After-school and community programs provide a significant amount of insight into both
the effective and ineffective practices that can be used to promote youth development. According to research, for students who are considered at risk (i.e., coming from impoverished backgrounds, violent neighborhoods), participation in after-school and community programs can benefit students socially, academically, or emotionally (Larson & Eccles, 2005). Larson and Eccles (2005) study found that students showed less risk and higher rates of positive development after participating in a quality after school program. This study examines the types of organized activities and instructional methods that may promote positive youth development, within an after-school program for low SES, urban youth. The method of data collection for this study will include participant observations within the designated after school setting and parent and child surveys to better understand experiences within the program. It is the intent of this study to provide insight on how to effectively promote youth development outside the classroom, within a supplementary environment.
