About
Paper High-Impact Tutoring and Academic Support provides live, virtual high-impact tutoring and on-demand academic support through Paper’s secure platform. Students participate in small tutoring pods during the school day, typically meeting in cohorts with similar academic needs three times per week for 30-minute sessions, using curriculum that reinforces what they are learning in class. Beyond high-impact tutoring, the program also offers 24/7 academic support and after-school enrichment, and students need a Chromebook or laptop and headphones to participate in GROW.
• Schedule: Cohorts typically meet 3 times per week for 30-minute sessions
Paper’s mission is to partner with K–12 schools to deliver personalized academic support with measurable outcomes, using evidence-backed instruction and purposefully designed technology. The program’s GROW high-impact tutoring model is defined by elements such as the same tutor working with the same students over time, small groups of 1:1–3:1, multiple sessions per week lasting 30–45 minutes, sustained over multiple weeks, with instruction aligned to classroom standards and pacing. Program design is custom aligned to local standards, pacing, and student needs, and GROW is most commonly delivered during the school day, often in class, through Paper’s secure platform without requiring additional hardware or complex setup.
Tutors are hired through a rigorous process, extensively trained on research-based tutoring pedagogy, and regularly reviewed to maintain high standards of tutor excellence, and they are part of a tutor workforce rather than independent contractors. Live virtual tutoring happens with the same tutor each session, sessions are interactive and guided, and student learning is checked regularly through session-level checks and ongoing progress monitoring. Growth toward grade-level proficiency is measured using academic indicators, each program cycle concludes with a custom end-of-program review based on district standards, and district partners receive analysis of implementation, participation, and academic growth. Teachers remain present during tutoring, may provide light technical support for younger students, can view progress data, and receive feedback from tutors about student progress and skill development, and teachers also receive a focused onboarding session about one week before launch while a dedicated Paper representative supports implementation on launch day.
Paper provides high-impact tutoring, 24/7 academic support, and after-school enrichment to millions of students and school districts across the U.S. and Canada, and partners with K–12 schools and school districts including South San Francisco Unified School District in California. The National Student Support Accelerator evaluates tutoring programs against research-based design standards, and GROW’s design was reviewed and validated by this organization. GROW holds ESSA Level III evidence specific to high-impact tutoring outcomes, and credentials and awards for the program include ESSA Level III evidence and NSSA validation with an NSSA badge backed. District partners have seen three times as many students reach proficiency in ELA and/or math after 12 weeks of GROW and a 35% average score lift on a nationally normed benchmark.
GROW high-impact tutoring can launch from kickoff to classroom in as little as two weeks when districts come focused. Paper offers tools that help teachers extend instruction, review student work, and reinforce classroom learning without adding to their workload.
Keith Irish, Assistant Superintendent of Educational Services for South San Francisco Unified School District in California, is part of the leadership connected to this work. He has stated that the school board in his district would like to continue the partnership with Paper even after returning to in-person learning and dissolve the homework center model because they think they can serve more students in a more equitable manner this way. He has also described how patterns in student questions through Paper inform educational services, allowing adjustments to scope and sequence and instructional practices, and has noted that this provides more information than the district had before. In addition, he has reported receiving positive emails from teachers about Paper, including comments such as “Mr. Irish, this is great. Why didn’t you do this in August? When is the next training coming?”
Last updated March 7, 2026.
• Schedule: Cohorts typically meet 3 times per week for 30-minute sessions
Paper’s mission is to partner with K–12 schools to deliver personalized academic support with measurable outcomes, using evidence-backed instruction and purposefully designed technology. The program’s GROW high-impact tutoring model is defined by elements such as the same tutor working with the same students over time, small groups of 1:1–3:1, multiple sessions per week lasting 30–45 minutes, sustained over multiple weeks, with instruction aligned to classroom standards and pacing. Program design is custom aligned to local standards, pacing, and student needs, and GROW is most commonly delivered during the school day, often in class, through Paper’s secure platform without requiring additional hardware or complex setup.
Tutors are hired through a rigorous process, extensively trained on research-based tutoring pedagogy, and regularly reviewed to maintain high standards of tutor excellence, and they are part of a tutor workforce rather than independent contractors. Live virtual tutoring happens with the same tutor each session, sessions are interactive and guided, and student learning is checked regularly through session-level checks and ongoing progress monitoring. Growth toward grade-level proficiency is measured using academic indicators, each program cycle concludes with a custom end-of-program review based on district standards, and district partners receive analysis of implementation, participation, and academic growth. Teachers remain present during tutoring, may provide light technical support for younger students, can view progress data, and receive feedback from tutors about student progress and skill development, and teachers also receive a focused onboarding session about one week before launch while a dedicated Paper representative supports implementation on launch day.
Paper provides high-impact tutoring, 24/7 academic support, and after-school enrichment to millions of students and school districts across the U.S. and Canada, and partners with K–12 schools and school districts including South San Francisco Unified School District in California. The National Student Support Accelerator evaluates tutoring programs against research-based design standards, and GROW’s design was reviewed and validated by this organization. GROW holds ESSA Level III evidence specific to high-impact tutoring outcomes, and credentials and awards for the program include ESSA Level III evidence and NSSA validation with an NSSA badge backed. District partners have seen three times as many students reach proficiency in ELA and/or math after 12 weeks of GROW and a 35% average score lift on a nationally normed benchmark.
GROW high-impact tutoring can launch from kickoff to classroom in as little as two weeks when districts come focused. Paper offers tools that help teachers extend instruction, review student work, and reinforce classroom learning without adding to their workload.
Keith Irish, Assistant Superintendent of Educational Services for South San Francisco Unified School District in California, is part of the leadership connected to this work. He has stated that the school board in his district would like to continue the partnership with Paper even after returning to in-person learning and dissolve the homework center model because they think they can serve more students in a more equitable manner this way. He has also described how patterns in student questions through Paper inform educational services, allowing adjustments to scope and sequence and instructional practices, and has noted that this provides more information than the district had before. In addition, he has reported receiving positive emails from teachers about Paper, including comments such as “Mr. Irish, this is great. Why didn’t you do this in August? When is the next training coming?”
Last updated March 7, 2026.
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