The SELF Foundation engaged 287 students at Key, Revere, and Welch middle schools in afterschool tutorials and enrichment activities to support their academic, social, and emotional development. Program impact was measured using reading and math performance, attendance, and disciplinary actions of SELF Foundation students compared to non-participating students enrolled at SELF Foundation schools. Student perceptions regarding program benefits were gathered via surveys. Propensity score matching generated similar student groups to compare outcomes. Sixth- through eighth-grade SELF students achieved higher reading scores and seventh-grade students attained moderately higher math scores than their matched counterparts on district-level assessments (DLAs). Math DLA performance for SELF and matched students were comparable at eighth grade. The decrease in disciplinary actions from the 2013-2014 to the 2014-2015 academic year was greater for SELF students than the matched comparison group. The mean numbers of excused, unexcused, and total absences were lower for SELF students than the comparison group. An overwhelming majority of students indicated that they were benefitting from all of the program components, with the largest majority specifying physical activities (93%) and tutorials (90%). Consideration should be given to expanding these program components, while strengthening components that support improvements in discipline and attendance, such as character building, conflict resolution, and effective communication.