How School and District Leaders Can Fund Virtual High-Impact Tutoring for Summer and Beyond
As the spring semester winds down, summer planning is underway, and school systems are making final decisions about which students to prioritize, what services they can realistically launch in June, and which supports need to continue into the fall.
The good news is that funding high-impact virtual tutoring rarely depends on finding one perfect grant. More often, the path is to match an evidence-based virtual tutoring model to the purpose of the dollars already in play: summer learning, intervention for struggling students, support for English learners, school improvement, housing insecurity supports, or state expanded-learning funds. U.S. Department of Education and state guidance across multiple programs explicitly include tutoring, summer learning, out-of-school-time supports, or academic intervention.
Start With Federal Funds
Title I, Part A is often the cleanest first stop. Title I allowability guidance states that Title I funds can be used for an intensive summer school course designed to accelerate the lowest-achieving students’ knowledge and skills, including after-school tutoring. For leaders building a summer-to-fall plan, this makes Title I a strong fit for targeted intervention including virtual high-impact tutoring. Districts select vendors through their own procurement after budget approval.
Title IV, Part A: Student Support and Academic Enrichment (SSAE) Grants allow for tutoring as student support and academic enrichment.
Title IV, Part B: 21st Century Community Learning Centers are a natural fit for tutoring that happens before school, after school, on weekends, or in summer. U.S. Education Department guidance says 21st CCLC funds may be used for activities when school is not in session, including academic enrichment, remedial education, and high-quality tutoring.
Title III, Part A can work well when the priority population is English learners. Federal Title III guidance says funds may be used for supplemental tutorials and intensified instruction, and may also support educational technology and materials that strengthen instruction for English learners.
McKinney-Vento subgrants are another targeted option. Authorized activities include tutoring, supplemental instruction, and enriched educational services for students experiencing homelessness.
School Improvement funds under ESEA Section 1003 can also be part of the answer for identified schools. Federal guidance says LEAs may use these funds for evidence-based interventions, including tutoring opportunities that increase student achievement.
For eligible rural districts, RLIS and broader REAP flexibility are worth checking as well. RLIS is a noncompetitive federal formula stream for improving student achievement in qualifying rural districts, and REAP flexibility can make smaller federal allocations more usable for tutoring-related designs.
State Funds Designed for Summer, Tutoring, or Expanded Learning
Here is a quick breakdown of state programs that are active, awarded, or in motion, and what to put on your calendar for later.
Act now: programs open or always available
Ohio — Expanding Opportunities for Each Child (EOEC)
If your district has at least one school identified as Comprehensive Support and Improvement (CSI) or Additional Targeted Support and Improvement (ATSI), you already have an allocation. This is not a competitive grant—there is no application to win. Funding flows directly to identified buildings, which means eligible schools can move without waiting for a district-wide decision.
Awards range from roughly $15,000 per building for rural districts (who receive a bonus allocation on top of the base) up to larger amounts depending on enrollment and identification status. Programs must meet ESSA evidence tiers 1, 2, or 3 — tier 4 is not allowable. Virtual high-impact tutoring qualifies. Ohio also maintains an Approved Vendor Directory that can help you find qualified providers, though use of that list is not required.
Key upcoming dates: FY27 application requirements webinar is May 21, 2026; end-of-year grant activities are June 18, 2026; Final Expenditure Reports are due by September 30, 2026.
Who is eligible: LEAs with at least one CSI or ATSI school, grades K–12.
Texas — HB 1416 Accelerated Instruction
This is a state law, and it applies to every Texas public school district and open-enrollment charter school. If a student did not achieve Approaches Grade Level or higher on STAAR in grades 3 through 8, or did not pass an EOC exam in Algebra I, English I, or English II, your campus is required to provide supplemental instruction. Funding comes through existing state and federal streams already flowing to your district.
What the law requires: at least 15 hours of supplemental instruction for most qualifying students, and 30 hours for students who failed the same assessment in two consecutive years. Sessions are limited to four students per tutor (unless parents authorize a larger group), capped at two subjects per student per year, and must prioritize math and reading/language arts. Virtual live tutoring is allowed and the restriction on group size can be waived if you use a product from TEA's Ratio Waiver List, which was updated for the 2026–27 school year on April 22, 2026.
Key upcoming dates: PEIMS Summer Submission (3) is due June 2026; PEIMS Extended Year Submission (4) is due August 2026.
Who is eligible: All Texas districts and charters; student eligibility is triggered by STAAR/EOC performance.
Texas — Additional Days School Year (ADSY)
ADSY is a separate Texas formula funding stream that pays elementary and middle school campuses for adding up to 30 instructional days beyond the standard 175-day calendar. There is no application and no deadline—campuses simply meet the calendar requirements, run the additional days, and report attendance in PEIMS. The funding flows automatically after that reporting.
Those added days are commonly used for targeted tutoring and remediation. ADSY funding can be combined with Title I and other federal sources to build a fuller program. One important constraint: ADSY days require in-person student attendance, so virtual-only programs cannot generate ADSY formula dollars directly. However, districts can use ADSY-generated revenue alongside other funds to support programs that include virtual components outside of ADSY days.
Key upcoming dates: PEIMS Summer Submission due June; Extended Year Submission due August.
Who is eligible: All Texas elementary and middle school campuses (PreK–8) that meet the base calendar requirements.
Pennsylvania — Ready to Learn (RTL) Block Grant
RTL is formula-based state funding for Pennsylvania public school districts—not a competitive grant. Districts receive allocations through the state budget and have flexibility to use those funds for tutoring within the program's allowable purposes. Grade levels, delivery models, and program design are district-determined. Virtual tutoring is allowed.
The main near-term date to know: the final expenditure report window for 2025–26 opens June 1, 2026 and is due August 3, 2026.
Who is eligible: Pennsylvania public school districts and other public education entities.
Florida — Florida Tutoring Advantage
Established by HB 1361 in 2024 and administered by the University of Florida Lastinger Center for Learning, this program uses $20 million in state legislative funding to match school districts with vetted tutoring vendors. Districts do not choose their vendor directly—instead, they submit an interest form describing their needs, and the Lastinger Center matches them with an approved partner from a pool of 24 vendors based on program fit, student performance data, and district commitment.
The 2025–26 cohort already includes 50 districts. Districts not yet participating can submit a Program Interest Form to be considered for future matching cycles. Tutoring is delivered in three modalities: in-person, virtual, and automated learning support software.
Who is eligible: All Florida public school districts and public charter schools. Student eligibility covers K–5 students who are Level 1 or 2 on Progress Monitoring data or who have a substantial reading deficiency. For grades 6–12, AI-enhanced learning supports are available to students who would benefit from additional support as determined by the district. Subjects covered are reading and mathematics. Virtual tutoring is one of the three approved delivery modalities.
Awarded and in motion: closed for applications, but programs are being built now
New Jersey — High-Impact Tutoring Grant, Cohort 3
The application window closed February 26, 2026, and awarded districts are now in the implementation phase. Program activity can begin after May 1, 2026, including summer 2026 and the full 2026–27 school year. Total funding is $7.5 million distributed to approximately 100–150 LEAs.
Who was eligible: NJ LEAs whose average student proficiency on the 2024–25 NJSLA in grades 3 through 8 was below 50% in ELA and/or mathematics. Awards ranged from $20,000 to $400,000 based on enrollment. The grant prioritizes grades 3–8 in ELA and math, though additional grades can be served. Virtual live audio/video tutoring sessions are explicitly permitted.
If your district received a Cohort 3 award, your implementation window is open now. If you did not apply or were not selected, watch NJDOE's Office of Grants Management for a Cohort 4 announcement—New Jersey has run three cohorts since 2023 and the program has shown continued legislative support.
New York — Extended School Day / School Violence Prevention Grant
Applications closed April 17, 2026. Awarded districts have a five-year grant term running July 1, 2026 through June 30, 2031, which means programs funded through this grant will run through the end of the decade. Tutoring is an allowable component of the extended school day programming.
Who was eligible: School districts applied directly; community-based organizations could apply only in partnership with a school district. The grant covers grades K–12. For virtual high-impact tutoring specifically, Title I or Title IV are cleaner fits—this grant's primary design centers on in-person extended day and violence prevention programming.
If your district received this award, you are in the planning and launch window now. If not, monitor NYSED's grants portal for the next cycle.
Watch list: coming next or recently closed
California — 21st CCLC Cohort 16. The next major competitive window is taking shape. The anticipated timeline: Intent to Submit in June 2026, RFA in August 2026, application due in October 2026. These are five-year competitive grants ranging from $75,000 to $700,000 per site per year. Eligible applicants include LEAs, cities, counties, CBOs, nonprofits, and institutions of higher education. The 21st CCLC program serves grades TK through 9; the ASSETs program serves grades 9 through 12. Organizations not currently funded should begin building community partnerships and program designs now.
Georgia — GaDOE LEA grant. At least one LEA-eligible RFA had an anticipated release date of May 1, 2026 on GaDOE's grants page. No tutoring-specific district grant was confirmed with a posted open deadline as of this scan. Monitor GaDOE's grant opportunities page. For now, Title I and Title IV are the most reliable options for Georgia districts.
New Jersey — Cohort 4. No announcement has been made yet. New Jersey has run three cohorts of the Learning Acceleration Program HIT Grant since 2023 with continued legislative support, so a Cohort 4 release is plausible. Watch NJDOE's Office of Grants Management.
The Practical Funding Strategy
For most districts, the cleanest approach is to use summer or expanded-learning funds to launch high-impact tutoring in June and July, then use intervention-focused funds to sustain it into the school year. In other words: use programs built for out-of-school-time learning to start fast, then move ongoing cohorts into Title I, school improvement, EL, compensatory, or state tutoring dollars once the regular calendar resumes.
A virtual model can fit well inside that strategy when the district can show that tutoring is tied to the right student group, aligned to instruction, and set up for progress monitoring. Some states, like Ohio, have guidance that explicitly says high-dosage tutoring may be delivered virtually; in other programs, leaders should have their grants and finance teams confirm local allowability, procurement, and supplement-not-supplant rules before contracting.
- Learn more about Edmentum’s ESSA-evidenced Virtual Tutoring
- Watch: High-Impact Tutoring Delivers Quick Wins for Test Gains
- Connect with us so we can answer your questions or provide a quote