Abstract

Afterschool programs are seen as a solution to many of the problems facing our educational system today. In particular, afterschool programs are intended to help low income and at-risk students improve their academic performance. However, all afterschool programs are not created equally. Programs differ in the amount of time students participate, the length of time the program has operated, the types of activities offered, and programs vary depending on the school in which they operate. This paper will demonstrate the ways in which afterschool programs differ and the subsequent impact on academic achievement. Additionally, it will highlight the need for more focused regional analysis of the impact of afterschool programs on academic achievement.

Degree

MS

College and Department

Family, Home, and Social Sciences; Sociology

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2012-07-09

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd5473

Keywords

afterschool programs, school context, academic achievement

Included in

Sociology Commons

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