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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