Afterschool programs enable inner city public schools to plan, implement, or expand projects that benefit the educational, health, social services, cultural, and recreational needs of the community. This study investigated the impact of afterschool programs on various non-cognitive and cognitive measures (e.g., attendance, suspensions, and grade point average) associated with school performance among poor, inner city students in Louisville, Kentucky. Community learning center programs were established in the intervention schools. They offered enrichment and support activities, community involvement, services to parents and other community members, extended school hours, and core educational services. A group of 636 participating elementary and secondary school students were divided into two groups: 241 regular program attendees and 395 non-regular attendees. Data were analyzed using descriptive, correlational, and analysis of covariance (ANCOVA) methodology. Results indicated that there was a positive relationship between the total number of visits and improved school attendance. There was also a positive correlational trend between higher program participation and students' academic performance and number of suspensions. (Contains 15 references.) (SM)