The purpose of this study was to determine to what degree significant academic gains occurred in English/language arts and mathematics achievement for students who attended the after-school program compared to the students who did not participate in the after-school program. This study was significant in that it examined the impact of structured after-school programs on student participants' academic performance. Additionally, the study investigated if any significant academic gains occurred for students who participated in the after-school program. This quantitative study used a causal-comparative research design. Based on multiple analyses, there were no statistically significant differences in the academic achievement of students who participated in the after-school program compared to students who did not participate in the after-school program. This achievement trend held for students on the English/Language arts and Mathematics End of Grade test. On the Georgia Milestones End of Grade test in English/language arts and mathematics, there were no statistically significant differences in the mean scale score for students who attended the after-school program for more than one academic year compared to students who only attended for one year. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]