This Solicitation opportunity from Minnesota was posted on May 15, 2026. The submission period has ended. Browse the details below for market research, or find similar active opportunities.

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Online and Remote Tutoring Request for Information

Closed

MnSCU-SRC-SYSOFF-2026-000586-RFIState & Local

Submission Closed06/17/2026, 02:00:00 PM UTC

Contract Overview

Solicitation details, issuing organization, response deadlines, documents, and interested companies for this government contract opportunity.

Active Opportunities Like This One

NAICS: 611691

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SLED

RFA 32027-00018 AEL High School Equivalency Virtual Provider

Solicitation # 32027-00018

The Texas Workforce Commission (TWC) is soliciting applications under RFA 32027-00018 for virtual providers to deliver High School Equivalency (HSE) preparation instruction and support. The primary goal of this initiative is to increase the number of adults in Texas holding a high school diploma or equivalent, thereby facilitating their transition into postsecondary education or career training. The program emphasizes distance-based education services and requires providers to market and recruit participants throughout the state of Texas. Performance will be measured by participant volume, the redemption of GED vouchers, measurable skills gains, and the number of participants transitioning into bridge programs or other postsecondary training. The application deadline is December 11, 2026, at 10:00 a.m. Central Time, with an estimated grant start date in March 2027. Submissions must be made through the TWC Procurement Portal using mandatory forms, including Form A (Core Application) and Form B (Budget Workbook). Award decisions are based on applicant eligibility, evaluation rankings, and cost-effectiveness. Grantees must adhere to extensive regulatory requirements, including the Workforce Innovation and Opportunity Act, the Americans with Disabilities Act, and various Texas Government Code mandates regarding cybersecurity training and public information disclosure. Financial reporting and invoicing are conducted electronically through the Cash Draw and Expenditure Reporting system.

Texas Workforce Commission

POSTED

DEADLINE

General Education Development (GED) Exam Preparation

Solicitation # 601440000052176

The Texas Department of Transportation (TxDOT) issued solicitation 601440000052176 to establish a contract for comprehensive online preparatory training for the General Education Development (GED) exams. The goal of this initiative is to enable TxDOT employees to satisfy Texas high school equivalency requirements by preparing them to pass all four GED subject exams. The selected vendor must possess at least five years of experience and provide qualified personnel, specifically Adult Education Instructors and Career Counselors, who must remain available for the duration of the contract. Services must comply with the Texas Education Code and Texas Administrative Code. The contract will be awarded based on best value, considering the lowest price alongside the vendor's capability, past performance, and financial resources. Responses are due by November 5, 2026, via the Euna Procurement portal and must include a pricing schedule in Excel format, an execution of bid, a Texas Family Code certification, and detailed vendor and personnel qualification schedules. Failure to provide the pricing schedule in Excel or the signed execution of bid will result in a non-responsive submission. Invoicing must be submitted electronically by the 15th of the month following service delivery, and all contract funding is subject to the availability of state funds.

Texas Department of Transportation

POSTED

DEADLINE

RFP-415-2700000032-1 | GEAR UP Ky- SAT Platform

Solicitation # RFP-415-2700000032-1

The GEAR UP Ky- SAT Platform solicitation (RFP-415-2700000032-1) is issued by the Commonwealth of Kentucky Council on Postsecondary Education to secure a partner for a software platform and professional training focused on SAT or ACT preparation, remediation, and data collection. The program targets approximately 1,250 7th grade students and 1,250 11th grade students across eight partner school districts for the 2026-27 school year. The scope of work includes the provision of the software platform, virtual training, in-person professional development, and student boot camps spanning the 2026-2028 school years. The solicitation was posted on October 1, 2026, with a response deadline of October 30, 2026. Proposals must include a technical solution and a structured cost proposal, with the cost component accounting for up to 500 points in the scoring rubric. Submission requirements include a transmittal letter, required affidavits regarding campaign finance and resident bidder status, and a detailed bid schedule. The primary point of contact for this effort is Ashley Smither.

Council on Postsecondary Ed

POSTED

DEADLINE

Homebound Supportive Instruction Services

Solicitation # CHR26008A

The Christina School District is soliciting proposals under contract CHR26008A for districtwide Homebound and Supportive Instruction Services. The contract features a three-year initial term beginning January 1, 2027, with options for two one-year renewals. Service requirements include a minimum of three weekly hours for students in grades K-5 and five weekly hours for students in grades 6-12. Tutors must hold or be eligible for appropriate elementary or early childhood certification for PreK-5 students, while secondary tutors for grades 6-12 must be certified in the specific subject area they are teaching. Proposals are due by November 4, 2026, with an estimated award date of December 18, 2026. Evaluation is based on experience (35%), staff stability (20%), data reporting tools (25%), and cost (20%). Vendors must submit an all-inclusive hourly rate and specify their maximum student capacity. Required documentation includes a company profile, instructional approach samples, at least three business references, and various compliance forms. Payments will be made monthly via ACH within 30 days of receiving an acceptable invoice, subject to appropriation. Contractors must adhere to Delaware non-discrimination laws and may be subject to state minimum or prevailing wage rates.

Christina School District

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Pivot Point Learning (Planning Application RSM 26-007)

Solicitation # RSM 26-007

Planning Application RSM 26-007 involves a Conditional Use Permit for Pivot Point Learning to establish a tutoring center at 31991 Dove Canyon Drive, Suite C, Trabuco Canyon, California. The facility will occupy a 1,200 square foot vacant tenant suite featuring two tutoring rooms, a learning lab, a work room, and a restroom. Designed to accommodate up to 12 students, the center will provide tutoring sessions in one- or two-hour blocks by appointment only. The business will operate Monday through Friday from 9:00 a.m. to 6:00 p.m. and will remain closed on weekends, with all activities conducted inside the suite. The project is managed by the City of Rancho Santa Margarita, with Senior Planner Derek Bingham serving as the lead agency contact. Under CEQA Guidelines Section 15301 Class 1 for existing facilities, the project has been granted a Categorical Exemption as it occupies an existing building without significant environmental impact. The application was formally processed and signed on August 5, 2026, and is classified under NAICS code 611691.

City of Rancho Santa Margarita

POSTED

DEADLINE

National Assessment Tutoring

Solicitation # 678PUR-NationalAssessmentTutor

The National Assessment Tutoring Initiative is a Request for Applications issued by the Louisiana Department of Education to identify qualified organizations capable of providing high-quality, targeted tutoring to public high school students. The program focuses on improving student performance in English, reading, and math for national college entrance and assessment exams, specifically the ACT, SAT, CLT, WorkKeys, and ASVAB (AFQT). Approved providers will offer individualized or small-group instruction, delivered either in person or virtually during the school day. Rather than a single prime contract, the LDOE will maintain an approved tutoring vendor guide from which Louisiana schools and school systems will select and contract with providers directly. Applications are evaluated on a pass/not pass basis across four primary factors: alignment with initiative goals, commitment to serving all learners including English learners and students with disabilities, quality of tutoring and instructor qualifications, and stakeholder engagement. Key requirements include the submission of diagnostic assessments, individualized learning plans, and five structured lesson plans. Tutors must meet specific qualification criteria, such as holding a bachelor's degree or having relevant standardized test experience, and must pass mandatory background checks. Additionally, providers using artificial intelligence must certify that no student personally identifiable or confidential data will be shared with AI systems. Out-of-state corporations must obtain a certificate of authority from the Louisiana Secretary of State to be eligible.

POSTED

DEADLINE

Administrative Use Permit for E-PLEX Jeffrey (File No. 00984110-PAUP)

Solicitation # 00984110-PAUP

The City of Irvine has issued a forecast for an Administrative Use Permit, identified as File No. 00984110-PAUP, to allow the operation of a commercial school known as E-PLEX Jeffrey. The project is located at 950 Roosevelt, Planning Area 8 (Northwood) in Irvine, California. The school will operate within a 4772-square-foot tenant space and is designed to provide supplemental educational services, including tutoring, education consulting, and after-school activities for students from kindergarten through middle-school ages. Under the California Environmental Quality Act, the project has been granted a Notice of Exemption under CEQA Guidelines Section 15301, Class 1 for Existing Facilities, as it involves no exterior improvements and negligible expansion. The permit was signed by Associate Planner Adam Wong and approved on July 1, 2026. The project is categorized under NAICS code 611691, and the primary point of contact for the City of Irvine is Adam Wong, with Yonghoon Kim serving as the applicant.

POSTED

DEADLINE

Simulation Center Session Support (Live Model & Operational Costs)The contract entails the provision of live models, simulation setup, and operational support to facilitate immersive clinical training scenarios within a simulation center located in Los Angeles, California, 90073. This subcontract supports the Department of Veterans Affairs through its 262-NETWORK Contract Office 22 (36C262), focusing on delivering realistic, hands-on educational experiences for medical personnel. The work involves preparing and managing high-fidelity simulations using trained individuals as live models, coordinating environment setup, and ensuring seamless operational execution during training sessions to replicate real-world clinical conditions. The North American Industry Classification System code 611691 applies to this engagement, indicating it falls under Other Schools and Instruction services, specifically tailored to specialized professional training. The contract was posted on June 23, 2026, and its performance is centered entirely in Los Angeles, with no specified set-aside type or point of contact details provided. The scope emphasizes the integration of human simulation elements with technical infrastructure to enhance competency development in a controlled yet dynamic learning environment, critical for advancing veteran healthcare readiness.

262-NETWORK Contract Office 22 (36C262)

POSTED

DEADLINE

Literacy and Math Tutoring

Solicitation # 678PUR-SteveCarterTutoringRFA

The Steve Carter Tutoring Initiative is a Request for Applications issued by the Louisiana Department of Education to identify qualified organizations capable of providing literacy and math tutoring for K-12 public school students. The primary objective is to improve student proficiency, specifically ensuring all students read on grade level by the end of Grade 3. Services must align with the science of reading, avoid three-cuing, and utilize high-quality curricula and numeracy foundational skills. Providers are required to implement a data management system to track attendance and outcomes, and they must demonstrate a commitment to serving all learners, including English Learners and students with disabilities. Tutors must undergo background checks and meet specific qualification criteria, such as holding a valid teaching certificate, an associate or baccalaureate degree, being a postsecondary student, or serving as a public school paraprofessional. Additionally, literacy tutors must complete department-approved science of reading training, and math tutors must complete approved numeracy training. The state has established maximum reimbursement rates of 60 dollars per hour for 1:1 tutoring and 40 dollars per hour for group tutoring (2-4:1), with a 20 dollar fee permitted for cancellations or no-shows. The application process for the 2026-2027 review cycle opens on January 15, 2027, and closes on March 31, 2027, with state reviews occurring through June 30, 2027. Evaluation is based on a combination of pass/fail gates, including a determination of responsibility and strict AI data privacy compliance, as well as weighted factors focusing on mission alignment, organizational goals, and the ability to achieve key tutoring outcomes. Prime contractors are prohibited from subcontracting work without express written approval from the State.

POSTED

DEADLINE

Financial Literacy and Economic Mobility TrainingThe Financial Literacy and Economic Mobility Training subcontract, issued by the Administration for Children and Families under the Department of Health and Human Services, focuses on improving the economic stability of residents in affordable housing. The selected provider will be responsible for delivering specialized workshops covering essential financial topics, including budgeting, credit management, debt reduction, and readiness for homeownership. Classified under NAICS code 611691, this initiative aims to empower participants with the tools necessary for long-term financial independence. The opportunity was posted on June 17, 2026, and is designed to foster economic mobility through targeted educational outreach and skill development.

Administration For Children And Families - Ocs

POSTED

DEADLINE

Language Proficiency Testing and CertificationThis contract focuses on providing language proficiency testing and certification services specifically for security personnel. It requires conducting or verifying English and host-nation language skills, including assessments of reading, writing, and conversational fluency. The evaluations must be performed using validated tools to ensure accuracy and reliability. The contract is a subcontract opportunity posted by the Department of State under the Acquisitions - Aqm Momentum office. Performance of the work is designated for locations in Wellington and Auckland. The contract falls under the NAICS code 611691, which pertains to language instruction services, highlighting its specialized nature in language proficiency.

Acquisitions - Aqm Momentum

POSTED

DEADLINE

27MATALMB1 | Early Literacy Screening Assessments in Grades K-3 | Departmental Master Agreement (MA)

Solicitation # BD-26-1026-DOE02-DOE01-130126

The Massachusetts Department of Elementary and Secondary Education is seeking publishers to provide early literacy screening assessments in English for students in grades K-3 through a Departmental Master Agreement. The goal is to identify high-quality, anti-bias assessments that demonstrate strong technical adequacy and align with Massachusetts Dyslexia Guidelines. Approved assessments must meet strict technical thresholds, including a sensitivity, specificity, and Area under the Curve (AUC) of 0.70 or greater for the significantly below risk level. Required deliverables include a technical manual, composite percentile ranks, composite risk levels for students, and user-friendly parent reports. Assessments must be administered at least twice yearly in kindergarten and three times yearly in grades 1-3. This is an open enrollment solicitation where approved vendors will be prequalified for use by public school districts. Notably, the Department of Elementary and Secondary Education will not fund these contracts; instead, individual districts will pay vendors directly via separate contracts following Chapter 30B requirements. The agreement is intended to run through June 30, 2031, with no renewal options. Evaluation is based on best value, with significant weight placed on classification accuracy, reliability, and the measurement of specific constructs such as passage reading fluency and reading comprehension. Preference is given to assessments that include measures for Rapid Automatized Naming and encoding or spelling. Submissions must be uploaded via COMMBUYS and include a completed Evidence Form, a separate cost document detailing screening tools and professional development, and a General Information Contact Form. Bidders must pass initial qualification gates regarding assessment constructs and reporting before being scored on weighted factors. The procurement also emphasizes compliance with the Supplier Diversity Program and strict adherence to Commonwealth cybersecurity and data protection standards, including EOTSS policies and M.G.L. c. 93H and c. 66A.

DOE02148 - Department of Elementary and Secondary Education

POSTED

5 months ago

DEADLINE

in about 3 years

AI Contract Overview

Minnesota State is seeking information from vendors offering online and remote tutoring solutions to support its systemwide student population of approximately 300,000 across 26 colleges, 7 universities, and 54 campuses. This RFI, issued under solicitation number MnSCU-SRC-SYSOFF-2026-000586-RFI, aims to evaluate the current market landscape for institution-managed tutoring models—including human-led, hybrid, and technology-enabled approaches—that align with the needs of a large public higher education system. The initiative builds on more than 14 years of delivering remote tutoring services, including over 150,000 hours of support across 250,000 sessions since 2018, and is designed to inform potential future procurement, demonstrations, or pilot programs. Respondents must detail their solution’s scope, delivery models, academic coverage, accessibility for diverse learners including low-bandwidth and rural users, and alignment with privacy, accessibility, and data governance standards. Vendors are asked to describe their organizational experience, tutoring philosophies, tutor recruitment and quality assurance practices, technological enhancements, including AI use with safeguards, integration capabilities with learning management systems, and operational scalability across complex multi-campus environments. The RFI requires comprehensive information on pricing structures, implementation timelines targeting April 1, 2027, training protocols, and ongoing support frameworks. Emphasis is placed on equitable access, student learning outcomes, academic integrity enforcement, and robust reporting capabilities, including disaggregated data by student demographics and subject areas. Responses must include supporting documentation such as subject coverage matrices, technical specifications, privacy policies, and accessibility certifications. The goal is to identify solutions that are commercially ready, evidence-based, and capable of supporting long-term institutional planning, with submissions due by June 17, 2026.

General Info

Minnesota State seeks vendor solutions for scalable, equitable online tutoring serving 300,000 students by April 2027.

Agency

Minnesota State Colleges and Universities System

NAICS

611691 - Exam Preparation and Tutoring

Place of Performance

Not specified

Set-Aside

NONE

Documents

Minnesota State Tutoring Utilization Trends AY 2019_2025

297 pages · other

Low

SRC-SYSOFF-2026-000586-RFI: Online and Remote Tutoring

10 pages · rfi

Low

AI Contract Breakdown

Uniform Contract Format

Timeline

PhaseClosed

PostedMay 15

Solicitation

Response DeadlineJun 17

Deadline has passed

Submission Closed

06/17/2026, 02:00:00 PM UTC

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Organization & Contact Information

AgencyMinnesota State Colleges and Universities System

Contacts1 person available

OfficeMN

Organization / AgencyMinnesota State Colleges and Universities System

Office AddressMN

Contacts

Victor Lesnikou

contact@example.gov

Full Description

Minnesota State is issuing this Request for Information (RFI) to ascertain the evolving marketplace for online and remote tutoring solutions that support student success across a broad range of academic disciplines, student populations, and support needs. Minnesota State serves approximately 300,000 students annually across twenty-six (26) colleges, seven (7) universities, and fifty-four (54) campuses systemwide. Minnesota State has provided online and remote tutoring resources to students for more than fourteen (14) years, and since 2018 has delivered more than 150,000 hours of online and remote tutoring in more than 250,000 tutoring sessions. Minnesota State is seeking information about institution-managed online and remote tutoring solutions, including human, hybrid, and technology-enabled approaches. The purpose of this RFI is to assess the available solution models, subjects covered, student support methodologies, service delivery methods, organization capacity, adherence with privacy and accessibility regulations and best practices, reporting capabilities, commercial readiness, vendor direction, and overall ability to serve a large public higher education system. This RFI is to inform system planning and will inform possible future procurement phases such as demonstrations, pilots, testing or a Request for Proposal (RFP). Respondents are requested to provide concise, solution-focused responses that describe their current capabilities and delivery models. Minnesota State is interested in understanding how solutions support student learning and equitable access at scale, as well as how they can be implemented, administered, supported, and evaluated in a large and complex public-sector higher education environment. The RFI is organized into the following question groups: Group 1: Vendor & Solution Overview Describe your organization and its experience serving higher education, public institutions, and/or large multi-campus systems. Identify your solution delivery model(s) and whether it (they) is (are) currently available as an institution-managed service. Provide a high-level understanding of the type of remote and online tutoring solution(s) your organization offers. Group 2: Scope of Student Support Describe the academic and student support categories currently supported by your solution. Summarize how your solution supports students across subjects and types of service. Describe how your solution supports equitable access across low-bandwidth environments, mobile-only users, rural students, and working adult learners. Upload a subject/service coverage matrix showing support areas, delivery mode, and general availability. Group 3: Online and Remote Tutoring Approach & Student Learning Describe your online and remote tutoring philosophy and student support approach. Explain how your solution promotes learning, confidence, persistence, and independent problem-solving. Describe how academic integrity is monitored, supported, enforced, and reported within your online and remote tutoring model. Group 4: Innovation, Automation, and Support Enhancements Describe technology-enabled or automated features that enhance the online and remote tutoring experience, student access, or institutional insight. Indicate whether your solution can use college/university- or course-specific information to improve support. Explain how students can be connected or escalated to human support when appropriate. If your solution uses generative AI, describe the AI approach, governance safeguards, academic integrity guardrails, institutional controls, auditability, and how students are informed when AI is used. Group 5: Tutor Network & Service Delivery Describe your online and remote tutoring workforce model, including how tutors are identified, hired, compensated, assigned, and scheduled. Summarize online and remote tutor qualifications, vetting, training, supervision, and service availability. Describe your quality assurance process for tutoring sessions, including review, observation, or audit practices and how poor-performing tutors are addressed. Explain how your solution delivers support across real-time, scheduled, and asynchronous models, if applicable. Group 6: Institutional Fit, Integration, and Operations Identify the institutional integrations (e.g., learning management systems, curriculum support systems) supported by your solution. Describe your ability to support a large-scale complex, systemwide or multi-campus public higher education system. Summarize operational readiness, scalability, institution-facing support for deployment and system maintenance, and the student experience across devices. Group 7: Pricing Model, Implementation, Training, and Ongoing Support Summarize the pricing structure for your solution, including pricing methodology and available pricing/billing options. Describe your implementation approach for a system with 300,000 students, twenty-six colleges, and seven universities, onboarding process, and rollout support available to institutions. Please provide an estimated timeline for implementing the solution by April 1, 2027. Describe training available for campus and system administrators, staff, faculty, tutors, and students, as applicable, and estimated time commitment. Describe student onboarding and adoption support. Describe your post-implementation support model, including customer success, issue resolution, service support, ongoing partnership practices, and change management. Group 8: Privacy, Accessibility, and Reporting Describe your approach to student data use, privacy, governance, and public-sector compliance. Indicate current accessibility alignment and available supporting documentation. Identify reporting and dashboard capabilities available at the system and campus level for both long-term and short-term data analysis. Describe granularity of reporting (e.g., time of day, day of week, topic of questions within discipline, length of tutoring sessions, number of online and remote tutoring sessions in a subject per student). If available, describe what student population-level usage and outcome reporting can be provided and whether reporting can be disaggregated by institution-defined student groups. Describe what session records (e.g., transcripts, summaries, or audit logs) are available for institutional review, if any. Group 9: Vendor Strategy, Product Direction, and Innovation Describe the strategic direction of your online and remote tutoring solution and the priorities guiding product or service development. Summarize planned enhancements, emerging capabilities, or roadmap themes most relevant to higher education institutions. Explain how institutional feedback, market needs, emerging technologies and partner priorities influence your roadmap and innovation process. Group 10: Evidence, Scalability, and Readiness for Next Steps Summarize evidence of the solution’s effectiveness, the implementation process, and measurable outcomes. Describe how your solution scales across campuses, subjects, and periods of high demand. Indicate readiness to support possible future procurement phases such as demonstrations, pilots, accessibility review, security review, service review, or RFP. At the end of the questionnaire, respondents will be asked to upload supporting materials, including: a subject/service coverage matrix Reference sheet Technical specifications Privacy/governance documentation Accessibility and/or reporting samples. Minnesota State is seeking concise, informative responses that help clarify the current solution landscape and identify which offerings may be appropriate for future evaluation.