Under the mandates of No Child Left Behind, supplemental educational services (SES) in the form of tutoring are provided to eligible students who attend schools in the 3rd year of program improvement status. A local suburban school district in the southern California currently uses a 3rd party tutoring model to provide tutoring services in both mathematics and language arts. State approved tutors are reimbursed by the school district using Title 1 funding up to a per-student revenue allocation that is determined by the amount of Federal funding each school district receives. A review of archival student data reflects that the current model is ineffective in increasing student test scores in mathematics and language arts on the California Standardized Test. An improvement-oriented formative program evaluation was proposed to investigate the current 3rd party tutoring model and to formulate revisions to the current SES tutoring program. The study was based on the constructivist theories of Vygotsky and Kolb, which emphasized the active role of learners in building understanding and making sense of information. A thematic analysis of data obtained from 10 interviews with state-approved tutors provided insight into the impact of the current 3rd party model on current stakeholders. Program evaluation findings outlined in the executive summary will include recommendations on how the current tutoring program may be augmented to improve learning outcomes for eligible students. The implementation of these recommendations for program improvement will serve as a catalyst for positive social change as student learning outcomes improve and schools emerge from under the academic sanctions of No Child Left Behind. [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/en-US/products/dissertations/individuals.shtml.]