Reading Achievement Initiative for Scholastic Excellence Program
The initiative aims to aid in the development of reading skills among elementary students while simultaneously providing high school students with valuable volunteer experience. High school students participating in the tutoring program must meet certain academic criteria, including maintaining a GPA of 3.0 or higher and receiving recommendations from teachers. This dual benefit positions the program as a means to foster academic growth across different educational levels.
House Bill 1613, titled the Reading Achievement Initiative for Scholastic Excellence Program, is designed to enhance literacy rates among younger students by leveraging high school students as tutors. The bill amends existing provisions to allow for after-school tutoring conducted by eligible high school students in kindergarten through grade 3. It establishes guidelines for participating school districts, which are required to recruit, train, and oversee these high school tutors while ensuring parental consent for children's participation in the program.
One notable aspect of HB 1613 is the authority it grants school districts to provide stipends to tutors, both for instructional personnel and high school students involved in after-school sessions. Critics may argue about the financial implications of providing stipends, particularly how it may affect school budgeting and resource allocation. However, supporters posit that proper compensation will enhance tutor engagement and improve the overall quality of the tutoring provided. In essence, while the bill has clear educational intentions, its execution raises questions about fiscal responsibility and resource management within school districts.