Quality after-school programs are designed to improve academic performance, decrease youth crimes and other high -risk behaviors, and help young people grow into healthy, successful adults. The effect of quality after-school programs on academic performance is clear. Studies show that students who take part in such programs show better work habits, higher rates of homework completion, improved grades, and higher scores on achievement tests. They also have fewer absences and are less likely to blame. After-school programs also influence high-risk teen behavior. Various studies show decreased rates of crime, drug use, and teen sex among youth who join in well-run after-school programs when compared to similar youth who do not. Finally, after-school programs play an important role in supporting the following fields of development: physical development, mental development and social development. Thus, one can safely say that after-school programming is an effective method to help young people become contributing members of society. Although there is enough proof from both small and large assessments that after-school programs can make a positive difference, it is important to note that not all programs are equal. First, dosage（）matters —young people who attend the most hours over the most years benefit more than members who attend less often or over a shorter period of time. Next, after-school programs make a bigger difference for those students who need help most and have the fewest choices. Finally, program qualities matter. After-school programs work best when they create unique opportunities for youth. They should provide opportunities, skill building meaningful involvement, expression suggestion, service, and work. Staff characteristics make an important difference in the quality of a program. The adults should treat youth as partners, create safe and fair environment, encourage personalized involvement, and actively create learning opportunities. In short, although after-school programs have promising future, how they are  designed and run matters. 1. Quality after-school programs can not help the students       . A. have fewer attendances            B. improve academic performance C. have high scores on tests           D. decrease high-risk teen behavior 2. According to the passage, a good after-school program is usually determined by       . a. its unique opportunities            b. safe and fair environments c. work staff characteristics           d. students’ willingness and family backgrounds A. a, b, c, d          B. a, b, c       C. a, c, d         D. b, c, d 3. The main intention of the writer is to       . A. present the problems with quality after -school programs B. warn school leaders of quality after-school programs C. compare quality after-school programs with bad ones D. give an introduction of quality after -school programs 4. Which of the following structures suits the passage best? A. Quality Aims After-school   Effects Program      Analysis   Conclusion B. Quality Aims After-school   Causes    Effects Program      Analysis   Conclusion C. Quality Aims After-school   Causes      Conclusion Program      Analysis D. Quality Aims After-school   Effects     Conclusion Program      Analysis