Tutoring has emerged as a key strategy to accelerate student learning in the wake of the pandemic. What was once a resource primarily available to families with the means to afford private tutoring became more widely accessible as public schools began offering these supports to all students. Fueled by federal Covid relief dollars, states took on a more active role in expanding access to tutoring across the public education system.
But with those federal funds expiring, an important question remains: What will happen to state-led tutoring initiatives without that support? More broadly, will states maintain their momentum around tutoring, or will responsibility shift entirely to individual districts and schools—or even back to families themselves?
In recent years, state education agencies have pursued a range of strategies to scale and sustain tutoring: awarding competitive grants or allocating formula funds, developing approved provider lists, offering technical assistance, and partnering with higher education institutions to recruit and train tutors. States such as Arkansas (Tutoring Corps), Colorado (High-Impact Tutoring Program), and Louisiana (Accelerate) have established statewide frameworks designed to reach large numbers of students, reflecting a broader shift toward embedding tutoring within state education systems to promote consistency, quality, and long-term sustainability. Many of these efforts focus on “high-impact” or “high-dosage” tutoring that research says gets the best results―programs with four or fewer students working with the same tutor for at least 30 minutes per session, three times a week, over several months.
Yet while a few states have committed to funding beyond federal relief dollars, most continue to rely on temporary appropriations. According to the National Student Support Accelerator, Tennessee remains the only state to incorporate “high-impact” tutoring into its permanent K–12 funding formula. Others, such as Louisiana, Virginia, Michigan, and Maryland, have supported tutoring through one-time legislative appropriations or short-term formula funding, much of which is set to expire in the next few years. For example, Colorado’s five-year program will conclude in 2026, and Virginia’s funding for its ALL In Tutoring initiative is also scheduled to end that year.
As 2025 legislative sessions unfold, a new wave of proposals seeks to create, expand, or better fund tutoring programs. FutureEd has identified 30 bills across 17 states introduced this year that aim to launch new initiatives, allocate resources, require tutoring for students who are behind, or address tutoring infrastructure more broadly. Because some state efforts are implemented outside of legislation or funded through earlier appropriations, this tracker might not capture the full scope of state activity. It also excludes funding embedded within broader budgets or programs, which can be difficult to isolate. For these reasons, the tracker focuses specifically on legislative actions introduced or advanced during the 2025 session.
So far, two bills have been enacted. In New Mexico, the state budget for FY 2025 includes $8 million for tutoring, with $7 million of it designated for in-school “high-dosage” tutoring. In Arkansas, lawmakers passed SB 206, which increases the amount of literacy tutoring grants available to parents from $500 to $1,500 per eligible student, originally passed as part of the Right to Read Act.
Several additional bills are still moving through state legislatures.
Some proposals seek to establish new programs or require tutoring for certain groups of students. In Oklahoma, SB 245 would create the Oklahoma High Dosage Tutoring Program for K–8 students performing below grade level. The bill mandates in-person tutoring three times per week after school and requires districts to track and report student growth. In New York, A.2625 would establish a pilot program to fund high-impact tutoring for low-income and underserved students. Grants would be awarded to local education providers meeting state criteria for tutor quality, frequency, and alignment with the school day.
Other legislation addresses the tutoring workforce. In Pennsylvania, HB 827 proposes a Cross-Age Tutoring Program in which high school juniors and seniors would tutor younger students under the supervision of certified educators. The bill includes academic credit incentives and requires the state to develop implementation guidelines. Oregon’s HB 2060 would create a statewide registry for non-licensed tutors who contract independently with school districts, requiring background checks and verification measures to strengthen oversight and accountability.
Some states are also advancing funding proposals. In Missouri, lawmakers are seeking $2.5 million for a vendor contract to deliver live, video-based “high-dosage” tutoring to elementary school students, while Massachusetts lawmaker are seeking $25 million to support an early literacy “high-dosage” tutoring initiative, enabling public schools and districts to partner with approved tutoring providers.
We will continue to monitor and update the tracker as new bills are introduced and progress through the legislative process.