SDE Update

RAISE-ing THE BAR FOR ALABAMA’S SCHOOLS

Dr. Eric Mackey, Alabama State Superintendent of Education

If you followed education news during the Alabama Legislature’s 2025 session, you may have heard about the Rewarding Advancement in Student Excellence Act… or RAISE for short. It’s a new approach to school funding in Alabama that’s been years in the making and now it’s finally here.

I strongly supported the adaptation of the RAISE Act into law and I think it is going to play a significant role in shaping the future of education across our state. The RAISE Act is a new law that changes how public schools in Alabama receive state funding. This year’s Education Trust Fund Budget, the FY26 budget, is the largest in Alabama’s history. That means record investments in K-12, two-year, and four-year colleges.

To be clear, this law does not take away from the base funding schools already receive. That foundational support, built on Alabama’s Foundation Program, remains intact and strong. In fact, Alabama has one of the most progressive base-funding models in the country, and we’re keeping that in place. What’s new under RAISE is what’s called a weighted student funding formula.

Think of it as an extra layer on top of the base funding. A way to provide more support where it’s most needed. Governor Kay Ivey and the Alabama Legislature have already set aside $375 million to get this rolling over the next three years, and we expect it to grow from there. This weighted funding allows

Alabama to put more financial resources towards areas of learning that need an extra boost. In other words, students who need to support the most.

The RAISE Act introduces four targeted funding categories:

• Special Education

• Gifted Education

• English Language Learners (EL)

• Students Living in Poverty

In the past, we’ve funded most of these categories through separate line items. But this new method is different; I think it’s better. Now, the amount of funding a school gets will be based on the actual number of students in each of those categories. It’s a more transparent, accountable, and direct way to fund student needs.

For example, if a district has 100 English language learners (EL). Under RAISE, the funding for those students is calculated using a specific multiplier tied to EL needs. That money must then be used to directly support those students. That may mean hiring more EL teachers, purchasing learning software, or offering extra tutoring.

That same structure applies to gifted students, students with special needs, and those from economically disadvantaged households. And here’s something important: for the first time, Alabama will include poverty as a weighted funding category. That’s a major step forward. We’ve never had a funding weight tied directly to student poverty before. This will help schools in low-income areas get more resources to support their students in meaningful ways.

Ultimately, it comes down to a basic principle: funding should follow students and reflect their specific needs. For years, we’ve been spreading out limited pots of money across districts based on estimated counts. But those estimates didn’t always match up with the reality on the ground. This new approach creates a direct line between student demographics and school funding. That means if your district sees a rise in special education students or EL learners, your funding should rise too. Simple math, but powerful accountability.

“Simple math…. But powerful accountability.”

It also holds the state accountable. Gov. Ivey and Alabama legislators have been incredibly generous towards education in our state. Now, they can clearly see where the needs are growing, and where funding needs to follow.

Poverty is not equally distributed. Some school systems face far higher rates of economic hardship, which affects everything from attendance to access to internet at home. Some of the biggest changes will be seen in communities where needs are concentrated. In certain parts of the state, EL students are the fastest-growing student population. These students need language support before they can access the full curriculum.

Gifted students, and those in special education, are more evenly distributed across the state, so the funding shifts there will be more uniform. This new law helps us make sure students aren’t overlooked just because they live in a more challenged community or attend a school that hasn’t traditionally gotten as much attention.

Another aspect to consider… we’re not just thinking about the classroom. We’re also investing in out-ofschool learning time, with $30 million allocated for summer school, after-school programs, and beforeschool care. These are critical supports, especially in the wake of the pandemic, where we learned that what happens outside the classroom can be just as important as what happens inside it.

And I’m especially proud that the legislature fully funded our requests for literacy and numeracy support. That includes classroom materials, teacher coaching, professional development, and summer enrichment programs. Our students deserve to read well and think mathematically. Now we have the funding to back that up.

There’s no one-size-fits-all solution in education. Every community in Alabama is different. Every school has its own mix of needs, strengths, and challenges. The beauty of the RAISE Act is that it recognizes those differences and puts real money where it is needed most. It’s not perfect, and it won’t fix everything overnight. But it is a major step forward, and I believe it positions us to do something every educator in Alabama wants: to provide every student in Alabama with the opportunity to learn, grow, and thrive.

I’m proud of the work our Governor, State School Board, elected officials, teachers, principals, and superintendents are doing every day. With RAISE as the new funding structure, I believe we’ll have even more tools to support the mission of improving academic achievement across the state.