Despite substantial cross-national interest in remedial programming as a way to support low-achieving students, evidence of its effectiveness is rare, particularly in low-income and/or crisis-affected contexts. In this article, we present experimental evidence of the impact of a remedial tutoring program on academic outcomes from a two-level randomized trial of two treatments in Niger: school randomization testing the impact of skill-targeted SEL activities and within-school student-level randomization testing the impact of access to remedial tutoring.