Sponsors (3)
Introduced December 9, 2025 by Cory Anthony Booker · Last progress December 9, 2025
The bill expands access to high-quality, coached tutoring and creates paid pathways for tutors—benefiting students and early-career adults—while increasing federal spending and imposing grant rules and administrative limits that may leave some high-need schools unsupported or constrain local implementation.
Students in high-need or hard-to-staff schools gain greater access to frequent, small-group or one-on-one tutoring aligned to local curriculum, likely accelerating learning outcomes.
Young tutors (including postsecondary students and recent graduates) receive paid stipends, national service education awards, and certificates/credentials for their service, creating paid training and career pathways into education and helping pay for college.
Participating schools receive funding for materials, connectivity, transportation, meals, and facilities, reducing non-academic barriers and making it easier for students to participate in tutoring.
Federal spending (including the $500 million appropriation) and the administrative costs of running the program increase federal outlays, which are ultimately borne by taxpayers.
Because funds are awarded competitively through demonstration grants, some high-need schools or consortia will not receive support, leaving coverage gaps for vulnerable students.
Relying on national service tutors risks substituting less-experienced or temporary tutors for existing paid staff, which could cause staffing disruptions and uneven tutoring quality.
Based on analysis of 3 sections of legislative text.
Creates a competitive grant program funding consortia to deliver high-quality tutoring in high-need/hard-to-staff schools and authorizes tutors to receive CNCS educational awards.
Creates a competitive federal grant program that funds local partnerships to deliver intensive, evidence-informed tutoring in high-need and hard-to-staff K–12 schools. The program sets minimum standards for “high‑quality tutoring” (group sizes, frequency, alignment with class instruction, tutor training, supervision, and pay), requires partnerships between local educational agencies and educator preparation programs, and prioritizes schools with high teacher turnover. Requires the Department of Education to work with the Corporation for National and Community Service (CNCS) to designate funded tutor positions as approved national service positions and to allow tutors who complete service under the program to receive CNCS educational awards, with a process for submitting completion certificates to CNCS. The measure sets program design rules and partnership requirements but does not specify appropriation amounts or an effective date.