Expanding Access to High-Impact Tutoring Act of 2025
The Expanding Access to High-Impact Tutoring Act of 2025 would authorize federal funding for a national tutoring program administered through State educational agencies (SEAs) and local educational agencies (LEAs). The core idea is to provide grants to SEAs, which then award subgrants to LEAs to implement, administer, and evaluate tutoring programs in elementary and secondary schools. The program emphasizes high-impact tutoring designed to boost academic achievement and help students recover from learning losses, particularly in the wake of COVID-19. It also creates a framework for evaluating effectiveness, developing a nationwide tutoring workforce, and coordinating with unions and researchers to ensure quality tutoring. Key features include a multi-year funding plan (fiscal years 2026–2030) with specific funding allocations, mandatory program requirements (such as 30 minutes of tutoring per student per day, at least 3 days per week, and a 3-to-1 student-to-tutor ratio), and a robust set of oversight and evaluation activities. The bill envisions a formal advisory board to help set standards, approve plans, and guide implementation, as well as a system to renew or adjust subgrants based on performance. It also promotes collaboration with nonprofit providers, higher education, and workforce initiatives to build a nationwide tutoring workforce and includes a bargaining requirement to protect educator rights where tutoring affects working conditions.
Key Points
- 1Authorization and funding distribution: The bill authorizes funding for 2026–2030 and reserves 80% for SEAs to award subgrants to LEAs, 10% for nationwide tutoring workforce development, 5% for evaluation activities, and 5% for the Advisory Board’s work.
- 2High-Impact Tutoring Grant Program: SEAs receive grants based on the share of Title I funding received in the prior year, and LEAs receive subgrants on a competitive basis to implement tutoring programs, with plans approved by the SEA and an Advisory Board.
- 3Subgrant requirements and priority criteria: Subgrants must meet specified tutoring standards (hours, ratio, scheduling), include plans for implementation across schools/grades, ensure tutor qualifications and training, and demonstrate coordination with unions. Priority is given to LEAs serving more Title I students, showing greater declines since COVID, strong tutoring design, and leveraging ARP-ESSER funds when applicable.
- 4Evaluation and accountability: LEAs must partner with researchers to evaluate effectiveness (preferably experimental or quasi-experimental designs), report monthly on tutoring metrics, and face renewal or corrective steps if outcomes do not improve.
- 5Advisory Board role: An independent board (at least 5 members) will approve plans, provide technical assistance, oversee timing and ratio requests, evaluate nonprofit provider partners, update tutoring standards, and publish a nationwide tutoring methods database.
- 6National tutoring workforce: The Act directs development of a nationwide tutor workforce, including funding for higher education, workforce boards, Grow Your Own programs, AmeriCorps coordination, and a pilot program to fund training and compensate graduates who commit to tutoring in Title I schools.
- 7Bargaining protections: If tutoring would affect employees’ terms and conditions, the program requires bargaining or collaboration with unions, with federal mediation if needed, and ensures existing bargaining rights are not compromised.
- 8Long-term sustainability and compliance: Subgrant funds are intended to supplement, not replace, other funds; LEAs must outline long-term plans to operate tutoring without nonprofit providers, with certain exceptions for labor shortages.