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119-hr-896119th CongressWALLET

Expanding Access to High-Impact Tutoring Act of 2025

Sponsored By: Representative Sherrill, Mikie [D-NJ-11]

Introduced

Summary

Creates a federal High-Impact Tutoring Grant Program that would fund proven small-group tutoring in elementary and secondary schools and build a nationwide tutoring workforce to boost academic recovery after COVID-19.

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  • Students and families: Students would get focused help in math and reading through programs that must provide at least 30 minutes per day, at least three days per week, and maintain a maximum 3-to-1 student-to-tutor ratio unless an Advisory Board approves an alternative.
  • School districts and educators: Local Educational Agencies would compete for four-year subgrants allocated pro rata by Title I funding and must submit plans that align tutoring with classroom work, partner with researchers for evaluation, and bargain or collaborate with educator unions when programs affect terms of employment.
  • Tutors and workforce: The bill would reserve 10 percent of annual funds for recruiting and training tutors via colleges, workforce boards, AmeriCorps partnerships, and "Grow Your Own" programs, require at least two tutor trainings per month, and authorize a pilot that pays graduates who commit to at least two years in Title I schools.

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Bill Overview

Analyzed Economic Effects

3 provisions identified: 2 benefits, 0 costs, 1 mixed.

Build a national tutoring workforce

This would help build a nationwide tutoring workforce. The Advisory Board and partners would identify tutor needs and fund colleges and workforce boards to recruit and train people. 'Grow Your Own' efforts would recruit local staff and community members, but tutoring would be voluntary and refusal could not be punished. The program would coordinate with service groups to recruit volunteers and students. A pilot would pay for training and compensation of graduates who agree to tutor for at least two years in Title I schools.

New state grants for tutoring

This bill would authorize funding for tutoring from fiscal years 2026 through 2030. Each year, 80% would go to state grants for local districts, 10% to building a tutoring workforce, 5% to state evaluations, and 5% to the Advisory Board. Each state’s grant would match its prior-year share of Title I, Part A funding. States would run competitive subgrants to school districts, and funds would have to supplement, not replace, other federal or state funds.

Rules for district tutoring programs

Districts that get these subgrants would have to offer math or reading tutoring at least 30 minutes a day, three days a week, with no more than 3 students per tutor unless approved otherwise. Sessions would follow a set schedule with the same tutor. Districts would train tutors twice a month, observe monthly, report monthly, and work with researchers to measure impact. If jobs or pay are affected, districts would need to bargain or collaborate with educator unions before funds are awarded; the Secretary could try to mediate disputes. Programs could use virtual tools, but if results are not improving, plans would have to shift to in‑person; a program administrator would make sure these rules and trainings are followed.

Sponsors & CoSponsors

Sponsor

Sherrill, Mikie [D-NJ-11]

NJ • D

Cosponsors

  • Rep. Fitzpatrick, Brian K. [R-PA-1]

    PA • R

    Sponsored 1/31/2025

  • Rep. Scott, David [D-GA-13]

    GA • D

    Sponsored 1/31/2025

  • Rep. Thanedar, Shri [D-MI-13]

    MI • D

    Sponsored 1/31/2025

  • Rep. Davis, Donald G. [D-NC-1]

    NC • D

    Sponsored 2/6/2025

  • Rep. Sorensen, Eric [D-IL-17]

    IL • D

    Sponsored 2/6/2025

  • Rep. Harder, Josh [D-CA-9]

    CA • D

    Sponsored 4/7/2025

Roll Call Votes

No roll call votes available for this bill.

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