This quantitative, correlational-predictive study was performed using publicly available archival data to determine if and to what extent post-COVID-19 relief funding (ESSER III) received by the Arizona public school districts in the 2021-2022 school year had a statistically significant impact on the English Language Arts (ELA) assessment during the 2021-2022 school year (a) as a direct co-predictor of the ELA assessment with poverty level and (b) as a possible moderator of the predictive relationship between poverty level and the ELA assessment. The theoretical foundation was the Education Production Function Theory which proposed an input-output approach to school resource allocation and educational outcomes. The study sample of N = 167 school districts included all noncharter public school districts in Arizona with complete 2021-2022 archival data for all variables of interest. The analysis involved a moderated multiple linear regression. The results from the complete regression model revealed inverse and statistically significant main effects of poverty level and ESSER III funding on ELA proficiency (poverty B = -0.691, [beta] = -0.406, t(164) = -3.781, p < 0.001; ESSER III funding B = -0.003, [beta] = -0.268, t(164) = -2.393, p = 0.018). The moderation (i.e., the impact of the interaction term, predictor x moderator, on ELA proficiency) was positive but statistically nonsignificant after controlling for the main effects: R[superscript 2] [subscript Change] = 0.016, F [subscript Change] (1, 163) = 4.199, p = 0.042 > corrected alpha = 0.025; interaction term B < 0.001, [beta] = 0.138, t = 2.049, p=0.042 > corrected alpha = 0.025. Follow-up simple slopes analysis indicated that ESSER III funding may have mitigated to some extent the inverse predictive relationship between poverty and ELA achievement. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]