Requests the State Board of Elementary and Secondary Education, the Department of Education, and local school governing authorities to support and implement effective, evidence-based, high-impact tutoring programs to combat COVID-19 learning loss.
Impact
If adopted, SR177 would lead to increased focus and resources directed toward effective tutoring initiatives, potentially enhancing learning outcomes for students who have fallen behind during the pandemic. The resolution references the substantial federal funding allocated for educational relief under the American Rescue Plan, highlighting that a significant portion remains unspent, particularly in areas designated for tutoring and enhanced learning support. By fostering the implementation of such programs, the resolution aims to ensure that these funds are utilized effectively to help mitigate the learning gap exacerbated by COVID-19-related interruptions.
Summary
Senate Resolution 177 urges the State Board of Elementary and Secondary Education (BESE), the Department of Education, and local school governing bodies to implement evidence-based, high-impact tutoring programs aimed at addressing significant learning losses caused by the COVID-19 pandemic. This resolution reflects a growing concern regarding educational setbacks affecting students, particularly those from low-income backgrounds. The resolution outlines that the pandemic has exacerbated existing educational disparities, leading to projected learning losses of up to twelve months for disadvantaged students, a gap that could hinder their academic progress and future opportunities.
Sentiment
The sentiment surrounding SR177 appears generally supportive, as it taps into a shared concern for the educational welfare of students adversely affected by the pandemic. Stakeholders and educational advocates recognize the importance of targeted interventions, like high-dosage tutoring, which research indicates can significantly enhance student achievement. However, there might be challenges related to implementation logistics and ensuring that funds are effectively allocated. There are also concerns regarding the sustainability of such tutoring programs once initial funding phases out.
Contention
While SR177 serves as a call for action and support within the educational sector, it does not contain binding legislative mandates. This raises questions about the uniformity of support across various local governing bodies and school districts. Some may argue that without coercive power, the resolution’s effectiveness depends on the willingness of educational authorities to adopt and implement tutoring programs efficiently. The discourse around this resolution highlights broader issues related to educational equity and the necessity for strategic resource allocation to meet the nuanced needs of students from different socio-economic backgrounds.
Requests that the state Department of Education and public school governing authorities support and implement certain tutoring programs to combat COVID-19 learning loss
Requests the Board of Elementary and Secondary Education and the state Department of Education to study the implementation and effectiveness of the Positive Behavioral Interventions and Supports program in public schools.
Expanding Access to High-Impact Tutoring Act of 2025This bill directs the Department of Education (ED) to award grants to state educational agencies and, through them, subgrants to local educational agencies (LEAs) for implementing, administering, and evaluating tutoring programs in elementary and secondary schools.Additionally, the bill directs ED to establish an advisory board. Among its duties, the advisory board must (1) evaluate and approve plans to ensure that LEAs will meet tutoring program requirements, (2) provide technical assistance and guidance to grant recipients, and (3) develop a nationwide tutoring workforce.
Requests that the State Bd. of Elementary and Secondary Education, in consultation with the Bd. of Regents and public school governing authorities, study certain issues relative to educator preparation programs
Requests that the State Board of Elementary and Secondary Education study the history of racism, racism's effects on public education, and anti-racism education and creates a task force to develop recommendations for implementing such education
Requests the Board of Elementary and Secondary Education, the Department of Education, and local school boards to recognize that dyslexia has significant educational implications.
Establishes matching grant program in DOE for school districts to implement high-impact tutoring programs addressing learning loss due to COVID-19 pandemic.
Establishes matching grant program in DOE for school districts to implement high-impact tutoring programs addressing learning loss due to COVID-19 pandemic.
Establishes matching grant program in DOE for school districts to implement high-impact tutoring programs addressing learning loss due to COVID-19 pandemic.