State Department of Education; directing the Department to establish the Oklahoma High Dosage Tutoring Program. Effective date. Emergency.
If enacted, SB245 will introduce structured support to help struggling students in Oklahoma, thereby impacting state education statutes related to the Department of Education's responsibilities. The program mandates a rigorous assessment process wherein participating districts must evaluate students’ academic growth and report these metrics to the State Department of Education. The bill also establishes a High Dosage Tutoring Revolving Fund to finance the initiative, ensuring that districts have the resources needed to run their tutoring programs efficiently.
Senate Bill 245 aims to establish the Oklahoma High Dosage Tutoring Program, which is designed to provide targeted academic support for students in grades K-8 who are falling behind in crucial subjects like mathematics and English language arts (ELA). Through this program, eligible school districts will implement high dosage tutoring for small cohorts of students, specifically targeted at those who are at least half a grade level behind in either subject. The tutoring will occur after school and be conducted by qualified instructors, ensuring that students receive the personalized attention needed to enhance their academic performance.
The general sentiment surrounding SB245 appears to be positive among educators and lawmakers who advocate for academic support for underperforming students. Many supporters believe that high dosage tutoring will bridge the educational gap for at-risk students and contribute to improved educational outcomes statewide. However, there are concerns regarding the sufficiency of funding and the logistical challenges involved in implementing such a comprehensive program across various districts, particularly those that are under-resourced.
A notable point of contention revolves around the effectiveness of high dosage tutoring and whether the state can adequately fund and sustain the initiative over the long term. Critics argue that without sufficient financial backing, the program may struggle to meet its objectives, particularly if it relies heavily on the availability of lottery funds, which may fluctuate. Additionally, the conditions set for tutor retention based on student performance may raise concerns about the job security of educators involved in the program, potentially impacting recruitment efforts.