This article examines the implications of the supplemental educational services provisions of the No Child Left Behind Act for minority and low-income students. It outlines the political antecedents of the program and compares program requirements to previous Title I policy. It provides data on participation in the program collected from 10 districts, and finds that, while participation remains low, schools required to offer the program enroll a disproportionately larger percentage of minority, low-income, and limited English proficient students.