This chapter provides a review of the literature related to after-school programs. The literature review is organized into the following categories: History of After-School Programs, Need for After-School Programs, Effectiveness of After-School Programs, Frequency and Duration, and Middle School After-School Programs. This section also examines the theoretical framework of this research. Theoretical Framework Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our knowledge of the world in which we live (Au & Carrol, 1996). Learning is simply the process of adapting what we already know to accommodate new experiences. Constructivism can be traced back to the 18th century and the work of Giambattista (Bhattacharya & Han, 2001). Bhattacharya and Han argued that humans can only understand what they themselves have constructed. Many philosophers and educators have worked with these ideas, but the first to develop a clear idea of ​​what constructivism consists of were Jean Piaget and John Dewey. Von Glaserfield (1990) recognized that constructivism means “knowledge is not passively received”. Piaget (1973) stated that students are not just “empty heads” that can be filled with the facts contained in the curriculum distributed to my teachers. Constructivism does not depend on a standardized curriculum. Instead, it promotes the use of curriculum tailored to students' prior knowledge. It also emphasizes real-world problem solving, experiments, reasoning, and communication (Au & Carrol, 1997). Constructivism gives students the power to make connections, reframe ideas, and reach conclusions (Brewer & Daane, 2002). After-school programs often focus on teaching… middle of the paper… in 21st century community learning centers. The evaluation revealed that programs had difficulty recruiting and retaining young adolescents, and those that did participated participated inconsistently. Middle school students were less likely to participate in academic classes and more likely to be involved in recreational activities. Beth Miller (2003) stated that after-school programs aimed at middle school children must keep students engaged in the program through a variety of popular activities and entertainment. engaging activities. He also noted that after-school programs are successful when participants are motivated to achieve academically. In summary, middle school students benefit from frequent participation in quality after-school programs that increase engagement in learning, provide a variety of recreational activities, and develop key skills. necessary for academic success.