The purpose of this mixed method quasi-experimental nonequivalent comparison group study was to analyze the effects of an Extended Learning Opportunity (ELO) in mathematics and reading for targeted at-risk middle school students in grades six through eight for two consecutive summers for one school system in Maryland. The creation of the ELO was in response to No Child Left Behind and the effects of the program were determined by analyzing student assessment performance and stakeholder satisfaction survey data through paired t-tests, analysis of covariance (ANCOVA), cross tabulations, multiple regressions, measures of central tendency, and categorizing stakeholder satisfaction survey data. Statistical significance was set at p less than 0.05. Conclusions from the study include: ELO participants completing the ELO grew on the "Summer Success: Math" posttests; Pearson product moment, phi, and point-biserial correlation coefficients produced weak or no relationships between student performance and teacher quality; students with disabilities, African American students, males and students receiving free and reduced meals (FARMS) continue to lag behind their peers; and adult feedback was positive, while student feedback was neutral. The researcher conducted the study to assist system-level decision makers in determining whether or not to continue the ELO in the future. Additionally, the study supports formal evaluation of other intervention programs and expanding the criteria used to identify potential students to participate in an ELO. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]