Expanding Access to High-Impact Tutoring Act of 2025

Improved Academic Performance: The bill aims to improve the academic achievement and recovery of students in elementary and secondary schools (Section 3(a)).

Targeted Support for High-Need Areas: Subgrant priority is given to local agencies based on the number of students eligible under title I and the level of academic decline since the COVID-19 public health emergency began (Section 4(b)).

Standardized Quality of Tutoring: The bill requires specific tutoring parameters, such as at least 30 minutes of tutoring per day for at least 3 days per week, to ensure consistent service (Section 4(c)(2)(D)(i) and Section 6(b)(1)(A)).

Workforce Development: The Act provides for the development of a nationwide tutoring workforce, including funding for recruiting and training teachers, paraprofessionals, and volunteers (Section 7(a) and Section 7(b)).

Career Pathways for Students: A pilot program is established to provide funding for the training and compensation of higher education graduates who commit to tutoring for at least 2 years (Section 7(b)(6)).

Workplace and Labor Concerns: The implementation of these programs may affect the terms and conditions of employment for local educational agency employees, requiring bargaining or collaboration with educator unions (Section 4(c)(2)(J) and Section 8(a)).

Strict Funding Contingencies: Local educational agencies risk losing their annual fund allocations if their tutoring programs are determined to not be improving student outcomes (Section 4(d)(3)(B)(ii)).

Potential Loss of Funding for Poor Performance: If a local educational agency fails to improve student outcomes after submitting an updated plan, they can be declared ineligible to receive annual allocations for the remainder of the subgrant period (Section s 4(d)(3)(C)(ii)(II)(bb)).