Sponsors (7)
The bill funds and standardizes a major expansion of federally supported, evidence‑based tutoring and workforce development to accelerate student recovery—especially in high‑need schools—but does so with open‑ended federal spending, significant new administrative and local cost burdens, and rigid requirements that may reduce local flexibility and produce uneven rollout.
Students—especially those in Title I and high-need schools—will gain expanded access to regular, evidence-based high-impact tutoring (e.g., small-group, ~30 minutes × ≥3 days/week) aimed at accelerating learning recovery.
LEAs and schools receive more predictable, multi-year federal resources allocated largely to districts serving more Title I students, supporting sustained tutoring programs rather than one‑off efforts.
Teachers, paraprofessionals, community members, and college students benefit from investments in workforce development (training, Grow‑Your‑Own pathways, paid tutoring pilots) that expand the tutor pipeline and capacity.
State and local education agencies and districts will incur substantial new administrative burdens (annual applications/plans, monthly and annual reporting, research partnerships, program administration) that consume staff time and subgrant funds.
Taxpayers face increased and open‑ended federal spending because the bill authorizes 'such sums as necessary' over multiple years without a fixed cap.
Fixed set‑asides (e.g., 80% to LEA subgrants plus workforce/eval/advisory percentages) and strict program design rules (minimum session lengths, frequency, student‑to‑tutor ratios) reduce local flexibility and constrain SEA/LEA budget reallocations.
Based on analysis of 9 sections of legislative text.
Authorizes federal grants for states and districts to expand evidence-based K–12 math and reading tutoring, sets program standards, funds evaluations, and builds a nationwide tutor workforce.
Introduced January 31, 2025 by Mikie Sherrill · Last progress January 31, 2025
Creates a federal grant program to expand high-impact K–12 tutoring in math and reading by funding states to award competitive subgrants to local school districts. It sets clear program rules (minimum 30-minute sessions, at least 3 days per week, and a target 3:1 student-to-tutor ratio), requires regular tutor training and observation, funds statewide evaluations and a national effort to recruit and train tutors, and authorizes funding for fiscal years 2026–2030. Grants are allocated to states based on Title I shares; most appropriated funds (80%) flow to state grants for local subgrants, while smaller portions support a nationwide tutoring workforce, program evaluation, and an advisory board that sets standards, approves plans, and provides technical assistance. The law protects collective bargaining rights and requires grantees to run formal evaluations and monthly reporting of tutoring activity.