The bill would direct the Secretary of Education to establish a grant program that makes allotments to State Educational Agencies to help states, local educational agencies, and educational service agencies recruit and retain paraprofessionals in public elementary, secondary, and preschool settings. It ties each state’s allocation to the relative share of Title I Part A funding the state received in the previous year, and lets SEA subgrant funds on a competitive basis for targeted activities.
Priority is given to entities serving large shares of students from low-income families and districts with high-need schools. Eligible subgrants may fund leadership induction, high-quality professional development, credentialing for paraprofessionals (e.g., special education, English learner, advanced paraeducator, teaching certificates), and wages or bonuses to attract and keep paraprofessionals.
The bill also requires annual reporting on pay baselines, staffing, and retention efforts. It preserves existing collective bargaining rights and does not alter existing labor-law protections, while authorizing appropriations for 2026–2030.
At a Glance
What It Does
The Secretary of Education would run a grant program that awards allotments to State Educational Agencies, which then fund eligible local entities to recruit and retain paraprofessionals. Subgrants cover leadership development, professional development, credentialing, and wage enhancements, awarded on a competitive basis.
Who It Affects
State Educational Agencies, eligible local educational agencies and educational service agencies, paraprofessionals, and students in public elementary, secondary, and preschool programs.
Why It Matters
By stabilizing the paraprofessional workforce and expanding credentials and compensation, the bill aims to improve classroom supports and student learning, particularly in high-need districts with large low-income student populations.
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What This Bill Actually Does
This bill creates a federal grant program to help states recruit and retain paraprofessionals in public schools and preschool programs. The Department of Education would allot funds to State Educational Agencies, which would distribute subgrants to eligible entities—like local school districts or educational service agencies—through a competitive process.
Subgrants can be used for a range of activities, including establishing evidence-based paraprofessional leader induction programs, delivering high-quality professional development, and helping paraprofessionals earn relevant credentials (such as special education or English learner certificates) and even teaching certifications. The program also allows for wage increases or bonuses to recruit and keep paraprofessionals.
Priority for subgrants goes to entities serving more students from low-income families or operating in high-need locales, and for schools meeting certain federal criteria related to lunch assistance and student need. The bill requires annual reporting on wage baselines, progress toward higher wages, and paraprofessional staffing changes, and it specifies that this program is additive to existing labor protections under federal and state law.
Appropriations would be authorized for 2026 through 2030 to support these activities.
The Five Things You Need to Know
The bill creates a new grant program to recruit and retain paraprofessionals in elementary, secondary, and preschool settings.
Allocations to states are tied to their prior-year Title I Part A funding levels.
Subgrants may fund induction, professional development, credentialing, and wage bonuses for paraprofessionals.
Priority goes to districts with high numbers of low-income students and high-need schools.
Annual reporting will track pay baselines, staffing, and retention actions.
Section-by-Section Breakdown
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In General — Grant program purpose
Section 2(a) establishes the core grant program, authorizing the Secretary of Education to make allotments to State Educational Agencies so they can support state, local, and educational service agencies in recruiting and retaining paraprofessionals across public elementary schools, secondary schools, and preschool programs.
State-by-State Allocation
Section 2(b) defines the allocation formula: each SEA’s share of the total grant funds for a fiscal year is proportional to the state’s share of local educational agency funding under Title I Part A in the previous year. This ties funding to relative need and prior investment in Title I programs.
State Reservation for Admin and Statewide Activities
Section 2(c)(1) allows an SEA to reserve up to 5 percent of its allotment for administrative activities and statewide efforts to implement and oversee the grant program, ensuring coordination and compliance with program requirements.
Subgrants to Eligible Entities
Section 2(c)(2) requires the SEA to distribute the remaining funds as subgrants on a competitive basis to eligible entities (e.g., LEAs or ESAs). Subgrants may fund induction programs, professional development, credentialing (including special education and English learner certificates), and wage or bonus incentives aimed at recruiting and retaining paraprofessionals.
Priority Criteria
Section 2(d) sets the priority criteria for subgrants: entities serving larger shares of low-income students, entities serving only high-need schools, and schools with eligible student indicators (including those tied to subsidized lunch programs and identified student measures). This ensures funds reach districts with the greatest paraprofessional needs.
State Applications
Section 2(e)(1) requires states to submit an application to the Secretary containing information and assurances, including that they will give priority to eligible entities described in Section 2(d) and will comply with annual reporting requirements.
Eligible Entity Applications
Section 2(e)(2) requires eligible entities to submit an application to the SEA to receive a subgrant, with information the SEA requires and with the expectation that the applicant will implement the approved activities to recruit and retain paraprofessionals.
Implementation and Evaluation
Section 2(f) mandates annual reporting to the Secretary on pay baselines, changes in paraprofessional wages, the number of paraprofessionals employed, and progress against statewide goals, along with descriptions of professional development and retention activities used by grantees.
Rules of Construction for Collective Bargaining
Section 2(g) clarifies that nothing in the Act changes rights or remedies under existing collective bargaining agreements or labor laws, though it confirms compliance with applicable laws and agreements.
Authorization of Appropriations
Section 2(h) authorizes the necessary appropriations for fiscal years 2026 through 2030 to carry out the Act, signaling ongoing federal support for paraprofessional recruitment and retention.
Definitions
Section 2(i) provides definitions for key terms (eligible entity, educational service agency, high-need school, paraprofessional, preschool program) and cross-references the ESEA definitions to ensure consistent interpretation across program components.
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Explore Education in Codify Search →Who Benefits and Who Bears the Cost
Every bill creates winners and losers. Here's who stands to gain and who bears the cost.
Who Benefits
- Paraprofessionals gain clearer wage pathways, credentials, and access to targeted professional development, improving career stability.
- Students in high-need districts benefit from stronger classroom support and instructional continuity as paraprofessionals gain qualifications and retention.
- Teachers and school leadership benefit from expanded paraprofessional capacity, enabling more focused instruction and student support.
- State Educational Agencies gain a consolidated framework to fund and measure paraprofessional improvements across districts.
- Local Educational Agencies and Educational Service Agencies in high-need areas receive targeted resources to recruit and retain paraprofessionals.
Who Bears the Cost
- SEA administration costs up to 5 percent of their allotment.
- Eligible entities bear the costs of implementing subgrant activities (induction, PD, credentialing, wage increases) and any associated administrative overhead.
- Local school districts may face budgetary adjustments to support paraprofessional wage enhancements or related retention strategies, subject to state program requirements.
- Funds are subject to annual appropriation; if appropriations are insufficient, grant activity could be scaled back or delayed.
- The federal government bears the cost of program funding for 2026–2030, funded by annual appropriations.
Key Issues
The Core Tension
The central dilemma is whether limited federal grant funding should be allocated primarily to wage-based retention incentives or to broader systemic investments (e.g., sustained professional development and credentialing) in high-need districts, and how to balance speed of impact with long-term workforce quality.
The Act relies on evidence-based approaches for paraprofessional leadership induction and development, but the underlying evidence base for certain paraprofessional credentials and wage incentives varies by context. While the program prioritizes high-need settings and districts with large low-income populations, the effectiveness of wage-based retention incentives may depend on local labor market conditions and school budgets.
Administrative requirements, including annual reporting and competitive subgrant processes, will impose compliance costs on state and local agencies, which could affect readiness or speed of implementation in some districts. The bill does not modify collective bargaining rights but does require compliance with existing laws and a commitment to transparency in reporting, which could raise questions about balancing wage incentives with other teacher staffing priorities.
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