After-School Initiatives

After-School Project

After-School Initiatives

by Linda Demkovich
State Health Notes, vol.21, #334
October 9, 2000

Life, 1960s sitcom-style-kids coming home from school to a plate of fresh-baked cookies, a glass of milk and a parent (usually mom) asking, "How was your day?"-has changed dramatically. For one thing, many more women are in the workforce, often on a full-time basis; for another, both women and men are working longer hours. For those with children, the result is a scramble to cover the gap between the time school lets out and they themselves get home.

According to a Sept. 11 Urban Institute report, an estimated four million 6-to-12-year-olds whose mothers work "are regularly without adult supervision when not at school." And while the average time in unsupervised "self-care" totals just five hours a week, 15 percent of the children are alone for more than 10 hours a week, and as they get older, the numbers rise-to 35 percent for kids ages 10 to 12 and 44 percent for 12-year-olds.

The incidence of self-care is greater among the cohort of older children in higher-income families, in families with mothers who work traditional hours and in white families. But, coauthor Jeffrey Capizzano said in releasing the report, "We are particularly concerned about the younger children and children in low-income families who regularly spend time unsupervised each week." They are the ones, he said, who "face the greatest challenges while in self-care and may have the most to gain from structured, supervised activities."

The need for structure and supervision is apparent. A 1997 study, for example, found that the juvenile crime rate triples between 3:00 P.M. and 6:00 P.M. In addition, idle time and peer pressure can drive youngsters into risky behaviors like substance use or sexual activity. To provide kids with a safe haven-a place to do homework, play some sports and find an adult with whom to share problems-states have begun devoting greater amounts of resources to before- and after-school programs. State involvement "blossomed in 1998," said Joyce Shortt, associate director of the National Institute on Out-of-School Time. The trend, she said, has been fed by three forces: rising academic expectations; interest in protecting kids from violence, either as perpetrators or victims; and welfare reform, with its expectation that growing numbers of mothers will move into the workforce.

California: Taking the Lead
Like most states, California has long supported subsidized child care, especially for younger kids in low-income families. Based on Senate Office of Research estimates, the state spends $2 billion a year on child care, half of it directly for children to age 13 in families on welfare. "It's catch as catch can," said a staffer. "You make the arrangements, we'll pay for it." Of the remaining $1 billion, another $200 million goes to early childhood education programs similar to Head Start.

In 1985, the Legislature created a special program, now budgeted at $27.5 million, for school-age children. As an incentive to help the middle class "who may have enough money [for child care] but not enough options," the staffer explained, at least half of the kids in the program must pay the full freight; the rest may be from low-income working families.

In 1998, lawmakers upped the ante again, enacting an innovative incentive grant program called After School Learning and Safe Neighborhoods Partnerships. With $88 million in state funds this year and other revenue sources, including $100 million in welfare reform funds, the program has the capacity to serve 1,400 communities. By reimbursing local programs at $5 per day per child and easing staff ratios and training requirements, the state hopes to expand greatly the number of school sites offering care. Elementary, middle and junior high schools where 50 percent of students qualify for free or reduced-price meals under the National School Lunch Program will be given priority. Modeled on three existing after-school programs-LA's Best, Sacramento Start and Critical Hours in San Diego-the initiative requires the partners (businesses, local governments, schools) to match state funds. Local programs must have an education /literacy component, including tutoring and homework assistance, and an education enrichment component, including recreation and prevention activities like gang awareness and substance abuse services.

Assemblyman Tom Torlackson, one of three authors of the initiative, called the program "a crime-stopper and a grade-booster." As a teacher and coach, Torlackson said he saw fewer parents show up for track meets or other after-school activities as work days lengthened, prompting his response to latchkey crisis. Community reaction to the program "has been phenomenal," he declared.

Andrea Fletcher of the state Department of Education, who serves as liaison between the department and the partner sites, said that as the first director of Sacramento Start, she had learned first-hand the limitations on raising money locally-"$3 million was all that we could do"-and on the ability of local programs to comply with state licensure regulations. The influx of new dollars and looser staffing ratios (20:1 vs. 14:1) mean the new community programs can encompass more kids at less cost. "The need is so huge," she declared, that "we needed to shift our thinking to a much broader level."

Programs in Progress
On the front lines, after-school programs appear to be making a difference.

• Candice Porter, liaison between the Boys and Girls Club of San Dieguito and Critical Hours-one of 60 program sites across San Diego County-said the program "has really filled a need." Among services: "lots of help with homework," discussion groups on coping strategies, fitness and sports activities and, on days school is out, field trips to community attractions. Now in its fourth year, the site attracts 600-1,000 youngsters ages 12 to 15, "plus some on either side of that," Porter noted. Among the results: 99 percent of participants have had no encounters with law enforcement; 99 percent are alcohol and tobacco free; and "grades are going up, at least one letter grade per session."

• Mercedes Smith, director of the 3:00 Project in Decatur, Georgia, said her program's goals are community service; recreation and socialization; communications strategies to deal with issues like drug use, suicide and pregnancy prevention; and academic enrichment, "though we don't want to recreate the school day." Begun in 1995 at three sites, the program now serves 10-to14-year-olds at 15 sites in nine communities. Of the $300,000 a year appropriated by the General Assembly, $180,000 passes through directly to the community sites. Though there's no control group against which to measure, Smith said results are positive. The kids feel safer, are doing better in school and are gaining social skills and making friends. Without the program, "they'd be home alone or hanging out."

For any questions regarding the After-School project or related issues, either call the Denver office at 303/364-7700 or the DC office at 202/624-8183 or via e-mail.

Back to After-School Project