Expanding Access to High-Impact Tutoring Act of 2025

Bill Number: H.R. 896
Origin Chamber: House
Congress: 119th Congress, Session 1
Policy Area: Education
Status: Introduced
Latest Action: 2025-01-31: Referred to the House Committee on Education and Workforce.
Last Updated: 2025-07-21T19:44:15Z

AI-Generated Summary

Purpose

The Expanding Access to High-Impact Tutoring Act of 2025 aims to improve academic achievement and recovery for students in elementary and secondary schools, particularly those affected by the COVID-19 pandemic. It establishes a federal grant program to fund structured tutoring initiatives, focusing on high-need students and evidence-based practices to help them meet state academic standards.

Key Provisions

Funding Authorization and Allocation:
Authorizes appropriations for fiscal years 2026 through 2030, with funds distributed as follows:
80% for grants to state educational agencies (SEAs), which then award subgrants to local educational agencies (LEAs) for tutoring programs.
10% to develop a nationwide tutoring workforce.
5% for SEAs to conduct evaluations.
5% for an Advisory Board to oversee program quality and support.
Grant amounts to SEAs are proportional to their prior-year allocations under Title I of the Elementary and Secondary Education Act (ESEA), which provides aid to schools with high numbers of low-income students.

Grant and Subgrant Process:
SEAs apply annually to the Secretary of Education and the Advisory Board, including LEA plans.
SEAs award competitive subgrants to LEAs, prioritizing those serving many Title I-eligible students, schools with post-COVID academic declines, high-quality program designs (e.g., sufficient tutoring hours and days), and prior use of federal relief funds for effective tutoring.
LEA applications must detail program plans, including tutor qualifications, training, student-to-tutor ratios (default 3:1), scheduling (at least 30 minutes per student, 3 days per week), partnerships with nonprofits (subject to approval), evaluations, and collaboration with educator unions.
Subgrants last 4 years, with annual funding releases based on progress reports; poor performance may require plan updates or ineligibility, but LEAs can reapply later.
Subgrants must supplement (not replace) existing federal or state funds.

Tutoring Program Requirements:
Tutoring in math, reading, or both, delivered during the school day by licensed teachers, paraprofessionals, or volunteers (with a 3:1 student-to-tutor ratio, adjustable by the Advisory Board).
Fixed schedules with consistent tutors; sessions aligned to classroom work and separate from regular classes if held during them.
Monthly training and observations for tutors; optional use of technology or virtual formats, but shifts to in-person if outcomes falter.
Annual evaluations by approved research partners using rigorous methods (preferring experimental designs) to measure impact on student achievement.
Monthly reports on tutoring hours, days, and student participation.

Advisory Board:
Established within the Department of Education with 5+ expert members (including at least one educator or union representative) serving 4-year terms.
Duties include approving LEA plans, providing technical assistance, reviewing alternative formats/ratios, maintaining a database of effective tutoring methods, coordinating tutor training, and updating program standards based on research.

Nationwide Tutoring Workforce:
Coordinated by the Advisory Board with SEAs, higher education institutions, workforce boards, and service organizations (e.g., AmeriCorps).
Activities include estimating tutor needs in Title I schools, funding recruitment/training programs (e.g., "Grow Your Own" initiatives for community members), piloting compensation for recent graduates committing to 2 years of tutoring, and voluntary involvement of school staff.

Labor and Bargaining Protections:
Programs must be negotiated with educator unions where required; if conflicts arise with existing laws or agreements, those take precedence, and funds cannot be withheld for compliance.
The Secretary mediates disputes; tutoring by non-tutor staff must be voluntary without penalties for declining.

Significant Changes to Existing Law

This bill introduces a new dedicated grant program under ESEA frameworks, mandating specific "high-impact" tutoring standards (e.g., minimum session lengths, ratios, and evaluations) not previously required at this scale. It builds on Title I and COVID-19 relief funds (e.g., American Rescue Plan) by prioritizing proven programs and requiring union involvement, but does not amend ESEA directly—instead, it supplements it. A key addition is the Advisory Board's role in standardizing and researching tutoring practices nationwide.

Potential Impacts

On Government Agencies: Increases administrative responsibilities for the Department of Education (e.g., grant oversight, Advisory Board management), SEAs (e.g., subgrant awards, evaluations), and LEAs (e.g., program implementation, reporting). Could strain resources in high-need areas but provides dedicated funding to build capacity.
On Citizens: Primarily benefits K-12 students, especially low-income or COVID-impacted ones, by offering targeted academic support to close learning gaps. Teachers, paraprofessionals, and volunteers gain training and potential compensation opportunities; families in underserved schools may see improved educational outcomes.
On International Relations: No direct impacts, as the bill focuses on domestic U.S. education policy.

Main Stakeholders Affected

Students and Families: Especially Title I-eligible (low-income) students in elementary and secondary schools, who receive prioritized tutoring.
Educational Agencies: SEAs and LEAs, responsible for applying for and managing funds, implementing programs, and ensuring compliance.
Educators and Unions: Teachers, paraprofessionals, and unions involved in program design, delivery, training, and bargaining over workplace changes.
Nonprofits and Researchers: Service organizations (e.g., for volunteers), higher education institutions (for workforce training), and research partners (for evaluations and evidence-building).
Federal Government: Department of Education and Advisory Board, overseeing national coordination and standards.

Notable Legal, Constitutional, or Political Implications

Legal: Emphasizes compliance with existing labor laws and collective bargaining agreements, preventing federal funds from overriding state/local rights (e.g., no penalties for non-compliance with union terms). Requires rigorous, evidence-based evaluations, potentially setting precedents for future education programs.
Constitutional: Aligns with federal spending power under the General Welfare Clause for education aid; no apparent conflicts with states' rights, as participation is voluntary via grants. Protects free association by mandating union collaboration without forcing outcomes.
Political: Promotes bipartisan education recovery (post-COVID focus) while addressing equity for disadvantaged students. Union protections could foster support from labor groups but may face debate over administrative burdens or nonprofit partnerships. The Advisory Board's research database could influence long-term policy by standardizing "best practices" in tutoring.

This summary was generated by AI and may contain inaccuracies. Refer to the official source document for the authoritative text.

Sponsor

Rep. Sherrill, Mikie [D-NJ-11]

Cosponsors (6)

Rep. Fitzpatrick, Brian K. [R-PA-1], Rep. Scott, David [D-GA-13], Rep. Thanedar, Shri [D-MI-13], Rep. Davis, Donald G. [D-NC-1], Rep. Sorensen, Eric [D-IL-17], Rep. Harder, Josh [D-CA-9]

Recent Actions

2025-01-31: Referred to the House Committee on Education and Workforce.
2025-01-31: Introduced in House
2025-01-31: Introduced in House

Bill Versions

Expanding Access to High-Impact Tutoring Act of 2025 — issued 2025-01-31 — PDF (31 pages)