The proposed bill establishes a new section in the Public School Code focused on providing academic support, intervention, and high-impact tutoring for students identified with reading or mathematics deficiencies. It defines key terms such as "high-quality tutor," "mathematics deficiency," and "reading deficiency," and mandates that public schools review statewide assessments annually to identify students in need of assistance. Upon identification, schools are required to notify parents and ensure that students receive high-impact tutoring tailored to their specific needs.

The bill outlines specific requirements for high-impact tutoring, including that it must commence within thirty days of identification, be individualized, and occur at least three times a week for a minimum of ten weeks. Tutoring sessions should be conducted by a high-quality tutor with a maximum ratio of four students per tutor, utilizing instructional materials aligned with state academic standards. Additionally, parents must receive detailed information about their child's tutoring plan and periodic progress reports to support their child's learning at home.