The Social Context of After-School Programs in Michigan


Jean Kayitsinga and Francisco Villarruel

Document Id: LM-02

There is growing evidence that after-school programs promote positive youth development (Eccles & Gootman, 2002). Gambone, Klem, and Connell (2002) in their model, A Community Action Framework for Youth Development, suggest that after-school programs prepare young people for successful transition to young adulthood. Through their participation in youth programs, young people have access to opportunities to learn and build important skills. Studies find that, compared to family and community factors, time spent in youth programs is the most consistent predictor of youth thriving (Borden, Perkins, Villarruel, Carlton Hug, Stone, & Keith, 2006).

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