The 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 high-impact tutoring program must commence within thirty days of identification and include individualized instruction delivered by a qualified tutor at least three times a week for a minimum of ten weeks. The tutoring sessions should maintain a low student-to-tutor ratio and utilize high-quality instructional materials aligned with state standards. Additionally, parents will receive detailed information about their child's tutoring plan, including progress reports and guidance to support learning at home.