The proposed bill establishes a new section in the Public School Code that mandates academic support 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 outlines the responsibilities of public schools in identifying students who fall into these categories based on statewide assessments. Schools are required to notify parents immediately upon identification and provide high-impact tutoring tailored to the individual needs of the student.

The bill specifies that high-impact tutoring must commence within thirty days of identification and be conducted at least three times a week for a minimum of ten weeks, with a maximum tutor-to-student ratio of 1:4. Additionally, it mandates the use of high-quality instructional materials aligned with state standards. Parents are to receive detailed information about their child's tutoring plan, including the tutor's name, subject matter, schedule, and periodic progress reports to support their child's learning at home.