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H 7117Curriculum and Standards

Education - Curriculum

Mandates the creation of statewide computer science curriculum standards and requires schools to offer these courses, potentially through online platforms.

Held for study
Population
Affected
35
Email Legislator
Introduced Jan 15, 2026Committee House Education

Plain-English Summary

This legislation mandates the development and implementation of a comprehensive computer science curriculum for Rhode Island high schools. It requires the Council on Elementary and Secondary Education to create recommendations by late 2027, and the Commissioner of Education to establish academic standards by June 2028. Key provisions include ensuring computer science courses count toward math or science admission requirements at state colleges and mandating that school districts provide access to these courses via virtual or online programs if they are not offered in-person. It also requires annual reporting on student enrollment and teacher certification in computer science.

For younger readers

This new rule helps make sure schools teach students about computers and coding. It says that the people in charge of schools need to make a plan for computer classes by the year 2028. These classes will help students get ready for college and jobs. If a student's school doesn't have a computer class, the school has to let the student take it online on a computer. Also, these computer classes can count as math or science classes when students apply to colleges in Rhode Island. It helps kids learn skills for the future.

Who & Where It Applies

Impacted groups
High school studentsPublic school teachersSchool district administratorsState colleges and universitiesParents of high schoolers
Impacted communities
All

Constitutional & Fiscal Check

None Likely

Estimated cost
Amount unknown
Estimated revenue
None

Bill Analysis

Both viewpoints
For Progressives
  • Explicitly mandates the development of strategies to encourage underrepresented and nontraditional students to pursue computer science, potentially reducing the digital divide and equity gaps in the tech sector.
  • Requires districts that cannot offer these courses in-house to provide access via virtual or online means, ensuring students in lower-income or under-resourced districts still have access to high-quality technical education.
  • Aligns public education with modern workforce needs, providing students from all socioeconomic backgrounds with skills that lead to higher-paying careers and improved economic mobility.
  • Imposes new mandates on local school districts to provide specific courses or online alternatives without explicitly appropriating new state funding to cover the associated costs, potentially straining already tight school budgets.
  • Heavily emphasizes "labor market demands" and corporate workforce needs as the primary driver for curriculum development, which some may view as prioritizing industry profits over holistic, critical pedagogy.
  • Reliance on virtual or online programs for districts that cannot hire teachers may result in a two-tiered system where wealthier districts have in-person instruction while poorer districts rely on screens.
For Conservatives
  • Aligns the state education system with market demands and private sector needs, ensuring tax dollars spent on education produce graduates with economically viable skills.
  • Promotes flexibility and efficiency by allowing computer science credits to satisfy existing math or science requirements, streamlining the path to graduation and college without necessarily expanding the total number of required credits.
  • Encourages the use of virtual and online education providers when local districts fail to offer courses, supporting educational alternatives and competition beyond the traditional classroom model.
  • Represents a top-down state mandate that interferes with local control, dictating specific curriculum requirements and course offerings to local school boards and districts.
  • Expands the administrative state by requiring the creation of new standards, annual reports to the governor, and new certification pathways, likely increasing bureaucracy within the Department of Education.
  • Places an unfunded financial burden on local taxpayers by requiring districts to pay for virtual schooling or online programs if they do not have the resources to teach the courses in-house.

Votes

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Full Bill Text

Changes to existing Rhode Island law · 67 additions

SECTION 1. Chapter 16-22 of the General Laws entitled "Curriculum [See Title 16 Chapter 97 - The Rhode Island Board of Education Act]" is hereby amended by adding thereto the following sections: 16-22-39. Recommendations on the development of computer science curriculum.

(a) The council on elementary and secondary education ("council") shall develop recommendations on a computer science curriculum to prepare students for successful postsecondary education and careers in computer science, information technology, and related fields. In developing these recommendations, the council shall consider policies and practices that are designed to increase access to high-quality educational experiences that help more students obtain careers in these fields.

(b) The council's recommendations shall identify:

(1) High school courses in computer science, including computer coding and computer programming, of sufficient rigor that may be used to satisfy admissions requirements at state colleges and universities, including requirements for mathematics and science;

(2) Common academic and technical skills needed for students to meet projected labor market demands in computer science, information technology, and related fields in and outside of the state;

(3) How middle and high school students, including underrepresented and nontraditional students, can be encouraged to pursue further studies and careers in computer science, information technology, and related fields;

(4) Secondary course sequences which prepare students to succeed in postsecondary educational programs in computer science, information technology, and related fields;

(5) Gaps in current policy, curricula, programs, and practices at the state, school district, and postsecondary level which inhibit students from pursuing advanced studies and careers in computer science, information technology, and related fields;

(6) Appropriate educator qualifications and computer science pedagogy to maintain technologically current instructional knowledge and practices in teacher preparation programs; and

(7) Common definitions for terms related to computer science, including terms such as "computer coding" and "computer programming," for consistent use across both the Rhode Island kindergarten through grade twelve (K-12) education system and the state's postsecondary education system.

(c) By December 31, 2027, the council shall report its recommendations to the board of education, the governor, and the general assembly. 16-22-40. Computer science and technology instruction.

(a) By June 30, 2028, the commissioner of elementary and secondary education ("commissioner") shall develop academic standards for a computer science high school curriculum, including standards and benchmarks for computer coding and computer programming, and identify high school-level courses which incorporate those standards and prepare students for postsecondary success in computer science, information technology, and related fields. In developing these standards, the commissioner shall consider and incorporate the recommendations made by the council on elementary and secondary education pursuant to §16-22-30, to the fullest extent the commissioner deems practicable.

(b) The courses in the computer science curriculum should, to the extent academically feasible, enable a student to utilize computer science courses to meet mathematics, and science admission requirements at the state colleges and universities, including the Community College of Rhode Island, Rhode Island College, and the University of Rhode Island.

(c) If a school district does not offer a course identified by the commissioner pursuant to subsections (a) and (b) of this section, that district shall provide students access to the course through a virtual school or education program, an online program, or through other means.

(d) If a student is enrolled in an identified course that satisfies a mathematics, or science admissions requirement for a state postsecondary school, including the Community College of Rhode Island, Rhode Island College, and the University of Rhode Island, the school district shall notify the student that they should contact any private in-state or out-of-state public or private postsecondary institution to which that student is applying and inquire whether the course credit satisfies any of the institution's admissions requirements.

(e) The commissioner shall annually report to the council on elementary and secondary education, the governor, and the general assembly on:

(1) The courses identified by the commissioner that meet the academic standards for computer science;

(2) The number of students, by district, including all public schools and charter public schools, who are enrolled in courses identified by the commissioner that meet the academic standards for computer science; and

(3) The number of teachers, educators and other individuals who hold a valid educator certificate in computer science or a related field.

(f) The council on elementary and secondary education shall consult with the board of education and school districts to develop strategies for recruiting qualified teachers to provide computer science instruction, updating computer science educator certification requirements, providing appropriate professional development to maintain technologically current instructional knowledge and practices in the school districts, and identifying and streamlining traditional and alternative pathways toward computer science educator certification.

SECTION 2. This act shall take effect upon passage.