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The End of ESSER: Lessons about Sustaining Tutoring at Scale from Guilford County Schools. Working Paper No. 338-0426

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Title: The End of ESSER: Lessons about Sustaining Tutoring at Scale from Guilford County Schools. Working Paper No. 338-0426
Language: English
Authors: Ayesha K. Hashim, Sofia Postell, Jimmy Leak, Kara Hamilton, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2026.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed: N
Page Count: 54
Publication Date: 2026
Sponsoring Agency: Duke Endowment
Belk Foundation
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Federal Aid, Elementary Secondary Education, Emergency Programs, Pandemics, COVID-19, Grants, Sustainability, Tutoring, County School Districts, Tutorial Programs, Retrenchment, Educational Quality, Middle School Mathematics, Disadvantaged Schools, Academic Achievement, Multi Tiered Systems of Support, Supervision, Organizational Change, Educational Change
Geographic Terms: North Carolina (Greensboro)
Laws, Policies and Program Identifiers: Elementary and Secondary School Emergency Relief Fund
Abstract: We examine Guilford County Schools' efforts to scale and sustain a home-grown high-dosage tutoring (HDT) program using a multi-level case study design drawing on district documents, observations, and interviews with district and school leaders, educators, and tutors. We trace how the district rapidly expanded tutoring under Elementary and Secondary School Emergency Relief (ESSER) funding and subsequently downsized the program after those funds expired. With external pressure easing, the district shifted attention from reach to quality, investing in systems intended to strengthen tutor hiring, supervision, and implementation fidelity. Despite these system-level investments, persistent challenges remained in middle school math, hard-to-staff schools, and schools serving large proportions of students below grade level. These patterns highlight the structural limits of systems building, even as districts transition to more stable, post-ESSER operations.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED681049
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Ayesha+K%2E+Hashim%22">Ayesha K. Hashim</searchLink><br /><searchLink fieldCode="AR" term="%22Sofia+Postell%22">Sofia Postell</searchLink><br /><searchLink fieldCode="AR" term="%22Jimmy+Leak%22">Jimmy Leak</searchLink><br /><searchLink fieldCode="AR" term="%22Kara+Hamilton%22">Kara Hamilton</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29+at+American+Institutes+for+Research+%28AIR%29%22">National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)</searchLink>
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  Data: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina+%28Greensboro%29%22">North Carolina (Greensboro)</searchLink>
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  Data: We examine Guilford County Schools' efforts to scale and sustain a home-grown high-dosage tutoring (HDT) program using a multi-level case study design drawing on district documents, observations, and interviews with district and school leaders, educators, and tutors. We trace how the district rapidly expanded tutoring under Elementary and Secondary School Emergency Relief (ESSER) funding and subsequently downsized the program after those funds expired. With external pressure easing, the district shifted attention from reach to quality, investing in systems intended to strengthen tutor hiring, supervision, and implementation fidelity. Despite these system-level investments, persistent challenges remained in middle school math, hard-to-staff schools, and schools serving large proportions of students below grade level. These patterns highlight the structural limits of systems building, even as districts transition to more stable, post-ESSER operations.
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  Data: ED681049
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    Languages:
      – Text: English
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    Subjects:
      – SubjectFull: Federal Aid
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Emergency Programs
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Grants
        Type: general
      – SubjectFull: Sustainability
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      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: County School Districts
        Type: general
      – SubjectFull: Tutorial Programs
        Type: general
      – SubjectFull: Retrenchment
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Middle School Mathematics
        Type: general
      – SubjectFull: Disadvantaged Schools
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Multi Tiered Systems of Support
        Type: general
      – SubjectFull: Supervision
        Type: general
      – SubjectFull: Organizational Change
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: North Carolina (Greensboro)
        Type: general
      – SubjectFull: Elementary and Secondary School Emergency Relief Fund
        Type: general
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      – TitleFull: The End of ESSER: Lessons about Sustaining Tutoring at Scale from Guilford County Schools. Working Paper No. 338-0426
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