Hawaii House Bill HCR158

Hawaii 2023 Regular Session

• Introduced: 3/10/23
• Refer: 3/15/23
• Report Pass: 3/30/23
• Refer: 3/30/23
• Report Pass: 4/5/23
• Engrossed: 4/5/23
• Refer: 4/11/23

Caption

Requesting The Board Of Education, In Partnership With The Department Of Education, To Produce A Report On Increasing Access To Tutoring Services Within And Outside Of Hawaii's K-12 Public Schools.

Impact

The resolution acknowledges that many school districts across the country are earmarking federal COVID-19 relief funds to support tutoring programs aimed at reducing gaps in educational achievement. HCR158 seeks to explore similar opportunities in Hawaii, emphasizing that high-dosage tutoring has been identified as a highly effective method to boost student performance. The requested report is expected to evaluate the remaining federal funds available for tutoring, thus providing insights into how effectively these resources can be utilized to enhance student learning outcomes, especially for those affected by the pandemic.

Summary

HCR158 is a House Concurrent Resolution from the State of Hawaii that requests the Board of Education, in partnership with the Department of Education, to produce a report on increasing access to tutoring services within and outside of Hawaii's K-12 public schools. This initiative is particularly relevant as Hawaii's public education system continues to navigate the challenges posed by the COVID-19 pandemic, including significant academic setbacks in math and reading proficiency among students. The resolution aims to assess the current accessibility and equity of tutoring services and to formulate recommendations for enhancing these services across the state.

Contention

While the bill seeks to improve educational support, there are potential points of contention surrounding its implementation. Critics may argue about the equitable distribution of tutoring resources, particularly in areas serving predominantly low-income populations. The resolution also acknowledges the need to cater to students with special needs who may not traditionally benefit from standard tutoring programs. The effectiveness of the proposed strategies to engage community support and hire qualified tutors is another aspect that could generate debate among stakeholders, including educators and parents.