Most youth sport and recreation programs take place during after school hours. In order to achieve the objectives of after school programs, program evaluation is necessary to provide information for curriculum and activity adjustment, reallocation of resources, improvement of facility, staff development, decision-making, and accountability. Previous evaluation studies have focused on program participants and teachers. However, parent observations and opinions regarding program quality can help identify the merits, weaknesses, and future directions of programs. Numerous researchers have indicated that parental involvement is an important aspect of effective educational programs. Parental influence significantly impacts children’s participation in exercise, recreational activities, and sports. Parents may positively or negatively influence their children’s motivational levels and play a significant role in their children’s engagement in a variety of educational, recreational, and other activities. The purpose of this study was to develop the Parent Scale for Enrichment Program (PSEP) to measure parent perceptions of after school program quality. The preliminary PSEP with 30 items in a 5-point Likert scale was formulated through a comprehensive review of literature, interviewing parents of after school program participants and program administrators, a focus group study, and a test of content validity by a panel of experts in after school programs. Parents (N = 5,273) of after school program participants completed the scale. The data set was randomly split into two halves: one for exploratory factor analysis (EFA) with alpha extraction and promax rotation, and the other for confirmatory factor analysis (CFA) with maximum likelihood estimation. Using the criteria of an eigenvalue equal to or greater than 1.0 and a factor loading equal to or greater than .40 without double loading in the EFA, four factors were identified with 23 items retained: Program Effect (7 items), Program Staff (6 items), Program Offering (6 items), and Program Assurance (4 items). These factors and items were consistent with the general objectives of after school programs. When conducting the normality test, 3 of the 23 items deviated from normality and thus were eliminated. Conducting the CFA for the remaining 20 items revealed that the four-factor model provided a good fit to the data (e.g., SRMR = .039, GFI = .90, and CFI = .95). Also, all four factors had alpha and composite reliability coefficients greater than .70, indicating good internal consistency within the factors. Discussions were made in the context of the scale development and its application potential in after school program evaluations.Keyword(s): administration/mgmt, measurement/evaluation, youth sports