reglab/statecodes huggingface dataset:
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-85 - Lindsay Ann Burke Act › Section 16-85-2. - Legislative findings.

§ 16-85-2. Legislative findings.
The general assembly hereby finds, determines and declares that when a student is a victim of dating violence, his or her academic life suffers and his or her safety at school is jeopardized. The general assembly therefore finds that a policy to create an environment free of dating violence shall be a part of each school district. It is the intent of the general assembly to enact legislation that would require each school district to establish a policy for responding to incidents of dating violence and to provide dating violence education to students, parents, staff, faculty and administrators, in order to prevent dating violence and to address incidents involving dating violence. All students have a right to work and study in a safe, supportive environment that is free from harassment, intimidation and violence.
History of Section.
P.L. 2007, ch. 287, § 1; P.L. 2007, ch. 490, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-86 - Rhode Island Community Supports Academy [See Title 16 Chapter 97 — The Rhode Island Board of Education Act] › Section 16-86-1. - Legislative findings.

§ 16-86-1. Legislative findings.
The general assembly finds and declares as follows:
(1)
There is a distinct shortage in Rhode Island of workers who are trained and certified to function in direct support of individuals with developmental and/or learning disabilities who have special needs.
(2)
The Paul V. Sherlock Center for Disabilities was established in 1993 at Rhode Island College for the express purpose of supporting community membership for individuals with disabilities in school, work and society.
History of Section.
P.L. 2007, ch. 383, § 1; P.L. 2013, ch. 501, § 86.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-86 - Rhode Island Community Supports Academy [See Title 16 Chapter 97 — The Rhode Island Board of Education Act] › Section 16-86-2. - Feasibility study for academy.

§ 16-86-2. Feasibility study for academy.
(a)
The Rhode Island board of governors for higher education (RIBGHE), working in collaboration with the office of health and human services (OHHS) and the Rhode Island department of labor and training (RIDLT), shall conduct a study to determine the need for and assess the feasibility of establishing a Rhode Island community supports academy at the Paul V. Sherlock Center at Rhode Island College. This academy would provide education and training for individuals who are interested in functioning in direct support roles for people in Rhode Island with developmental and/or learning disabilities that have special needs.
(b)
The feasibility study will include an analysis of need and cost analysis for a 12-18 credit certification program for entry-level workers interested in working with children and adults with special needs. In developing this analysis, (RIBGHE), (OHHS) and (RIDLT) will consider:
(1)
The proposed coursework and supervised field placement component for the certificate program;
(2)
The employment needs of hospital and community-based settings; home-based services; child and adult day care settings; school settings and other settings that may work with adults and children who have special needs.
History of Section.
P.L. 2007, ch. 383, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-86 - Rhode Island Community Supports Academy [See Title 16 Chapter 97 — The Rhode Island Board of Education Act] › Section 16-86-3. - Input of interested parties.

§ 16-86-3. Input of interested parties.
(a)
In conducting the feasibility study, (RIBGHE), (OHHS) and (RIDLT) will solicit input from a variety of interested parties, including, but not limited to:
(1)
Administration and staff of the Paul V. Sherlock Center.
(2)
Administrators and faculty from Rhode Island-based institutions of higher education that currently offer coursework and degrees related to special needs adults and children.
(3)
Appropriate community organizations that support the advancement of special needs individuals.
History of Section.
P.L. 2007, ch. 383, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-86 - Rhode Island Community Supports Academy [See Title 16 Chapter 97 — The Rhode Island Board of Education Act] › Section 16-86-4. - Reporting deadline.

§ 16-86-4. Reporting deadline.
(RIBGHE), (OHHS) and (RIDLT) shall submit the aforementioned study to the Rhode Island general assembly by February 1, 2008, with its findings and recommendations, including an assessment of the size of the market for the certification program, the cost and feasibility to establish the program, and, assuming the study deems it feasible, proposed actions and recommendations to establish the Rhode Island community supports academy at the Paul V. Sherlock Center at Rhode Island College. Following the receipt and review of the study, the general assembly may report out a bill to begin establishment of the academy to the regular session of the 122nd legislature.
History of Section.
P.L. 2007, ch. 383, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-87 - Rhode Island Prekindergarten Education Act › Section 16-87-1. - Short title.

§ 16-87-1. Short title.
This act shall be known and may be cited as the “Rhode Island Prekindergarten Education Act.”
History of Section.
P.L. 2008, ch. 110, § 1; P.L. 2008, ch. 265, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-87 - Rhode Island Prekindergarten Education Act › Section 16-87-2. - Findings.

§ 16-87-2. Findings.
(a)
The general assembly hereby finds that attending high quality early childhood education programs help children develop important social and cognitive skills and knowledge that prepares children to succeed in school. Research has shown long-lasting benefits for children who participate in very high quality, educationally focused early childhood programs. The benefits to children can also generate substantial government cost savings, including reduced need for special education services, reduced need for cash assistance and other public benefits, and reduced rates of incarceration.
(b)
The general assembly finds that there are substantial numbers of children in Rhode Island entering kindergarten who are not adequately prepared to succeed in school. Early school failure may ultimately contribute to such children dropping out of school at an early age, failing to achieve their full potential, becoming dependent upon public assistance, or becoming involved in criminal activities.
(c)
Furthermore, the general assembly finds that there is an existing infrastructure of early childhood programs in Rhode Island serving preschool age children in full-day and half-day programs that is supported through state and federal investments in child care, Head Start and special education. It is the goal of the general assembly to support a system of publicly-funded, high quality prekindergarten education programs that are operated through a diverse delivery network, including child care, Head Start and public school districts.
(d)
By enacting this law, the general assembly acknowledges the need to adequately prepare all children to succeed in school by providing access to publicly-funded high quality prekindergarten education programs.
History of Section.
P.L. 2008, ch. 110, § 1; P.L. 2008, ch. 265, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-87 - Rhode Island Prekindergarten Education Act › Section 16-87-3. - Planning phase for a prekindergarten program.

§ 16-87-3. Planning phase for a prekindergarten program.
(a)
The Rhode Island department of elementary and secondary education shall begin planning an initial, pilot prekindergarten program that meets high quality standards, builds on the existing early childhood education infrastructure in the state (including child care, Head Start and public schools) and serves children ages three (3) and four (4) who reside in communities with concentrations of low performing schools. This planning phase will develop specific goals to expand the pilot prekindergarten program over time and will also identify opportunities to strengthen care and learning programs for infants and toddlers.
(b)
During this planning phase, the Rhode Island department of elementary and secondary education will quantify the resources needed to achieve and maintain high quality standards in prekindergarten programs and identify incentives and supports to develop a qualified early education workforce, including opportunities for experienced early childhood educators and paraprofessionals to acquire college degrees and earn early childhood teacher certification.
(c)
The Rhode Island department of elementary and secondary education will begin to develop plans to collect and analyze data regarding the impact of the pilot prekindergarten program on participating children’s school readiness and school achievement.
History of Section.
P.L. 2008, ch. 110, § 1; P.L. 2008, ch. 265, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-87 - Rhode Island Prekindergarten Education Act › Section 16-87-4. - Early childhood workforce development.

§ 16-87-4. Early childhood workforce development.
(a)
The Rhode Island department of elementary and secondary education shall work with other state departments and private philanthropy to establish a statewide, comprehensive, research-based early childhood workforce development scholarship program to expand the number of early childhood educators who have an associate’s or bachelor’s degree in early childhood education and who work with children from birth to age five (5).
(b)(1)
In furtherance of the goals set forth in this chapter, no later than January 1, 2023, the governor’s workforce board shall convene a working group comprised of representatives from the department of elementary and secondary education, department of human services, office of the postsecondary commissioner, the RI early learning council, organized labor, and early childhood education industry employers, whose purpose shall be to identify barriers to entry into the early childhood education workforce, and to design accessible and accelerated pathways into the workforce, including, but not limited to, registered apprenticeships and postsecondary credit for prior work experience.
(2)
No later than April 1, 2023, the working group shall provide the general assembly with recommendations for addressing the barriers to workforce entry and implementing the solutions identified by the working group; the recommendations shall outline any administrative and legislative action that would be required by participating agencies to implement the recommendations.
History of Section.
P.L. 2008, ch. 110, § 1; P.L. 2008, ch. 265, § 1; P.L. 2022, ch. 231, art. 10, § 3, effective June 27, 2022.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-87 - Rhode Island Prekindergarten Education Act › Section 16-87-5. - Reporting.

§ 16-87-5. Reporting.
The Rhode Island department of elementary and secondary education shall report back to the general assembly and the governor on the progress of the pilot planning phase no later than October 31, 2008.
History of Section.
P.L. 2008, ch. 110, § 1; P.L. 2008, ch. 265, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-87 - Rhode Island Prekindergarten Education Act › Section 16-87-6. - Planning for prekindergarten expansion.

§ 16-87-6. Planning for prekindergarten expansion.
On or before December 31, 2022, the department of elementary and secondary education, in collaboration with the department of human services and the children’s cabinet, as established in § 42-72.5-1, shall submit to the governor, speaker of the house, president of the senate, and chairs of the house and senate finance and education committees, an annual growth plan to expand the state prekindergarten program to five thousand (5,000) seats, for three- and four-year-old children, over five (5) years, beginning in FY 2024, as well as recommendations for achieving universal prekindergarten in the state. The growth plan shall detail annual targets and projected funding needs, as well as how the state will:
(1)
Equitably distribute prekindergarten funding to eligible providers;
(2)
Ensure that access to infant and toddler care is not at risk as the state prekindergarten program is expanded;
(3)
Prepare, recruit, and retain a highly-qualified early childhood workforce, including adequate wages for early childhood educators, regardless of setting;
(4)
Build capacity among new and existing providers to ensure quality standards are met in all settings; and
(5)
Ensure providers in the mixed-delivery system have sufficient facilities to expand access to high-quality prekindergarten services.
History of Section.
P.L. 2022, ch. 231, art. 10, § 4, effective June 27, 2022.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-87 - Rhode Island Prekindergarten Education Act › Section 16-87-7. - Prekindergarten facilities.

§ 16-87-7. Prekindergarten facilities.
(a)
No later than December 31, 2022, the department of human services shall provide the speaker of the house and president of the senate with a report on the status of disbursement and impact of capital funds made available by the early learning facilities general obligation bond approved on March 2, 2021.
(b)
The departments of elementary and secondary education and human services may also provide recommendations for programs and initiatives to ensure that early childhood education providers utilize facilities that meet licensing and facilities standards, in order to increase access to high-quality prekindergarten learning environments. Programs and initiatives may include, but shall not be limited to:
(1)
Grant programs for facility planning and/or emergency facility maintenance;
(2)
Establishing strategic partnerships between local education agencies and community-based early learning providers to make use of available space in existing facilities; and/or
(3)
Technical assistance for providers to access capital, navigate licensing standards for facilities, and/or begin the facility improvement and development processes.
History of Section.
P.L. 2022, ch. 231, art. 10, § 4, effective June 27, 2022.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-87.1 - Early Childhood Governance Working Group › Section 16-87.1-1. - Early childhood governance working group.

§ 16-87.1-1. Early childhood governance working group.
(a)
There shall be created an early childhood governance working group (“the working group”) consisting of:
(1)
The director of the department of human services, or designee;
(2)
The commissioner of the department of education, or designee;
(3)
The commissioner of postsecondary education, or designee;
(4)
The director of the department of health, or designee;
(5)
The director of the department of administration, or designee;
(6)
The chair of the children’s cabinet, who shall be responsible for convening the working group; and
(7)
The executive director of RI Kids Count, or designee.
(b)
The working group shall convene any necessary subgroups of working group members and other stakeholders to inform and complete the early childhood governance recommendations required under this section.
(c)
On or before October 1, 2023, the working group shall submit a report to the governor, speaker of the house, president of the senate, and chairs of the house and senate finance and education committees, that shall include recommendations regarding the governance of early childhood programs in the state. The recommendations shall address, but need not be limited to:
(1)
The coordination and administration of early childhood programs and services;
(2)
The governance and organizational structure of early childhood programs and services, including whether, and under what circumstances, the state should consider unifying early childhood programs under one state agency;
(3)
The fiscal structure of proposed recommendations; and
(4)
The implementation of early childhood data systems, for strategic planning, program implementation, and program evaluation.
(d)
Staff of the children’s cabinet shall provide assistance in completing the duties of the working group identified in this section.
(e)
The RI early learning council shall serve as an advisory body to the working group.
History of Section.
P.L. 2022, ch. 231, art. 10, § 5, effective June 27, 2022.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-88 - Rhode Island After School and Summer Learning Program Act › Section 16-88-1. - Short title.

§ 16-88-1. Short title.
This act shall be known and may be cited as the “Rhode Island After School and Summer Learning Program Act”.
History of Section.
P.L. 2009, ch. 87, § 1; P.L. 2009, ch. 93, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-88 - Rhode Island After School and Summer Learning Program Act › Section 16-88-2. - Findings.

§ 16-88-2. Findings.
(a)
The general assembly hereby finds that participating in high quality after school and summer learning programs provides children and youth needed resources to succeed in school and in life.
(b)
The general assembly also finds that in 2005, seventy-four percent (74%) of children ages six (6) to seventeen (17) in Rhode Island had all parents in the workforce, higher than the U.S. average of sixty-eight percent (68%). On school days, the hours between 3:00 p.m. and 6:00 p.m. are the peak hours for juvenile crime and experimentation with drug, alcohol, cigarettes and sex. Differences in summer learning accounted for sixty-five percent (65%) of the gap in reading scores between upper-income students who went to four (4) year colleges and low-income high-school dropouts. After school programs have been shown to support local schools by providing children and youth with opportunities to engage in hands-on activities that hold students’ interests and develop their skills and a sense of competence.
(c)
The general assembly also finds that the need for after school and summer learning programs is demonstrated by the Rhode Island department of education grant competition for after school and summer learning programs funding. In each of the competitions; almost double the money has been requested than was available for funding.
(d)
Furthermore, the general assembly finds that there is an existing infrastructure of after school and summer learning programs in Rhode Island serving school age children from kindergarten to 12th grade that is supported through state and federal investments in child care, 21st century community learning centers program, child opportunity zones, community-based organizations and public schools. It is the intent of the general assembly to support a system of publicly-funded, high quality after school and summer learning programs that are operated through a diverse delivery network, including child care, 21st century community learning centers program, child opportunity zones, community-based organizations and public districts.
(e)
By enacting this law, the general assembly acknowledges the need to adequately prepare all children to succeed in school and life by providing access to publicly-funded high quality after school and summer learning programs.
History of Section.
P.L. 2009, ch. 87, § 1; P.L. 2009, ch. 93, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-88 - Rhode Island After School and Summer Learning Program Act › Section 16-88-3. - Planning phase for a demonstration afterschool and summer learning program.

§ 16-88-3. Planning phase for a demonstration afterschool and summer learning program.
(a)
The Rhode Island department of elementary and secondary education shall begin planning an initial, demonstration after school and summer learning program that meets high quality standards, is age/grade appropriate, runs programming during the hours of 3:00 p.m. through 6:00 p.m. during the week, promotes the healthy development of youth, connects to the school day, builds on the existing after school and summer learning infrastructure in the state (including child care, 21st century community learning centers program, child opportunity zones, community-based organizations and public schools), incorporates experiential learning, social/emotional development and project-based activities and serves all children and youth from kindergarten to 12th grade with an emphasis on children and youth who attend high poverty, low performing schools. This planning phase will develop specific goals to expand the demonstration after school and summer learning program over time and will also identify opportunities to strengthen learning opportunities for children and youth.
(b)
During this planning phase, the Rhode Island department of elementary and secondary education will: (1) Quantify the resources needed to achieve and maintain high quality standards based on existing quality standards in after school and summer learning programs; (2) Identify incentives and supports to develop a qualified workforce, including opportunities for professional development, planning time and staff development.
(c)
The Rhode Island department of elementary and secondary education will begin to develop plans to collect and analyze data regarding the impact of the demonstration after school and summer learning program on participating children’s school achievement, behavior during school hours and social/emotional development.
History of Section.
P.L. 2009, ch. 87, § 1; P.L. 2009, ch. 93, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-88 - Rhode Island After School and Summer Learning Program Act › Section 16-88-4. - Reporting.

§ 16-88-4. Reporting.
The Rhode Island department of elementary and secondary education shall issue an interim report by February 26, 2010 to the general assembly and the governor and submit a final report on the progress of the demonstration planning phase no later than May 30, 2010.
History of Section.
P.L. 2009, ch. 87, § 1; P.L. 2009, ch. 93, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-89 - Uniform School District Grant, Gift and Donation Acceptance and Expenditure Act of 2009 › Section 16-89-1. - Short title.

§ 16-89-1. Short title.
This act shall be known and may be cited as the “Grant, Gift and Donation Acceptance and Expenditure Act of 2009.”
History of Section.
P.L. 2009, ch. 130, § 1; P.L. 2009, ch. 174, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-89 - Uniform School District Grant, Gift and Donation Acceptance and Expenditure Act of 2009 › Section 16-89-2. - Findings of fact.

§ 16-89-2. Findings of fact.
The general assembly makes the following findings of fact:
(1)
The present financial resources of cities, towns and the state are stretched to their limit with regard to providing adequate funding for education, yet the need to fund public education at its present level remains unabated.
(2)
School districts, school departments, and school committees are limited in their ability to seek alternative sources of funding for budgetary items outside of the annual appropriation of state aid to education and municipal tax levies.
History of Section.
P.L. 2009, ch. 130, § 1; P.L. 2009, ch. 174, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-89 - Uniform School District Grant, Gift and Donation Acceptance and Expenditure Act of 2009 › Section 16-89-3. - Purpose.

§ 16-89-3. Purpose.
The purpose of this chapter is:
(1)
To enable and allow school districts, school departments, and school committees to accept grants, gifts and donations from any private individual, public or private business entity, any government or governmental subdivision thereof, including quasi-public agencies; and
(2)
To restrict the expenditure of such grants, gifts and donations to a specific school district, school department, or school committee programming or a facility related need as specified according to the terms of the gift, grant or donation as conditioned by the grantor, giftor or donor.
History of Section.
P.L. 2009, ch. 130, § 1; P.L. 2009, ch. 174, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-89 - Uniform School District Grant, Gift and Donation Acceptance and Expenditure Act of 2009 › Section 16-89-4. - Grants, gifts and donations — Acceptance and expenditure.

§ 16-89-4. Grants, gifts and donations — Acceptance and expenditure.
Any school district, school department or school committee may accept any and all gifts, grants and donations of money, equipment, supplies, materials, services and any other contribution of value, conditional or otherwise, from any local, state, or federal government or governmental subdivision thereof, including quasi-public agencies of any kind, or from any person, firm, association, foundation, corporation or business entity for use in any program or facility thereof; provided, however, that the gift, grant or donation is utilized and disposed of pursuant to the express terms or conditions stipulated by such gift, grant or donation.
History of Section.
P.L. 2009, ch. 130, § 1; P.L. 2009, ch. 174, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-89 - Uniform School District Grant, Gift and Donation Acceptance and Expenditure Act of 2009 › Section 16-89-5. - Grant, gifts and donation — Fiduciary responsibility of municipalities — Accounting.

§ 16-89-5. Grant, gifts and donation — Fiduciary responsibility of municipalities — Accounting.
(a)
Any amount of money received by any municipality for expenditure pursuant to this chapter shall be deposited by the chief finance officer of the municipality into the municipal treasury in a separate, restricted receipt account identifiable to the particular grant, gift or donation and shall be expended solely by and upon the demand of the school district, school department or school committee in accord with the express terms and conditions of said grant, gift or donation.
(b)
Any account established hereunder shall be interest bearing and any interest on funds so deposited shall remain with and become part of the grant, gift or donation and shall be expended as part of said grant, gift or donation.
(c)
Any other grant, gift or donation of any kind, other than money, including, but not limited to equipment, supplies, materials, services and any other contribution of value may be received directly by school districts, school departments, or school committees so long as said grant, gift or donation shall be accounted for from time of receipt to time of disposition, and so long as direct receipt of such is not otherwise prohibited by law.
History of Section.
P.L. 2009, ch. 130, § 1; P.L. 2009, ch. 174, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-89 - Uniform School District Grant, Gift and Donation Acceptance and Expenditure Act of 2009 › Section 16-89-6. - Effect on annual municipal appropriation.

§ 16-89-6. Effect on annual municipal appropriation.
Nothing in this chapter shall be construed to mean that the present annual municipal appropriation to any school district, school department or school committee shall be or may be decreased or diminished by the amount of any grant, gift or donation made pursuant to this chapter.
History of Section.
P.L. 2009, ch. 130, § 1; P.L. 2009, ch. 174, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-90 - High School Outcomes Improvement Act of 2009 [See Title 16 Chapter 97 — The Rhode Island Board of Education Act] › Section 16-90-1. - Short title.

§ 16-90-1. Short title.
This act shall be known and may be cited as the “High School Outcomes Improvement Act of 2009.”
History of Section.
P.L. 2009, ch. 204, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-90 - High School Outcomes Improvement Act of 2009 [See Title 16 Chapter 97 — The Rhode Island Board of Education Act] › Section 16-90-2. - Findings of fact.

§ 16-90-2. Findings of fact.
The general assembly makes the following findings of fact:.
(1)
The high schools of the state of Rhode Island play an integral role in preparing students for college and work in the 21st century. The high school outcomes improvement act recognizes that high school success is more important than ever for the health of our economy, for civic life, and to ensure equal opportunity. It is of critical importance to the success of our public high schools to prepare all students for college and work in the 21st century.
(2)
Without accurate data on graduation rates it is extremely difficult to evaluate the efficacy of the state’s system of public education. Better information can lead to better policies and program implementation.
(3)
Parents and community members, who are critical to ensuring strong educational accountability, are hampered in their efforts to improve our schools if they do not have accurate data.
(4)
It is of critical importance that accurate data be collected, maintained, analyzed and publicly reported by our state’s education system with respect to high school student graduation rates.
(5)
In the state of Rhode Island, existing data from independent researchers indicates that when graduation rates are broken down by racial and ethnic group, by students with disabilities compared to their non-disabled peers, by English language learners and by socio-economically disadvantaged students compared to non-disadvantaged peers, that many of these sub-groups are experiencing particularly low rates of high school graduation.
(6)
Ultimately, the state of Rhode Island is committed to develop and implement a student-unit-record data system, with unique student identifiers that can track students through the state’s education system from kindergarten through post-secondary education.
(7)
The state must commit to developing and maintaining a data and public reporting system that accurately accounts for all students when calculating high school graduation rates and informs the public of progress toward the goal of universal high school graduation.
History of Section.
P.L. 2009, ch. 204, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-90 - High School Outcomes Improvement Act of 2009 [See Title 16 Chapter 97 — The Rhode Island Board of Education Act] › Section 16-90-3. - Purpose.

§ 16-90-3. Purpose.
The purpose of this chapter is to initiate a process by which the state may achieve the goal of collecting, maintaining, analyzing and reporting of data relating to the graduation rates of the students in our public high schools as an essential step in addressing gaps in educational achievement among our diverse student population.
History of Section.
P.L. 2009, ch. 204, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-90 - High School Outcomes Improvement Act of 2009 [See Title 16 Chapter 97 — The Rhode Island Board of Education Act] › Section 16-90-4. - Definitions.

§ 16-90-4. Definitions.
The following words and phrases used in this chapter shall have the following meanings unless the context clearly indicates otherwise:
(1)
“High School Graduation Rate” is defined as the percentage of the “four (4) year adjusted cohort” who attended high school in the school district, and earned a regular high school diploma “on time” as calculated using the “graduation rate formula.”
(2)
“Graduation Rate Formula” defines the formula for calculating the graduation rate as the number of students who earned an “on time” diploma divided by the number of students who formed the four (4) year adjusted cohort for that graduation class. It may be expressed as follows: Graduation rate= (On time graduates in year x) divided by (the number of students who entered grade 9 together in year x-4) + (transfers) — (transfers out and deceased).
(3)
“On Time” means that students who earned a regular high school diploma from the district at the conclusion of their fourth (4th) year or before. This may include graduates who earned their diploma during a senior summer session in those districts offering summer sessions for seniors.
(4)
“Four-Year Adjusted Cohort” is defined as the students who entered grade 9 together; and, any students that transferred into the district in grade 10 through 12. Students that the district can confirm have either transferred out of the district, or are deceased, are removed from the cohort. All other students, including those retained in grade, those who enroll in a GED program, or take leave of school for any other reason, are not counted as transfers and remain in the “four-year adjusted cohort.” Students who are retained in grade, or take leave of school and return are counted only once as part of their initial “four-year adjusted cohort.”
(5)
“Transfers In” are students who entered any high school after the beginning of the entering cohort’s first year in high school in the district up to and including grade 12.
(6)
“Transfers Out” are students the district can confirm with supporting documentation as having transferred out of the district to enroll in another high school outside the district, or other educational program for which they are expected to receive a regular high school diploma. Confirmation of transfer to another school/program shall be in the form of formal, written documentation that the student enrolled in the receiving school. “Transfers Out” does not include students enrolled in a GED or other alternative educational program that does not issue or provide credits toward the issuance of a regular high school diploma.
(7)
“Board of Regents” means the state board of regents for elementary and secondary education established in chapter 16-60.
History of Section.
P.L. 2009, ch. 204, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-90 - High School Outcomes Improvement Act of 2009 [See Title 16 Chapter 97 — The Rhode Island Board of Education Act] › Section 16-90-6. - Reporting Requirements.

§ 16-90-6. Reporting Requirements.
(a)
Within ninety (90) days of the effective date of this statute, the board of regents shall submit a report to the governor and the general assembly on the implementation of the adoption and implementation of the four (4) year cohort graduation rate formula. The report shall describe the interim measures the state is taking. The report should also detail each category, code and the corresponding definitions that the state has authorized for identifying, tracking, calculating and publicly reporting transfers out. This report shall be released to the public and posted on the state education department’s publicly accessible web page contemporaneous with submission to the governor and the general assembly.
(b)
On or before November 1st of each year, the board of regents shall submit a report to the governor and the general assembly on its efforts to collect, maintain, analyze, and publicly report high school graduation rates, and how the steps taken by that system comply with other appropriate provisions of this section. This report shall describe the statistical analyses and data verification activities undertaken by the state to confirm the accuracy of reported graduation rates, and shall detail any discrepancies identified. This report shall be released to the public and posted on the state education department’s publicly accessible web page contemporaneous with submission to the governor and legislature.
History of Section.
P.L. 2009, ch. 204, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-91 - School and Youth Programs Concussion Act › Section 16-91-1. - Findings of fact.

§ 16-91-1. Findings of fact.
The general assembly hereby finds and declares: (1) Concussions are one of the most commonly reported injuries in children and adolescents who participate in sports and recreational activities. A concussion is caused by a blow or motion to the head or body that causes the brain to move rapidly inside the skull. The risk of catastrophic injuries or death is significant when a concussion or head injury is not properly evaluated and managed.
(2)
Concussions are a type of brain injury that can range from mild to severe and can disrupt the way the brain normally works. Concussions can occur in any organized or unorganized sport or recreational activity and can result from a fall or from players colliding with each other, the ground, or with obstacles. Concussions occur with or without loss of consciousness, but the vast majority occurs without loss of consciousness.
(3)
Continuing to play with a concussion or symptoms of a head injury leaves the young athlete especially vulnerable to greater injury and even death. The general assembly also recognizes that, despite having generally recognized return-to-play standards for concussion and head injury, some affected youth athletes are prematurely returned to play resulting in actual or potential physical injury or death to youth athletes in the state of Rhode Island.
(4)
Concussions can occur in any sport or recreational activity, furthermore, symptoms of concussions may manifest themselves after the injury during school hours and in the classroom setting. All school nurses, coaches, parents, and athletes shall be advised of the signs and symptoms of concussions as well as the protocol for treatment.
History of Section.
P.L. 2010, ch. 21, § 1; P.L. 2010, ch. 22, § 1; P.L. 2014, ch. 370, § 1; P.L. 2014, ch. 401, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-91 - School and Youth Programs Concussion Act › Section 16-91-2. - Definitions.

§ 16-91-2. Definitions.
For the purpose of this section, the term “youth sports programs” means any program organized for recreational and/or athletic competition purposes by any school district or by any school participating in Rhode Island Interscholastic League Competition, and whose participants are nineteen (19) years of age or younger.
History of Section.
P.L. 2010, ch. 21, § 1; P.L. 2010, ch. 22, § 1; P.L. 2011, ch. 227, § 1; P.L. 2011, ch. 237, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-91 - School and Youth Programs Concussion Act › Section 16-91-3. - School district’s guidelines to be developed and implemented.

§ 16-91-3. School district’s guidelines to be developed and implemented.
(a)
The department of education and the department of health shall work in concert with the Rhode Island Interscholastic League to develop and promulgate guidelines to inform and educate coaches, teachers, school nurses, youth athletes, and their parents and/or guardians of the nature and risk of concussion and head injury, including continuing to play after concussion or head injury. A concussion and head injury information sheet shall be signed and returned by the youth athlete and the athlete’s parent and/or guardian prior to the youth athlete’s return to practice or competition.
(b)
School districts are required to use training materials made available by the United States Center for Disease Control and Prevention entitled “Heads Up: Concussion in the High School Sports/Concussion in Youth Sports” and any updates or amendments thereto, or training materials substantively and substantially similar thereto. The department of education shall post training materials made available by the Center for Disease Control and Prevention and the Rhode Island Interscholastic League on its website. All coaches and volunteers involved in a youth sport or activity covered by this chapter must complete a training course and a refresher course annually thereafter in concussions and traumatic brain injuries. All school nurses must complete a training course and an annual refresher course in concussions and traumatic brain injuries. Teachers and teachers’ aides are strongly encouraged to complete the training course in concussions and traumatic brain injuries. Training may consist of videos, classes, and any other generally accepted mode and medium of providing information.
(c)
School districts are encouraged to have all student athletes perform baseline neuropsychological testing, computerized or otherwise. Parents and/or guardians shall be provided with information as to the risk of concussion and/or traumatic brain injuries prior to the start of every sport season and they shall sign an acknowledgement as to their receipt of such information.
(d)
A youth athlete, who is suspected of sustaining a concussion or head injury in a practice or game, shall be removed from competition at that time.
(e)
A youth athlete, who has been removed from play, may not return to play until the athlete is evaluated by a licensed physician who may consult with an athletic trainer, all of whom shall be trained in the evaluation and management of concussions. The athlete must receive written clearance to return to play from that licensed physician.
(f)
All school districts are encouraged to have an athletic trainer, or similarly trained person, at all recreational and athletic events addressed by this statute.
History of Section.
P.L. 2010, ch. 21, § 1; P.L. 2010, ch. 22, § 1; P.L. 2011, ch. 227, § 1; P.L. 2011, ch. 237, § 1; P.L. 2014, ch. 370, § 1; P.L. 2014, ch. 401, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-91 - School and Youth Programs Concussion Act › Section 16-91-4. - All other youth sports program.

§ 16-91-4. All other youth sports program.
All other youth sports programs not specifically addressed by this statute are encouraged to follow the guidance set forth in this statute for all program participants who are age nineteen (19) and younger.
History of Section.
P.L. 2010, ch. 21, § 1; P.L. 2010, ch. 22, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-91.1 - The Sudden Cardiac Arrest Prevention Act › Section 16-91.1-1. - Short title.

§ 16-91.1-1. Short title.
This act shall be known and may be cited as the “Sudden Cardiac Arrest Prevention Act.”
History of Section.
P.L. 2017, ch. 338, § 1; P.L. 2017, ch. 355, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-91.1 - The Sudden Cardiac Arrest Prevention Act › Section 16-91.1-2. - Definitions.

§ 16-91.1-2. Definitions.
For the purposes of this chapter, the term “youth sport program or activity” means any program organized for recreational and/or athletic competition purposes by any school district, or by any school participating in Rhode Island Interscholastic League competition, and whose participants are nineteen (19) years of age or younger.
History of Section.
P.L. 2017, ch. 338, § 1; P.L. 2017, ch. 355, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-91.1 - The Sudden Cardiac Arrest Prevention Act › Section 16-91.1-3. - School districts’ guidelines to be developed and implemented.

§ 16-91.1-3. School districts’ guidelines to be developed and implemented.
(a)
The department of education and the department of health shall promulgate guidelines to inform and educate coaches, teachers, school nurses, youth athletes, and their parents and/or guardians about the nature and warning signs of sudden cardiac arrest, including the risks associated with continuing to play or practice after experiencing the following symptoms: fainting or seizures during exercise, unexplained shortness of breath, chest pains, dizziness, racing heart rate and extreme fatigue.
(b)
School districts may use training materials made available at no cost to the school district by organizations such as Simon’s Fund, Parent Heart Watch, Sudden Arrhythmia Death Syndromes Foundation, or training materials substantively and substantially similar thereto. The department of education shall post links to training materials on its website. All coaches and volunteers involved in a youth sport program or activity covered by this chapter must complete a training course that may be completed online about the nature and warning signs of sudden cardiac arrest, including the risks associated with continuing to play or practice after experiencing symptoms including: fainting or seizures during exercise, unexplained shortness of breath, chest pains, dizziness, racing heart rate and extreme fatigue. Training may consist of videos, classes, and any other generally accepted mode and medium of providing information.
(c)
Parents and/or guardians shall be provided with information as to the nature and warning signs of sudden cardiac arrest prior to the start of every sport season.
(d)(1)
A student who, as determined by a game official, coach from the student’s team, certified athletic trainer, licensed physician, or other official designated by the student’s school entity, exhibits signs or symptoms of sudden cardiac arrest while participating in an athletic activity shall be removed by the coach from participation at that time, subject to subsection (d)(3) of this section.
(2)
If a student is known to have exhibited signs or symptoms of sudden cardiac arrest at any time prior to or following an athletic activity, the student shall be prevented from participating in an athletic activity, subject to subsection (d)(3) of this section.
(3)
A student removed or prevented from participating in an athletic activity under subsections (d)(1) or (d)(2) of this section shall not return to participation until the student is evaluated and cleared for return to participation in writing by a licensed physician, certified registered nurse practitioner, or cardiologist.
(e)
All school districts are encouraged to have an athletic trainer, or similarly trained person, at all recreational and athletic events addressed by this statute.
History of Section.
P.L. 2017, ch. 338, § 1; P.L. 2017, ch. 355, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-91.1 - The Sudden Cardiac Arrest Prevention Act › Section 16-91.1-4. - All other youth sports programs.

§ 16-91.1-4. All other youth sports programs.
All other youth sports programs not specifically addressed by this chapter are encouraged to follow the guidance set forth in this chapter for all program participants who are age nineteen (19) and younger.
History of Section.
P.L. 2017, ch. 338, § 1; P.L. 2017, ch. 355, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-92 - Interstate Compact on Educational Opportunity for Military Children › Section 16-92-1. - Short title.

§ 16-92-1. Short title.
This act shall be known and may be cited as the “Interstate Compact on Educational Opportunity for Military Children.”
History of Section.
P.L. 2010, ch. 100, § 1; P.L. 2010, ch. 106, § 1.
2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-92 - Interstate Compact on Educational Opportunity for Military Children › Section 16-92-2. - Legislative purpose.

§ 16-92-2. Legislative purpose.
It is the purpose of this compact to remove barriers to educational success imposed on children of military families because of frequent moves and deployment of their parents by:
(1)
Facilitating the timely enrollment of children of military families and ensuring that they are not placed at a disadvantage due to difficulty in the transfer of education records from the previous school district or districts, or variations in entrance and age requirements.
(2)
Facilitating the student placement process through which children of military families are not disadvantaged by variations in attendance requirements, scheduling, sequencing, grading, course content or assessment.
(3)
Facilitating the qualification and eligibility for enrollment, educational programs, and participation in extracurricular academic, athletic, and social activities.
(4)
Facilitating the on-time graduation of children of military families.
(5)
Providing for the promulgation and enforcement of administrative rules implementing the provisions of this compact.
(6)
Providing for the uniform collection and sharing of information between and among member states, schools and military families under this compact.
(7)
Promoting coordination between this compact and other compacts affecting military children.
(8)
Promoting flexibility and cooperation between the educational system, parents and the student in order to achieve educational success for the student.
History of Section.
P.L. 2010, ch. 100, § 1; P.L. 2010, ch. 106, § 1.