The proposed bill establishes a new section in the Public School Code that mandates academic support and high-impact tutoring for students in fourth through eighth grades who are identified as having deficiencies in mathematics or reading. Schools are required to review statewide assessment results annually to identify these students and must notify their parents of the deficiencies. High-impact tutoring must be made available to these students, beginning within thirty days of identification, and must be tailored to meet individual needs, delivered by qualified tutors, and conducted at least three times a week for a minimum of ten weeks.

The bill outlines specific requirements for high-impact tutoring, including a maximum student-to-tutor ratio of four to one, the use of high-quality instructional materials aligned with academic standards, and the provision of detailed tutoring plans and progress reports to parents. This initiative aims to ensure that students with academic deficiencies receive the necessary support to achieve proficiency in reading and mathematics, thereby enhancing their educational outcomes.