Expanding Access to High-Impact Tutoring Act of 2025

This bill would expand in-school tutoring to help students catch up in reading and math. The U.S. Department of Education would give money to state education agencies, which would pass most of it to local school districts to run and evaluate tutoring programs in elementary and secondary schools. The plan funds 2026–2030 and sets aside most dollars for local tutoring, with smaller shares for building a nationwide tutoring workforce, program evaluations, and an advisory board.

Tutoring would happen during the school day for at least 30 minutes, at least three days a week, in very small groups (no more than three students per tutor), with the same tutor each week and lessons tied to regular classwork. Tutors must be licensed teachers, paraprofessionals, or trained service volunteers. Programs must provide training for tutors twice a month and observe them monthly; they may use technology, but must switch to in‑person if results don’t improve. An advisory board would review local plans, help keep quality high, update rules like group size based on research, and help build a national tutoring workforce and share best practices.

• Who is affected: Students in public elementary and secondary schools; teachers, paraprofessionals, and service volunteers who tutor; local school districts; and educator unions.
• What changes: States award competitive subgrants to districts, prioritizing districts serving more Title I–eligible students and those with larger learning declines since COVID, and weighing the strength of each tutoring plan.
• Oversight and results: Districts file monthly reports; states and the advisory board review progress each year. If a program isn’t improving student outcomes, the district must update its plan and can lose funding for the rest of the 4‑year subgrant if it still falls short.
• Tutor workforce: The advisory board helps recruit and train tutors by working with colleges, workforce boards, school districts, and groups like AmeriCorps; it can fund “Grow Your Own” programs and pilot paid service for recent grads in high‑need schools.
• Workplace protections: If tutoring changes employee working conditions, districts must bargain or collaborate with educator unions; existing labor laws and contracts still control if there’s a conflict.
• When: Funding runs 2026–2030; each local subgrant lasts four years; tutoring happens during the school day.