The development and promotion of effective after-school programs requires that two common misconceptions about them be dispelled; i.e., that they are basically for childcare and to extend regular school programming. The primary focus of effective after-school programs is positive youth development. This involves the development of multiple skills, such as critical thinking, problem-solving, and interpersonal skills. Primary learning strategies are low staff-to-student ratios and individual instruction. After-school programs also focus on the prevention of at-risk behaviors, such as early sexual activity, drug and alcohol use, and violence. This is done through life skills activities and instruction. Although after-school programs may incorporate academic instruction or tutoring that complements regular academic instruction, it is important that after-school programs have flexibility to pursue a broader emphasis and distinctive teaching methods. The evaluation of after-school programs is still underway, with only a few studies having been completed. Initial results show that participation provides academic support, mentoring, recreation, and cultural/social enrichment not experienced by peers who do not participate in after-school programming. A California cost-benefit analysis of after-school programs found that for each dollar the State invested in providing an at-risk youth with an after-school program, the State could expect a return of between $8.92 and $12.90. Examples of publicly funded and privately funded after-school programming are provided. Future needs are the development of comprehensive statewide policies for after-school programs, a uniform set of quality standards and evaluation measures, and sustainable funding. 6 tables and 24 references