The impact of No Child Left Behind (NCLB) is usually understood in relation to schools and districts, but the legislation has also affected community-based organizations that operate school-linked programs. This case study of an after-school program in California demonstrates how educational accountability systems that emphasize students' academic achievement and scientifically based research prompted evaluators to modify evaluation questions, methods, and analytic techniques. The external demands of NCLB transformed the evaluation to support the relevance and value of this community-based program within the evolving framework of accountability for the school. (Contains 5 tables.)