Overview
Purpose: The purpose of this model policy is to provide a clear and customizable framework for states seeking to establish, expand, or codify high-dosage tutoring (HDT) as a core component of their public education systems. Designed for use by state legislatures or state boards of education, the policy sets minimum standards for program design, implementation, quality, and accountability aligned to national best practices.
Policy Rationale: HDT has emerged as the most effective academic interventions for accelerating student learning, particularly for students who are below grade level. States across the country have launched large-scale HDT programs to address pandemic-related learning loss and persistent achievement gaps, but many face challenges related to program quality and sustainability. This model policy responds to those challenges by providing a comprehensive structure that promotes program fidelity, enables local flexibility, and ensures transparency.
Key Provisions: The model policy is structured around seven major components:
- Regulatory Authority and Purpose: This section establishes the legal basis for the policy and articulates its goals of ensuring access to HDT, particularly for academically struggling students.
- Definitions: HDT research provides clear, evidence-based definitions for key terms including high-dosage tutoring, eligible students, high-quality instructional materials, tutor qualifications, dosage, and more.
- Implementation of Program: HDT programs are more impactful when they align to research-based best practices of HDT implementation. This section outlines key components that align the statewide program with best practices to maximize impact.
- LEA Duties: Local Education Agencies (LEAs) implementation of HDT programs at the local level is critical to statewide success. This section describes LEA responsibilities for developing program plans, using funds appropriately, recruiting and managing tutors, and reporting outcomes.
- SEA Duties and Supports: State Education Agencies (SEAs) are naturally positioned to impact the scale and quality of tutoring programming statewide. This section details SEA responsibilities for program administration, provider approval, technical assistance, and sustainability planning.
- State-Vetted List of Tutoring Providers: High-quality tutoring providers are a key partner in the success of statewide high-dosage tutoring programs. This section establishes criteria for vetting tutoring providers, including alignment with HDT principles, evidence of effectiveness, and cost-effectiveness.
- Accountability, Data Collection, Reporting, and Continuous Improvement: States need real-time, accurate implementation data to measure program success and plan for continuous improvement. This section outlines reporting requirements for LEAs – including student participation, dosage, academic outcomes, and spending – and SEA-level reporting on program reach, equity, effectiveness, and policy recommendations for future improvements.
Accelerate States Leading Recovery Grantee Example Policies
- Arkansas
- Example of comprehensive legislation on tutoring, including both a district grant program and a direct-to-student voucher: SB 294 (2023) – LEARNS Act; Arkansas High-Impact Tutoring Pilot Program & Literacy Tutoring Grant Program
- Example of State Board of Education rules codifying tutoring previously passed in legislation (see above): Division of Elementary and Secondary Education Rules Governing Tutoring Grants (2024)
- Louisiana
- Example of legislation for a statewide tutoring program requiring tutoring services for students below grade level: SB 508 (2024) – Expanded Academic Support
- Colorado
- Example of legislation for a statewide tutoring district grant program: HB 21-1234 (2021) – Colorado High-Impact Tutoring Program
- Florida
- Example of legislation for a comprehensive statewide tutoring program run by a state-appointed administrator, including a district grant program and an AI tutoring pilot: HB 1361 (2024) – Florida Tutoring Advantage
- Tennessee
- Example of legislation establishing a statewide tutoring corps and incorporating tutoring into student promotion pathways: HB 7004 (2021) – Tennessee Learning Loss Remediation and Student Acceleration Act
- Example of State Board of Education rules codifying tutoring as a part of students’ individualized promotion plans: Rules of the State Board of Education Chapter 0520-01-03-.16 Promotion and Retention
Accelerate Resources to Support Implementation
For more information, contact Narric Rome, Managing Director, Federal & State Policy (narric.rome@accelerate.us).
