The mixed-method study presented in this article evaluated the effects of Supplemental Educational Services (SES), a federally mandated component of No Child Left Behind, on student achievement in Jefferson County (KY) Public Schools. SES provides free tutoring outside of school to disadvantaged students who attend Title I schools in their third year of failing to achieve Adequate Yearly Progress on state assessments (NCLB, 2001). A matched treatment-control group design was employed, in which students who received SES tutoring in either reading or mathematics were demographically matched to similar schoolmates who were eligible for SES but did not participate. Student achievement and consumer satisfaction results are discussed in the article relative to program, education policy, and research design issues for evaluating the efficacy of SES as a systemic intervention.