In an attempt to respond to confusion about--or resistance to--the tutoring requirements of the No Child Left Behind Act, the U.S. Department of Education issued guidance outlining what it expects states and school districts to do in supplying the help to needy children. This nonregulatory guidance clarifies the roles of states and school districts. The roles of the states are: (1) To ensure that parents have "a balanced variety of program options"; (2) To consider adopting policies to govern providers' use of incentives; (3) To permit teachers working in schools or districts deemed to be "in need of improvement" to work for private tutoring providers; and (4) To require a district to stop serving as a federally funded tutor if it is deemed to be in need of improvement, although schools in good standing within such districts may apply to serve as tutoring providers. On the other hand, the roles of the school districts are: (1) To not bar state-approved providers from serving students because of concerns about program design; (2) To not evaluate providers' effectiveness; (3) To not impose requirements that affect a provider's program design; and (4) To terminate a provider's service to an individual student, but not to all students served by that provider.