The purpose of this study was to determine the impact of a supplemental educational program (SEP) on the academic performance and attendance of ninth-grade students. The study is unique because the program targeted only ninth grade students. Studies reviewed targeted primarily tenth grade students, as many adolescents decide to drop out of high school before age eighteen. Two research hypotheses were developed to determine the statistical significance of differences between the mean gain scores in academic performance and the means in attendance of the control and experimental groups. A pre-test post-test design comparison group provided evidence that those students who participated in the SEP performed similarly to those students who did not participate in the SEP. The sample was a convenience sample consisting of thirty at-risk students in the experimental group and thirty-five at-risk students in the control group. Academic performance and attendance data were collected from the official school record for each student who participated in the study. The t test was performed on the gained scores of the students in the experimental group and those of the students in the control group. The study shows that the mean differences for the two groups in relation to academic performance and attendance were not statistically significant. The results of the study demonstrate that the SEP was not particularly effective. There is further evidence that school districts should anticipate such problems and implement intervention programs before the ninth-grade level. Parental involvement in their children's schooling also suggests evidence of positive effects on students' achievement. Finally, practical implications are discussed in this study for designing supplemental education programs to meet the needs of the at-risk student population.