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.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-4333 |
| Date | 09 July 2012 |
| Creators | Mazar, Chelsea Elizabeth |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | http://lib.byu.edu/about/copyright/ |
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