Varro, Patrick James2010-02-172010-02-172009-11https://hdl.handle.net/11299/58023University of Minnesota Ph.D. dissertation. November 2009. Major: Educational Psychology. Advisors: James Ysseldyke, Ph.D., Kyla Wahlstrom, Ph.D. 1 computer file (PDF); vii, 137 pages.The purpose of this study was to expand the knowledge base on academic after-school programs. The majority of evaluations conducted in this area have occurred while the program was still in operation. There is a dearth of studies conducted examining any potential long term effects of participation. The current study was conducted to follow-up a matched pair sample of participants and non-participants of an academic based afterschool program that operated in eight inner-city schools from June 2000 to May 2003. Specifically, this study was conducted to ascertain the degree to which previous participation in an after-school program impacted students' academic achievement, school day attendance, and discipline events. Statistical analyses revealed that there were no significant differences between participants and similar non-participants in the aforementioned areas. Furthermore, the frequency of after-school program participation was not found to be a significant mediating variable. Finally, a discussion of the results, limitations and merits of the study, and practical implications for future research was included.en-USAfter-school programsAcademic-based programmingEducational PsychologyThesis or Dissertation