Kauffman, Claudine2016-02-262016-02-262013-05http://hdl.handle.net/11603/2383The purpose of this study was to determine whether an after-school literacy program would increase reading comprehension scores of low-performing, high-poverty Title I students compared to low-performing non-Title I students who did not participate in an after-school literacy program. The results of this study indicate that there was a significant difference in the reading comprehension performance of Title I students who participated the after-school literacy program and the non-Title I students who did not participate. Further research is needed to determine if this would be beneficial for the Title I students who would participate in the after-school literacy the program year-round and not just for the six week session.45 p.en-USCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Education -- Research papers (Graduate)Literacy programs -- Research.After-school programs -- Research.Academic achievement -- Research.Education -- Research papers (Graduate)Text