Establishes a pilot program for a virtual reality learning platform to improve math skills for grades 6 through 12 STEM education.
Summary
S0654 creates a new pilot program in Rhode Island’s education law to support the use of virtual reality technology in math and science instruction for students in grades 6 through 12. Beginning in fiscal year 2026, the General Assembly would appropriate $250,000 for the program, which is intended to fund innovative, standards-aligned instructional strategies that use immersive, tactile, and multimodal learning experiences to teach STEM concepts.
Under the bill, the Department of Education must issue a request for proposals for an experiential learning platform that has shown significant improvement in Algebra I benchmarks through third-party evaluation. The selected provider would be expected to deliver virtual reality-based lessons, including the use of headsets and 3D interactive models, and to train and coach middle and high school math teachers in districts identified by the commissioner as having a demonstrated need for improved student engagement and achievement. The provider must also submit a third-party report on the program’s impact before the next full school year after the pilot begins.
Impact
The bill would add a new chapter to Title 16 of the Rhode Island General Laws establishing a state-funded virtual reality learning pilot program. It directs the appropriation of $250,000 for elementary and secondary education and requires the Department of Education to administer a competitive procurement process by August 1, 2025. The program would affect selected school districts, middle and high school math teachers, and the chosen vendor, while creating a reporting requirement to evaluate student engagement and achievement outcomes.
Sentiment
The available voting history suggests strong support for the bill: it passed the Senate 36-0 on June 20, 2025. No committee transcript excerpts were provided, so there is no recorded debate in the supplied materials. Based on the bill’s unanimous passage and its focus on innovation in STEM education, the overall sentiment appears favorable and broadly noncontroversial.
Contention
No specific points of contention are documented in the provided materials. Potential areas of discussion implied by the bill’s structure include whether virtual reality is an effective use of public funds, how districts will be selected for the pilot, and whether the third-party evaluation and reporting requirements will be sufficient to measure results. However, the vote record provided shows no opposition, and no committee testimony is available to identify any formal objections.