Sponsors (3)
The bill expands targeted, credentialed tutoring and support resources for high-need schools and creates pay/award incentives and workforce pathways for tutors, but funding limits and added administrative and eligibility requirements risk leaving gaps and burdening small or rural districts.
Students in high-need or hard-to-staff schools gain sustained, small-group or one-on-one tutoring designed to accelerate learning.
Tutors (including postsecondary students and recent graduates) receive stipends and eligibility for national service educational awards, increasing pay and financial/educational benefits that help recruit and retain tutoring staff.
Schools and students receive supportive resources (instructional materials, devices, connectivity, transportation, meals) that reduce non-academic barriers to participation in tutoring programs.
Students and districts may face gaps because the authorized funding level (a $500 million authorization) is limited and grants are time-limited, likely insufficient to serve all high-need schools nationwide or sustain services after grants end.
Small and rural LEAs, community partners, and nonprofits will face increased administrative burden and possible matching/ compliance requirements (reporting, documentation, supplement-not-supplant and ≥85% direct-support rules), which can strain capacity and limit ability to participate.
Districts without nearby higher-education partners (e.g., rural areas) may be disadvantaged by priorities for tutors who are postsecondary students or affiliated with HBCUs/MSIs, making it harder to recruit eligible tutors locally.
Based on analysis of 3 sections of legislative text.
Establishes competitive grants for local consortia to place aspiring teachers as high-quality tutors in high-need/hard-to-staff schools and enables national service educational awards for tutors.
Introduced December 9, 2025 by Susie Lee · Last progress December 9, 2025
Creates a competitive federal grant program that pays local partnerships to place aspiring teachers as paid, well-supported tutors in high-need and hard-to-staff K–12 schools. It sets detailed standards for what counts as "high-quality tutoring," requires local consortia led by an LEA/ESA or school together with an educator preparation program, and prioritizes schools with high teacher turnover or many early-career teachers. The Department of Education must also arrange with the Corporation for National and Community Service to recognize these tutor roles as approved national service positions and make national service educational awards available to tutors who complete service.