators.
  • Establishes a formal state mechanism (the bilingual education fund) to coordinate resources, program planning, and implementation.

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

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