Sponsors (62)
Introduced September 18, 2025 by Lucy Mcbath · Last progress September 18, 2025
The bill channels federal funding to professionalize and better-staff paraprofessionals—improving student support and career pathways—while increasing federal spending and shifting funding priorities, which may strain taxpayers, some small districts, local budgets, and administrative capacity.
Paraprofessionals (school aides) would receive higher wages or bonuses, improving recruitment and retention and reducing vacancy rates in classrooms.
Students in low-income and high-need schools would get more consistent instructional support and higher-quality help as districts hire and retain more paraprofessionals and support credentialing (special education, EL, advanced paraeducator), which can improve classroom outcomes.
States and school districts would receive targeted federal funding for paraprofessional workforce development, enabling professional development, mentoring programs, and career pathways that strengthen teacher teams.
Taxpayers would face increased federal spending because the program authorizes open-ended funds for 2026–2030 ("such sums as may be necessary").
Smaller local education agencies and schools that do not meet the priority criteria (e.g., not high-poverty or specified locale) could receive less funding, leaving some districts with fewer resources.
Using federal funds to raise paraprofessional wages could create local salary expectations and bargaining pressure, complicating collective bargaining and local budgeting decisions.
Based on analysis of 2 sections of legislative text.
Creates an Education Department grant program that gives states funds to recruit, train, credential, and retain paraprofessionals, prioritizing high-poverty and rural schools.
Creates a federal grant program run by the U.S. Department of Education that gives money to State Educational Agencies (SEAs) to help recruit, train, credential, pay, and retain paraprofessionals who work in public elementary, secondary, and preschool programs. State allocations are based on each state’s share of prior-year Title I, Part A funding; SEAs may keep up to 5% for administration and must award competitive subgrants to local agencies and service providers for induction/mentoring, professional development, credentialing, wage increases, and bonuses. Grants must prioritize projects that serve higher shares of low-income children, rural schools (specific locale codes), or schools qualifying for special assistance payments; eligible uses include certificate programs (special education, English learner, advanced paraeducator, teaching certification), evidence-based mentoring/induction, and compensation strategies to retain paraprofessionals.