Tutoring is continuing to gain momentum nationwide. What began as a pandemic-era recovery strategy is increasingly being positioned as a longer-term reform, as policymakers consider how to sustain, scale, and formalize tutoring within public education systems.
In statehouses, lawmakers are advancing proposals to establish dedicated funding streams, codify high-quality tutoring in statute, integrate tutoring into required academic interventions, and pilot new delivery models, including artificial intelligence–enabled supports. At the same time, the Trump administration has elevated high-quality tutoring as a priority within competitive grant programs and recently released millions of dollars to support these efforts, underscoring continued national attention to the strategy.
In the 2026 legislative session, FutureEd is tracking 30 bills across 17 states that reflect a growing effort to sustain tutoring as part of long-term state education systems. 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.
So far, one bill has been enacted. In Virginia, H.B. 29, the state’s biennium budget, appropriates $250,000 in each year to EduTutorVA to provide targeted tutoring. EduTutorVA delivers high-impact virtual tutoring by trained college tutors to students in high-needs schools.
Other bills are continuing to move through state legislatures.
Several states are pursuing tutoring investments through their budgets. New York’s S.9003A and A.10003A would allocate $9 million for high-impact, individualized literacy and math tutoring in high-need districts, contingent on an implementation plan developed by the commissioner. Connecticut’s H.B. 5032 includes $5 million for high-dosage tutoring grants. Massachusetts has again proposed $25 million for high-dosage literacy tutoring for students in grades one through three, building on a $25 million investment last year.
Alabama is taking a different approach. S.B. 141 and H.B. 238 would allocate funding to the Alabama Student Grant Program, a non-need-based aid program for residents attending in-state colleges. The bills specify that private institutions receiving these funds must make a “best effort” to use an amount equivalent to 10 percent of their federal work-study allocations for tutoring and mentoring students in grades K–12. Institutions would work with their governing boards to develop and implement this effort.
Other states are pursuing alternative funding mechanisms. New Jersey’s S.2591 would establish the High Efficiency Accelerated Learning Grant Program, a competitive, state-matched initiative to fund research-based tutoring programs. The bill would require the Department of Education to set performance standards and maintain a public list of qualified providers. A.1445 would create a refundable gross income tax credit of up to $500 for families who purchase high-impact tutoring services. New Jersey lawmakers are also considering additional matching grant programs.
Several states are seeking to formally define and establish high-dosage tutoring in state statute. Oklahoma is among the most active. S.B. 1292 would establish a statewide, reading-focused high-dosage tutoring program for prekindergarten through third-grade students who are at least half a grade level behind. The bill specifies three one-hour sessions per week, limits cohort size, requires regular assessment reporting, and includes performance-based tutor bonuses. S.B. 1366 would create a similar statewide, high-dosage tutoring program but would expand it to K–8 students in both math and reading. H.B. 3373 would formally define “high-dosage tutoring” in statute, specifying frequency, duration, group size, use of assessment data, and tutor qualifications, aligning state law with research-based design principles.
New Mexico lawmakers are proposing a similarly structured approach. S.B. 233 would require public schools to provide structured, high-impact tutoring to students in grades four through eight who score in the bottom quartile on statewide reading or math assessments. Tutoring would need to begin within 30 days of identification, occur at least three times per week, maintain small group sizes, and include parent notification and progress reporting.
Louisiana lawmakers are seeking to refine existing mandates. S.B. 27 would expand required participation from students in kindergarten through fifth grade to those in kindergarten through eighth grade, broaden subject-matter criteria, strengthen tutor qualification requirements, and update reporting timelines. H.B. 316 would authorize school boards to provide ongoing coaching support to tutors delivering high-dosage tutoring.
In some states, lawmakers are proposing to embed tutoring within advanced coursework policy. Arizona’s H.B. 2423 would require automatic enrollment of qualifying students into advanced math pathways and mandate that districts provide a system of supports, including high-dosage tutoring. Georgia’s H.B. 1030 similarly would require local education agencies to provide structured supports for students enrolled in advanced math courses, including high-dosage tutoring.
Finally, several states are seeking to integrate artificial intelligence into tutoring strategies. Virginia’s S.B. 394 would establish an AI Innovation in Education Pilot Program to support, evaluate, and scale AI applications in instruction, tutoring, student engagement, and operational efficiency, with a focus on under-resourced students. West Virginia’s S.B. 250 would appropriate $4 million for the Mountain State Digital Literacy Program, including $3 million designated specifically for digital artificial intelligence tutoring.
We will continue to monitor and update the tracker as new bills are introduced and progress through the legislative process.
