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Abstract
Many studies have evaluated the effectiveness of after-school programs to understand the possible positive effects they have on students. Funding for these programs as well as spaces available for students can be competitive. While many studies have evaluated attendance in relation to program outcomes, studies have not evaluated programs in terms of student attendance patterns. Many students attend frequently near the beginning but then slow their attendance or vice versa. This study aimed to evaluate whether student grades would differ between students who had different attendance patterns. The study found only one significant result which was between the science grades of students who consistently attended the program frequently and students who infrequently attended the program. The results and implications of future studies and practice are discussed.