Title I federal regulations provide funding to school districts to support Supplemental Educational Service (SES) tutoring services to qualified economically disadvantaged K-12 students and that these services should be monitored by school districts to determine its effectiveness. However, a school district in Southern California that is the focus of this convergent parallel design study has not provided sufficient oversight of the SES tutoring program resulting in ambiguity about policy implementation effectiveness. Using a theoretical framework of policy implementation as the foundation, the purpose of this study was to explore the role that quality of service played when administrators implemented the No Child Left Behind Act to evaluate tutoring services supplied by SES providers. Data were collected through a series of interviews with 10 school district administrators who also completed the EDUSERV survey. Data from the interviews were inductively coded and subjected to thematic analysis and descriptive information from the survey were calculated. Findings indicate that SES providers work diligently to support student learning improvement, but the inconsistent oversight by the school district has resulted in disparity in performance scores in educational attainment. The positive social change implications of this study include recommendations to school district leadership to engage in consistent training for leadership in oversight of the SES program as well as improvements in oversight of SES performance in order to enhance outcomes for economically marginalized students