Sponsors (3)
The bill would significantly expand funded high-quality tutoring and build paid/service pathways into schools—boosting support for students and tutors—but does so through competitive grants and administrative rules that may leave some high-need schools out, add bureaucracy, and raise program costs that limit how many positions can be funded.
Students in hard-to-staff and high-need K–12 schools will gain regular, curriculum-aligned one-on-one or small-group tutoring to accelerate learning.
Tutors (including postsecondary students, recent graduates, and mentors) will receive stipends, paid collaboration time, and/or national service educational awards, providing paid experience, a career pipeline into education, and help paying for college or training.
Schools and students will receive materials, connectivity, transportation, meals, and facilities support for tutoring, reducing participation barriers for underserved pupils.
Many high-need schools and students could be left without support because competitive grants may not select every consortia in need.
Local consortia, LEAs, and federal agencies will face significant new administrative burden to prepare detailed applications, report outcomes, and set up agreements/verification/disbursement systems.
Mandated tutor quality standards and compensation requirements could raise program costs and therefore reduce the total number of tutors and tutoring hours that can be funded within the appropriation.
Based on analysis of 3 sections of legislative text.
Authorizes DOE demonstration grants to fund consortiums pairing educator‑prep programs with schools/districts to deliver paid, standards‑aligned, high‑quality tutoring and enable national service educational awards for tutors.
Creates a competitive Department of Education demonstration grant program that funds local consortiums pairing educator preparation programs with local education agencies, schools, or educational service agencies to deliver paid, high‑quality tutoring in hard‑to‑staff and high‑need K–12 schools. It defines strict standards for what counts as high‑quality tutoring (group size, frequency, content alignment, training, supervision, pay), requires consortium plans for recruitment, matching, and training, and sets up an agreement with the Corporation for National and Community Service so tutoring positions can qualify as approved national service positions and be eligible for national service educational awards on completion.
Official title: Establish a grant program for innovative partnerships among teacher preparation programs, local educational agencies, and community-based organizations to expand access to high-quality tutoring in hard-to-staff schools and high-need schools, and for other purposes.
Introduced December 9, 2025 by Cory Anthony Booker · Last progress December 9, 2025