Expanding Access to High-Impact Tutoring Act of 2023
The bill introduces a structured grant program with an emphasis on high-impact tutoring, requiring local educational agencies to detail their plans for using the funds. These plans must outline how tutoring programs will function, including student-teacher ratios, duration of tutoring sessions, and how programs will be evaluated for effectiveness. Local educational agencies are encouraged to partner with nonprofit providers for program implementation, but they must also create long-term strategies for operating without such support, addressing labor shortages as necessary. This shift aims to standardize tutoring quality and improve educational outcomes, particularly vital after the disruptions caused by the COVID-19 pandemic.
House Bill 4442, known as the 'Expanding Access to High-Impact Tutoring Act of 2023', is designed to enhance tutoring programs within elementary and secondary schools across the United States. The legislation directs the Secretary of Education to grant funds to state educational agencies aimed at implementing, administering, and assessing tutoring initiatives that are projected to raise academic achievement. The bill contains specific provisions regarding how the funds will be allocated, with 80% earmarked for direct grants to educational agencies, 10% for developing a tutoring workforce, and the remaining 10% split between evaluation activities and an Advisory Board's functions.
Some points of contention may arise around the implementation logistics and potential conflicts with existing labor agreements. The bill mandates that if any new tutoring programs impact employee conditions, they must be agreed upon through collective bargaining. This stipulation aims to ensure that educators' rights and working conditions are maintained while enhancing educational programs. Furthermore, educational agencies must keep detailed records and submit monthly reports regarding tutoring sessions, which could generate additional administrative burdens. As states and local educational agencies interpret these requirements differently, the effectiveness and fidelity of implementation could be contentious among jurisdictions.