Provides relative to required high-dosage tutoring for certain students. (8/1/24) (EG INCREASE GF EX See Note)
Impact
The implications of SB 288 on state education laws are significant. It stipulates that local public school boards must create education plans using available federal and state funds to provide this high-dosage tutoring. Furthermore, it encourages accountability by requiring the State Department of Education to track and report the effectiveness of the tutoring in improving student outcomes. By collecting and analyzing data based on various demographics, the bill aims to address achievement gaps and ensure that all students receive necessary academic support.
Summary
Senate Bill 288 aims to expand academic support provided to students from kindergarten through grade 12 who have not achieved mastery on statewide assessments in reading or math. This legislation modifies existing law that previously limited such support to students in grades three through eight, thereby broadening eligibility for expanded assistance. The bill mandates high-dosage tutoring, defined as individualized tutoring with a low student-to-tutor ratio, occurring at least three times per week for a minimum of 30 minutes per session. This tutoring is designed to cater to the specific needs of struggling students and be provided by qualified tutors or teachers.
Sentiment
The general sentiment surrounding SB 288 appears to be positive among educators and advocates for educational reform. Supporters advocate that the expansion of tutoring support will better equip students who are struggling academically, ultimately leading to improved overall educational outcomes. However, there are concerns regarding the adequacy of funding and resources necessary to implement these requirements effectively. The ongoing debate between adequate educational funding and the sustainable implementation of such expansive educational support remains a contentious topic.
Contention
Despite the support for SB 288, there are apprehensions articulated by critics regarding the bill's potential to place additional burdens on local education authorities, particularly in terms of funding and implementation capabilities. Some representatives are concerned that if adequate funds are not allocated or made available, the ambitious goals set by the bill may go unachieved, thereby failing the very students they intend to help. Additionally, disparities in resources across different districts may hinder uniformity in the quality of tutoring provided.
Creates and provides for a program to provide state funding for the education of students with exceptionalities not enrolled in public school (RE INCREASE GF EX See Note)
Prohibits promotion to the fourth grade of certain students whose reading deficiencies have not been remedied by the end of the third grade (EN INCREASE LF EX See Note)
Creates and provides for a program to provide state funding for the education of students not enrolled in public school and expands the ability of parents to enroll children in the public school of their choice (RR INCREASE GF EX See Note)
Provides relative to reporting, instructional, and other requirements for school employees, school governing authorities, and schools (EG SEE FISC NOTE LF EX See Note)