Requires the department of elementary and secondary education to propose, by October 1, 2025, funding alternatives to increase state aid for districts with high poverty, with recommendations on funding levels and their impacts.
Impact
The bill potentially has significant implications for local education funding policies and state resources. By mandating the development of alternatives that accurately reflect the needs of low-income districts, S0331 could lead to a reassessment of how education aid is distributed in Rhode Island. The focus on utilizing measures such as participation in state-administered programs like SNAP aims to ensure that aid more accurately targets the students most in need, ultimately enhancing educational opportunities for these youth.
Summary
S0331, known as the Education Equity and Property Tax Relief Act, aims to address disparities in education funding across districts, particularly focusing on those with high poverty rates. By requiring the Department of Elementary and Secondary Education to propose funding alternatives by October 1, 2025, the bill seeks to enhance state aid for districts experiencing high levels of poverty. The proposed measures will be based on recommendations regarding funding levels and their impacts on educational outcomes.
Contention
Notably, the bill's reliance on updated poverty measures incorporates factors that may raise concerns among stakeholders about the accuracy and efficacy of identifying affected students. Additionally, while the intended outcome is to mitigate educational inequities, critics might argue that the administrative burdens placed on schools to comply with new reporting obligations, alongside concerns about resource allocation, could pose challenges. There may also be debates regarding the sufficiency of the proposed funding increases and whether they meet the diverse needs of various districts, especially those with significant multilingual populations.
Requires a review by the department of elementary and secondary education of the formula components used to compute the aid needed to support high need students.
Requires a review by the department of elementary and secondary education of the formula components used to compute the aid needed to support high need students.
Adds multilingual learners into the determination of high-need students and provides a student success factor of twenty-five percent (25%) of the core instruction per-pupil amount and repeals the categorical funding for these students.
Adds multilingual learners into the determination of high-need students and provides a student success factor of twenty-five percent (25%) of the core instruction per-pupil amount and repeals the categorical funding for these students.
Adds to the determination of the need to support high-need students a separate and independent qualifying factor of whether the student is an English language learner as defined by the department of education's regulations.
Provides for increases or decreases in the amount of foundation level school support that a community would receive, based upon a community's ability to meet and surpass its minimum low- and moderate-income housing requirements.
Provides that in local educational agencies when over 45% of the children have a family income that is at or below 185% of federal poverty guidelines then the student success factor will be 50% by the core instruction per-pupil amount.
Adds multilingual learners into the determination of high-need students and provides a student success factor of twenty-five percent (25%) of the core instruction per-pupil amount and repeals the categorical funding for these students.
Adds multilingual learners into the determination of high-need students and provides a student success factor of twenty-five percent (25%) of the core instruction per-pupil amount and repeals the categorical funding for these students.