The General Assembly finds that:
(1)Data suggests that learning loss suffered as a result of the coronavirus 2019 (COVID-19) pandemic will be substantial, particularly for the state's most vulnerable students, with recent studies showing that these students on average could lose five (5) to nine (9) months of learning by the end of the 2021 school year;
(2)These impacts, if not addressed, could have severe short-term and long-term social and economic implications for Arkansas families and our state as a whole;
(3)While there is an extraordinary, immediate, and widespread need to address learning loss as a result of the coronavirus 2019 (COVID-19) pandemic, there are far too many Arkansas students at risk of falling behind under ordinary circumstances;
(4)Research demonstrates that a st
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The General Assembly finds that: (1) Data suggests that learning loss suffered as a result of the coronavirus 2019 (COVID-19) pandemic will be substantial, particularly for the state's most vulnerable students, with recent studies showing that these students on average could lose five (5) to nine (9) months of learning by the end of the 2021 school year; (2) These impacts, if not addressed, could have severe short-term and long-term social and economic implications for Arkansas families and our state as a whole; (3) While there is an extraordinary, immediate, and widespread need to address learning loss as a result of the coronavirus 2019 (COVID-19) pandemic, there are far too many Arkansas students at risk of falling behind under ordinary circumstances; (4) Research demonstrates that a strong predictor of higher high school dropout rates is whether or not students have been taught to read at grade level by the end of grade three (3); (5) Research further shows that another strong predictor of higher high school dropout rates is whether or not students have been taught sufficiently such that they can pass English and math in grades six through nine (6-9); (6) According to research, one (1) of the most effective interventions to address learning loss, especially in elementary school students, is one-to-one or small group tutoring; (7) The coordination and implementation of a tutoring program that supports the state's elementary and secondary students aligns with the purpose and mission of the Office of Education Renewal Zones; (8) Such a tutoring program should address the immediate emergency as well as lay the groundwork for a long-term, sustainable strategy to improve educational outcomes for all students; and (9) Such a tutoring program would serve as a means by which Arkansas may meet requirements of the Elementary and Secondary School Emergency Relief (ESSER) Grant Program to address learning loss and otherwise serve as a use of funding from the Governor's Emergency Education Relief (GEER) Fund in a manner that immediately helps students and families in greatest need.