Despite No Child Left Behind mandates, the math achievement gap is still prevalent in schools in the United States, and efforts to address this problem have demonstrated little documented progress. The purpose of this study was to evaluate an intervention strategy used to address the math achievement gap. In this study, social capital theory, which Miller related to the benefits gained from extended-day learning activities, was used as a theoretical framework. The research question determined whether a group of African American and Middle Eastern students who participated in an extended-day program demonstrated higher achievement gains in math compared to the math scores of students who did not participate. An outcome-based program evaluation was used in order to compare the differences in math scores between 2 groups of students. The treatment group included 15 elementary-aged students, and the control group included 13 elementary-aged students. Pretest and posttest data were used to establish gain scores made during the 20-week program. A 1-way ANOVA demonstrated that the group participating in the extended-day program made significantly more progress than the group that did not participate. In an evaluation report, recommendations that included schedule changes and group learning were provided to support the enhancement of math potential among students who struggle the most in math. The study promotes positive social change by assisting elementary educators and local stakeholders in addressing the achievement gap and providing strategies for improving the effectiveness of extended-day learning. [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.]