The "Expanding Access to High-Impact Tutoring Act of 2025" aims to improve student achievement by providing grants to state and local educational agencies for high-quality tutoring programs in elementary and secondary schools, while also developing a national tutoring workforce. This includes establishing an advisory board to oversee program implementation, ensuring tutoring programs meet specific requirements, and promoting collaboration with educator unions.
Mikie Sherrill
Representative
NJ-11
The "Expanding Access to High-Impact Tutoring Act of 2025" aims to improve student academic achievement by providing grants to state educational agencies for tutoring programs in elementary and secondary schools. These programs will be implemented by local educational agencies, prioritizing those with high numbers of Title I students or significant learning loss due to the COVID-19 pandemic. An Advisory Board will be established to oversee program implementation, evaluate program effectiveness, and develop a nationwide tutoring workforce. The Act emphasizes high-quality tutoring, tutor training, and collaboration with research organizations to ensure programs are effective and aligned with student needs.
Tutoring Bill Promises 30-Minute Sessions, 3 Days a Week to Boost Grades: Funds Flow to High-Need Schools in 2026
The "Expanding Access to High-Impact Tutoring Act of 2025" sets up a nationwide grant program focused on providing consistent, high-quality tutoring to K-12 students. Starting in 2026 and running through 2030, the bill authorizes funding specifically for tutoring programs that meet certain standards, aiming to boost student achievement, especially for those who've fallen behind due to the pandemic.
Targeting Learning Loss
The core of the bill is getting kids the help they need to catch up. It does this by directing the Secretary of Education to award grants to State educational agencies. These agencies then provide subgrants to local school districts, prioritizing those with the highest percentages of students receiving Title I services (meaning schools with more low-income families) and those showing the biggest drops in academic performance since the start of the pandemic (SEC. 4). Think of it as targeted aid flowing to where the need is greatest.
Tutoring That Works: The 30/3/3 Rule
This isn't just about throwing money at any tutoring program. The bill sets clear standards. Tutoring must be offered in math, reading, or both, for at least 30 minutes per session, at least three days a week, during the school day (SEC. 6). The goal is consistent, focused support. The bill also emphasizes small group sizes – ideally a 3-to-1 student-to-tutor ratio – unless the Advisory Board, established by this bill, approves different ratios based on solid evidence (SEC. 5 & 6). For example, a high school student struggling with algebra could get focused help during the school day, multiple times a week, from a qualified tutor, making it easier to grasp those tricky concepts.
Building a Tutoring Workforce
Beyond just funding tutoring, the bill also focuses on building a sustainable tutoring workforce. It creates an Advisory Board within the Department of Education to oversee the program, provide guidance, and even help recruit and train tutors (SEC. 5 & 7). This includes working with colleges, workforce boards, and organizations like AmeriCorps to bring in qualified individuals. The bill also encourages "Grow Your Own" programs, where school districts partner with community groups and colleges to train local residents as educators (SEC. 7). This could mean a parent, after receiving training, could become a paid tutor in their child's school, creating a win-win situation.
Accountability and Bargaining
To make sure the programs are actually working, local school districts need to partner with research organizations to evaluate their effectiveness (SEC. 6). If a program isn't showing improved student outcomes, the district has to revise its plan or risk losing funding (SEC. 4). The bill also addresses the role of educator unions, requiring collaboration or bargaining on any workplace issues related to the tutoring programs (SEC. 8). This ensures teachers' voices are heard in the implementation process.