Expanding Access to High-Impact Tutoring Act of 2025This bill directs the Department of Education (ED) to award grants to state educational agencies and, through them, subgrants to local educational agencies (LEAs) for implementing, administering, and evaluating tutoring programs in elementary and secondary schools.Additionally, the bill directs ED to establish an advisory board. Among its duties, the advisory board must (1) evaluate and approve plans to ensure that LEAs will meet tutoring program requirements, (2) provide technical assistance and guidance to grant recipients, and (3) develop a nationwide tutoring workforce.
The bill proposes to allocate 80% of the appropriated funds directly for grants to state educational agencies, which in turn will provide subgrants to local educational agencies. This funding will support initiatives designed to bolster academic achievement among students, particularly in key subjects such as mathematics and reading. A significant aspect of the legislation is the establishment of criteria for tutor qualifications, focusing on the necessity of licensed educators and a student-to-tutor ratio that supports effective learning. A major benefit anticipated from this Act is a more structured and uniform approach to tutoring across states, enhancing educational equity while addressing learning gaps exacerbated by recent educational disruptions.
House Bill 896, titled the 'Expanding Access to High-Impact Tutoring Act of 2025', seeks to enhance educational support for students in elementary and secondary schools by establishing a grant program for state educational agencies to implement high-impact tutoring initiatives. This legislation aims to direct funding towards programs that improve student outcomes through targeted tutoring sessions, integrating a strategic framework that emphasizes the importance of regular attendance by students in tutoring programs, typically structured as 30 minutes per session for at least three days a week. Local educational agencies will be the principal beneficiaries of these funds, as they will be able to tailor tutoring efforts based on individual school needs while receiving oversight from the Secretary of Education and an Advisory Board.
Discussion surrounding HB 896 may center on the balance between federal oversight and local control over educational practices. Advocates may argue that the funding and structured approach provide necessary resources for underfunded educational systems, while critics might express concern over centralization and the effective implementation of tutoring programs. The requirement for performance evaluations and continual assessment of tutoring effectiveness establishes a mechanism for accountability, but may also lead to debates over changes to existing programs and the potential for bureaucratic impediments. Overall, HB 896 reflects an increasing recognition of the importance of targeted academic support, yet it brings forth discussions about the best methods to achieve these goals.