State Department of Education; directing the Department to establish the Oklahoma High Dosage Tutoring Program. Effective date. Emergency.
The legislative intent behind SB1366 is to address educational gaps among struggling students by delivering targeted intervention through high dosage tutoring. This approach seeks to align with federal education standards and principles outlined in the Every Student Succeeds Act. By giving priority to federally designated school districts for participation in the program, SB1366 promotes educational equity, aiming to uplift underperforming schools. Funding mechanisms are established via a Teacher Empowerment Revolving Fund to support the program, along with potential bonuses for tutors based on student progress.
Senate Bill 1366 establishes the Oklahoma High Dosage Tutoring Program aimed at providing intensive tutoring for students in grades kindergarten through eighth who are at least half a grade level behind in English Language Arts (ELA) or mathematics. The program is designed to facilitate learning through personalized attention, offering small cohort sizes where no more than five students receive subject-specific tutoring. The bill mandates that participating school districts implement a series of assessments to track academic growth and readiness, with expected durations for tutoring sessions set at a minimum of ten weeks in the fall and twelve weeks in the spring.
The sentiment around SB1366 appears largely supportive, particularly from educators and advocates for improved educational opportunities. Proponents believe that increased support for tutoring can lead to significant improvements in student performance and overall educational outcomes. However, the bill could generate contention regarding funding adequacy and the effectiveness of high dosage tutoring versus alternative educational interventions. Predominantly, discussions have framed this legislation as a step towards enhancing educational resources for disadvantaged students.
Among the notable points of contention are the qualifications and accountability measures for tutors, as SB1366 introduces a conditional participation clause based on student performance. If students do not achieve the required growth, tutors may lose their eligibility to participate, raising concerns about recruitment and retention of effective educators. Additionally, there may be debates surrounding the long-term sustainability of the funding required to maintain the program and whether measures adequately address diverse educational needs across different districts.