This study examined six Beacon centers, which are community centers located in public school buildings that offer a range of activities and services to participants of all ages, before and after school, in the evenings, and on weekends. Individual Beacons are managed by community-based organizations. The study examined how the Beacons provided opportunities for youth development, school linkages, family involvement and support, and neighborhood safety and community building; who participated in which Beacon services activities; and benefits of participation. Data were collected via site and activity observations, youth surveys and interviews, and interviews with Beacon, lead agency, and school staff and community adults. Overall, Beacons offered youth a place to grow through challenging activities, caring relationships, and opportunities to contribute to the Beacon and their communities. Youth development activity quality made a difference in outcomes. Beacons provided important services and activities for neighborhood adults, who were satisfied with the services. While Beacons succeeded in bringing community members into schools, they were less successful in connecting schools and Beacons to one another. Beacons played a role in host communities as valued local institutions. Recommendations are provided in such areas as gender issues, group size, bullying, staff training, and hiring. Three appendices include: (1) Beacon Activities; (2) Regression Coefficients (Betas) for Selected Program Outcomes and Characteristics; and (3) Profiles of the Six Intensive-Study Beacon Communities. (Contains 73 footnotes, and 100 tables.) [For associated Summary Report, see ED471974.]