At-risk students' participation in after-school programming is one-way schools are responding to the lagging literacy scores in the U.S. This program evaluation attempted to inform after-school program stakeholders by examining the relationship between participants' attendance in a 21st Century Community Learning Center after-school program targeting at-risk students in grades six through eight and their literacy achievement scores. Spearman correlational analyses were conducted. The results indicated non-significant, very weak associations between participants' attendance and English Language Arts/Reading Georgia Milestones scores and Lexile scores, suggesting participants' program attendance is not strongly associated with test scores. However, the results of participants' attendance and final grades in reading revealed significant, moderate associations suggesting program participants with increased attendance may benefit from the literacy resources and activities offered in programming. However, further research is needed to explore additional variables such as formative testing data. Therefore, the study concludes with a discussion about the variances in results and recommendations to further inform stakeholders in the after-school program and inspire future research. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]