To direct the Secretary of Education to award grants to State educational agencies for the purpose of implementing, administering, and evaluating programs that provide tutoring to students in elementary and secondary schools, and for other purposes.
Summary
What This Bill Does
The bill authorizes appropriations for fiscal years 2026-2030 and distributes funds: 80% for state grants/subgrants to LEAs, 10% for tutoring workforce development, 5% for evaluation, 5% for Advisory Board, establishes the high-impact tutoring grant program, directing the Secretary of Education to award grants to state educational agencies proportional to Title I funding, with annual application and Advisory Board approval, and requires state educational agencies to award competitive subgrants to LEAs for tutoring programs, prioritizing Title I schools, schools with COVID-era learning loss, high-quality programs, and ARP-ESSER tutoring. It relies on grants, program creation, reporting requirements, and mandate. The main policy areas are Education and Labor.
Who Benefits and How
State educational agencies could gain revenue opportunities, Nonprofit tutoring providers could gain revenue opportunities, and Local educational agencies (especially Title I districts) could gain revenue opportunities.
Who Bears the Burden and How
Local educational agencies would take on compliance duties, Federal budget could face higher costs, and Educator unions and labor organizations could face higher barriers.
Key Provisions
- Authorizes appropriations for fiscal years 2026-2030 and distributes funds: 80% for state grants/subgrants to LEAs, 10% for tutoring workforce development, 5% for evaluation, 5% for Advisory Board.
- Establishes the high-impact tutoring grant program, directing the Secretary of Education to award grants to state educational agencies proportional to Title I funding, with annual application and Advisory Board approval...
- Requires state educational agencies to award competitive subgrants to LEAs for tutoring programs, prioritizing Title I schools, schools with COVID-era learning loss, high-quality programs, and ARP-ESSER tutoring...
- Creates an Advisory Board within the Department of Education with at least 5 members including tutoring experts and an educator union representative, responsible for evaluating plans, providing technical assistance...
- Requires specifies tutoring program requirements: minimum 30 min/day, 3 days/week during school day, max 3:1 student-to-tutor ratio, compensated licensed teachers/paraprofessionals, set schedule with same tutor, aligned...
Evidence Chain:
This summary is generated from the full bill text using AI analysis. Expand "Detailed Analysis" below for identified beneficiaries/burden bearers with clause-level evidence links.
At a Glance
What This Bill Does
The bill authorizes appropriations for fiscal years 2026-2030 and distributes funds: 80% for state grants/subgrants to LEAs, 10% for tutoring workforce development, 5% for evaluation, 5% for Advisory Board, establishes the high-impact tutoring grant program, directing the Secretary of Education to award grants to state educational agencies proportional to Title I funding, with annual application and Advisory Board approval, and requires state educational agencies to award competitive subgrants to LEAs for tutoring programs, prioritizing Title I schools, schools with COVID-era learning loss, high-quality programs, and ARP-ESSER tutoring.
Key Policy Areas
Education, Labor
Primary Purpose
The bill authorizes appropriations for fiscal years 2026-2030 and distributes funds: 80% for state grants/subgrants to LEAs, 10% for tutoring workforce development, 5% for evaluation, 5% for Advisory Board, establishes the high-impact tutoring grant program, directing the Secretary of Education to award grants to state educational agencies proportional to Title I funding, with annual application and Advisory Board approval, and requires state educational agencies to award competitive subgrants to LEAs for tutoring programs, prioritizing Title I schools, schools with COVID-era learning loss, high-quality programs, and ARP-ESSER tutoring.
Policy Domains
Expanding Access to High-Impact Tutoring Act of 2025
Identified Gains
- State educational agencies
- Nonprofit tutoring providers
- Local educational agencies (especially Title I districts)
- Local educational agencies
- K-12 students receiving tutoring
Identified Costs
- Local educational agencies
- Federal budget
- Educator unions and labor organizations
- Local educational agency employees
- Department of Education
Sponsors
Legislative Progress
IntroducedMs. Sherrill (for herself, Mr. Fitzpatrick, Mr. David Scott of …
Stakeholder Effects
cui bono?How this legislation distributes effects. Mention counts reflect frequency, not effect magnitude.
Institutions of higher education, K-12 students in Title I schools, K-12 students receiving tutoring
Local educational agencies faces effects in multiple directions
AmeriCorps and nonprofit service organizations, Nonprofit tutoring providers
Department of Education, Federal budget, State and local workforce boards
Positive-direction: State and local workforce boards
Negative-direction: Department of Education, Federal budget
Educator unions, Educator unions and labor organizations, Prospective tutors (community members, school staff)
Bill Structure & Actor Mappings
Who is "The Secretary" in each section?
- "the_secretary"
- → Secretary of Education
- "advisory_board"
- → Advisory Board established within the Department of Education
Key Definitions
Terms defined in this bill
Individual from SEA or LEA who ensures tutoring program meets requirements, manages training, and conducts observations
We use a combination of our own taxonomy and classification in addition to large language models to assess meaning and potential beneficiaries. High confidence means strong textual evidence. Always verify with the original bill text.
Learn more about our methodology