Prompted by the lack of federal involvement in extended day programs for elementary school students in Chicago, this literature review presents background information on national after-school programs for school-age children. Discussed are the history of federal involvement in child care, current federal legislation and programs, the participation of state, county, municipal, and local governments, and the role of the local school and community. After-school program models are listed to indicate that various program options are available which could meet the needs of most parents. The reviewed research concerned (1) families of working and nonworking parents, (2) effects of working and nonworking mothers on their children, (3) parental pressure in child care, (4) the relationship of child care to employment, (5) the effectiveness of after-school programs, and (6) the effectiveness of parent education programs. It is concluded that the lack of adult supervision after school for school-age children has not significantly affected children, most parents leave their school-age children in self-care, after-school programs for school-age children have proven to be advantageous, and parent education has been found to produce positive changes within both parent and child. A four-page reference list is provided. (RH)