This study investigated the effectiveness of an afterschool reading intervention program(ASRIP) in addressing the problem of at-risk English 10 students in an urban high school in danger of failing the Tennessee End of Course Test (TEOCT) because of low TEOCT pretest scores, poor regular school attendance (RSA), and low grade point average(GPA). The theoretical framework for this study was based on Dewey's constructivist learning theory. The purpose of this quantitative ex-post-facto research study was to determine whether participating in the ASRIP led to changes in the official TEOCT scores, RSA, and GPA for at-risk English 10 students who participated (n = 40) in the ASRIP versus those students who did not participate (n = 19). The mixed analyses of variance compared the pretest and posttest data for these 3 dependent variables. Significant main effects and interaction indicated participants' mean TEOCT score increased more than that of nonparticipants. A significant interaction for RSA reflected a decrease in mean days missed by participants but a mean increase for nonparticipants. Consistently higher mean GPA for the participant group resulted in a significant main effect mostly due to initial group differences. These results suggest that implementing an ASRIP may provide a method that will help at-risk of failing students to succeed in the learning environment. The findings of this study may produce positive social change by providing school officials and other stakeholders with information to help at-risk students in meeting or exceeding federal academic mandates. [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.]