This study used a quasi-experimental design with nonequivalent comparison groups to examine the effects of a community-based ASP - located in low-income and racially segregated neighborhoods - on academic performance and school behavior problems among students in grades kindergarten to 12. The ASP's ecological program model is guided by positive youth development and a public health framework that considers risk and protective factors for academic and other behavior problems. Intervention components include academic tutoring, homework help, a manualized reading curriculum, and skill building groups that aim to enhance participants' academic and social-emotional development. (author abstract)