This quantitative, causal-comparative study aims to examine the academic performance of all third-grade students who participated in after-school tutoring from English Language Arts (ELA) in comparison to those who did not, using the results from the 2022-2023 Mississippi Academic Assessment Program English Language Arts (MAAP ELA) assessment. The study aimed to investigate how the after-school tutoring program affected the academic performance of all third-grade students, including female third-grade students, male third-grade students, and third-grade students with disabilities. The study investigated how frequently third-grade students attended the tutoring program and compared it with the academic performance of those who did not attend. The MAAP ELA scale scores for the instructional year 2022-2023 were used to evaluate the academic progress of third-grade students. This study is significant because the federal government invested billions of dollars in K-12 education to help students recover academically after the COVID-19 pandemic (Jordan, 2022). The analyses employed to address the research questions encompassed the independent t-test, analysis of variance (ANOVA), and cross-tabulations to examine the students' descriptive characteristics. At the 0.05 significance level, the data revealed no significant differences between all third-grade students, male students, and students with disabilities across all research questions. However, there was a significant difference between the female subgroup that received tutoring and those who did not. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]