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This report examines the implementation and effects of the academic summer program for middle school students offered by Building Educated Leaders for Life (BELL). BELL’s middle school program serves rising sixth- through eighth-grade students who are performing one to two years below grade level. The goals of the program are to increase students’ literacy and math skills and to enhance their social development. Overall, the findings from this study indicate that BELL mounted a fairly well-run and well-staffed five-week summer program in summer 2012 and that students attended at a high rate even though the program was voluntary. The pattern of impact estimates suggests that, on returning to school in fall 2012, BELL students may have had stronger math skills than they would have had otherwise, equivalent to a little over one month of learning, which is the effect that one would expect from a five-week program during the regular school year. While additional research would be required to confirm these preliminary findings, if true, this suggests that strategies for teaching reading skills to middle school students may need to be different than the approaches used with elementary school students. The following are appended: (1) The Statistical Model and Statistical Power of the Evaluation, (2) Surveys and Testing: Timeline, Survey Scales, and Data Collection Instruments, (3) Characteristics of Students in the Study and Response Analysis, (4) Data Collection During the Site Visits, (5) Sensitivity Analyses, (6) Characteristics of the Study Districts and the Nonstudy Districts.