Connecticut High Dosage Tutoring Competitive Grant Application for Local Education Agencies (LEAs)

Location:	Connecticut
Posted:	Aug 7, 2026
Due:	Sep 11, 2026
Agency:	State Government of Connecticut
Type of Government:	State & Local
Category:	A - Research and development
Solicitation No:	RFP:868
Publication URL:	To access bid details, please log in.

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Connecticut State Department of Education

Academic Office

Connecticut High Dosage Tutoring Competitive Grant Application

for Local Education Agencies (LEAs)

Charlene M. Russell-Tucker

Commissioner of Education

Request for Proposal

RFP: #868

RFP Published: August 7, 2026

Application Due Date: September 11, 2026

Connecticut High Dosage Tutoring Program

Purpose: Given the extensive impact of the COVID-19 pandemic on students, states and districts

across the country are seeking to identify and implement viable methods to accelerate learning.

High-Dosage Tutoring (HDT) is a well-researched strategy to address learning loss, ensuring students

have intensive, curriculum-aligned support to close academic gaps. Public Act (PA) 26-68, Section 1 is

allocating $2 million in funding to local education agencies (LEAs) to implement the Connecticut HDT

Program in accordance with evidence-based guidelines through a competitive grant process to LEAs

meeting the criteria established in this competitive grant application. The criteria within the grant

application originate from contemporary research, paired with authentic implementation

experiences across select Connecticut LEAs.

The grant period aligns to PA 26-68, Section 1 timeline and grant revision protocols, with applications

to the High-Dosage Tutoring Program due no later than Friday September 11, 2026, at 5:00 PM EDT

and announced awards by September 25, 2026. The grant period ends June 30, 2027, the date by

which funds must be expended.

All HDT programs for successful applicants must be ready to implement no later than October 23,

2026. All interested applicants are also welcome and encouraged to register for an online Bidder’s

Conference on August 14, 2026, from 2:00-3:00 PM to learn more about the process. The Bidder’s

Conference will be recorded and posted to eGMS. Questions may be directed to Irene Parisi at

Irene.Parisi@ct.gov.

An Equal Opportunity/Affirmative Action Employer

The Connecticut State Department of Education is committed to a policy of equal

opportunity/affirmative action for all qualified persons. The Connecticut Department of Education

does not discriminate in any employment practice, education program, or educational activity on the

basis of: race; color; religious creed; age; sex; pregnancy; sexual orientation; workplace hazards to

reproductive systems; gender identity or expression; marital status; national origin; ancestry;

retaliation for previously opposed discrimination or coercion; intellectual disability; genetic

information; learning disability; physical disability (including, but not limited to, blindness); mental

disability (past/present history thereof); military or veteran status; status as a victim of domestic

violence; or criminal record in state employment, in accordance with applicable statutes, unless there

is a bona fide occupational qualification excluding persons in any of the aforementioned protected

classes. Inquiries regarding the Connecticut State Department of Education’s nondiscrimination

policies should be directed to: Attorney Louis Todisco, Connecticut State Department of Education,

by mail 450 Columbus Boulevard, Suite 605, Hartford, CT 06103-1841; or by telephone 860-713-6594;

or by email louis.todisco@ct.gov.

All of the information contained in any proposal submitted in response to this RFP is subject to the

provisions of the Connecticut Freedom of Information Act (FOIA), C.G.S. Sections 1-200 et seq.

The FOIA states that, except as provided by Federal or State law, records maintained by any public

agency (as defined in FOIA) are public records, and every person has the right to inspect and

request a copy of such records.

Table of Contents

Connecticut High Dosage Tutoring Program ................................................................................ 2

I. Introduction .................................................................................................................... 5

II. Program Vision and Outcomes ........................................................................................... 6

III. Eligible Applicants and Grant Supports............................................................................ 6

IV. Eligible Activities and Spending ...................................................................................... 7

V. Program Elements ............................................................................................................ 7

VI. Priority Students........................................................................................................... 9

VII. Application Questions ..................................................................................................11

VIII. Review Process and Scoring Criteria...............................................................................16

IX. Evaluation and Reporting .............................................................................................18

X. Closing Statement ...........................................................................................................18

Appendix A: ..........................................................................................................................19

Standard Statement of Assurances for Grant Programs....................................................19

I. Introduction

High-Dosage Tutoring

According to contemporary research and the Connecticut High Dosage Tutoring Statewide Program

Evaluation, High-Dosage Tutoring (HDT) is an effective strategy to accelerate learning and provide

equity in accessing tutoring for all students. The intensity and frequency of HDT has been shown to

accelerate learning more than any other academic intervention. An exemplary HDT model is made

accessible intentionally, embedding small-group and/or individual instruction during the school day.

Instructed by highly-qualified tutors, every session focuses on students’ identified needs with

standards-based content aligned to the LEA’s curriculum, grade level performance goals, and high

school course requirements.

Research and Results

Research on successful HDT models reveals a significant impact on academic progress when tutoring

focuses on mathematics in grades 6 through 9. Not all tutoring is effective if certain program

elements are not in place, such as minimum dosages, tutor-student ratios, tutor-teacher

communication, high-quality tutor training, and standards-aligned curriculum. Research outcomes

indicate that intensive models of tutoring, when implemented with fidelity, can produce learning

gains for students as high as one to two years in math beyond what students typically achieve in the

classroom, with reductions in failure rates by more than 50 percent.

Need and Equity in Connecticut

Matched student data reveal that academic growth in mathematics from the prior grade consistently

lags in the middle grades 6 through 8 as compared to in the elementary grades 4 and 5. See table

below. This was true prior to the pandemic and remained true in the years after as well. The intent of

including grades 9 and 10 is to support the transition to high-level, more complex mathematics in the

higher grades.

This is the opportunity summary page. It provides an overview of this opportunity and a preview of the attached documentation.