Partnering Aspiring Teachers with High-need Schools to Tutor Act of 2025; PATHS to Tutor Act of 2025
Summary
The "Partnering Aspiring Teachers with High-need Schools to Tutor Act of 2025" (PATHS to Tutor Act) aims to establish a grant program. This program fosters partnerships between teacher preparation programs, local educational agencies, and community-based organizations. The goal is to expand access to high-quality tutoring in hard-to-staff and high-need schools.
The bill defines key terms such as "high-quality tutoring," "local consortium," and "hard-to-staff school." It outlines the application process for local consortia seeking grants. It also specifies how the grant funds can be used, including stipends for tutors and mentors, instructional materials, and transportation for students.
Furthermore, it prioritizes consortia supporting high-need schools using tutors from educator preparation programs or minority-serving institutions. The bill also coordinates with the Corporation for National and Community Service to approve tutor positions as national service positions.
Expected Effects
The PATHS to Tutor Act will likely increase the availability of tutoring services in high-need schools. It will provide financial support for tutors and mentors. It will also encourage collaboration between educational institutions and community organizations.
This could lead to improved academic outcomes for students in underserved areas. It may also provide valuable experience for aspiring teachers. The interagency agreement with the Corporation for National and Community Service could further incentivize participation through national service educational awards.
However, the effectiveness of the program will depend on the quality of the tutoring programs implemented and the ability of local consortia to effectively manage the grant funds.
Potential Benefits
- Improved Student Learning: High-quality tutoring can accelerate student learning, particularly in struggling schools.
- Teacher Development: Aspiring teachers gain practical experience and mentorship through tutoring roles.
- Community Engagement: The act fosters partnerships between schools, universities, and community organizations.
- Targeted Support: Resources are directed towards hard-to-staff and high-need schools.
- Financial Assistance: Stipends and resources are provided to tutors and students, reducing financial barriers.
Potential Disadvantages
- Funding Limitations: The authorized appropriation of $500 million may not be sufficient to address the needs of all high-need schools.
- Implementation Challenges: Effective implementation requires careful coordination and management by local consortia.
- Sustainability Concerns: The program's long-term sustainability depends on continued funding and support.
- Potential for Inequity: If not implemented equitably, the program could exacerbate existing disparities.
- Risk of Supplanting Existing Staff: There is a risk that tutoring positions could replace existing teaching positions, despite assurances to the contrary.
Constitutional Alignment
The PATHS to Tutor Act aligns with the Constitution's broad mandate to "promote the general Welfare" (Preamble). While education is not explicitly mentioned in the Constitution, the federal government's role in education has been established through various legislative actions and court decisions. The Act does not appear to infringe upon any specific constitutional rights or limitations.
The Tenth Amendment reserves powers not delegated to the federal government to the states, but the grant program is structured to incentivize rather than mandate state action. The program respects local control over education by requiring alignment with local curriculum and standards.
No specific constitutional conflicts are apparent. The Act seems to operate within the established framework of federal involvement in education.
Impact Assessment: Things You Care About ⓘ
This action has been evaluated across 19 key areas that matter to you. Scores range from 1 (highly disadvantageous) to 5 (highly beneficial).