Note: please note that this page should (a) link back to the issue overview on this topic, (b) be focused either the local, state, national, or global level, and (c) be neutrally presented, based on facts, and include footnotes for each of the items.  See the Research Guide and Information Sources to assist you. 

• Issue Overview for After-School Programs.

Scope of the Problem  factual statements on the extent of the problem in the past, current, or future

Past Policy  key legislation and milestones including significant policy and funding shifts, major studies, etc.

After school programing for children has existed for over a century. In the 1970s a resurgence in after-school programing occurred as a "solution" to working mothers and in response to a growth in maternal employment (Little, 2009). In 1998 the after school movement took hold with a the Department of Education's launch of the 21st Century Community Learning Centers. This funding was in conjunction with the public-private partnership with the C.S. Mott Foundation (Little, 2009). 

The focus of after school programming changed dramatically with the legislation of 21st CCLC. What once was simply programs for adult supervision, risk prevention, and skill building became much more. In 2002 the reauthorization of the 21st CCLC narrowed the focus of many after school programs from a community learning model to an after school program model (Little, 2009). After school programs now benefited the entire community with access to school resources such as teachers, computer labs, gymnasiums, while providing academic enrichment and services that complimented in-school learning. Programs also began to address literacy problems and related developmental educational services to the families of children in the program.

 Current Policy  summary of current policies in the form of legislation, programs, and funding

A National Evaluation of the 21st CCLC program indicated that on average, program grants awarded between 1999 and 2002 had limited academic impact on the students academic achievement (Dynarski et al, 2003). A recent study by Black, Doolittle, Zhu, Utterman, and Grossman (2008) state that a possible factor in this finding is that most academic activities at these after school programs consisted of homework sessions where students received limited additional academic assistance (such as reading, literacy, or assistance with math homework). 

Currently the 21st CCLC is a component under Title IV of the Elementary and Secondary Education Act. The 21st CCLC act provides funding to offer academic opportunities during non-school hours. The 21st CCLC focuses on students who attend high-poverty and low-performing school. The program is designed to help students meet state and local standards in core academic subjects, provide literacy and other educational activities for the families of participating students (more info at www.ed.gov/programs/21stcclc/index.html). 

In a study by Parsad and Lewis (2009) they profile several different types of after school programs found in elementary school across the country.

• Fee-based stand-alone day care programs- These programs refer to ones in which parents pay a fee for the after school program. Most of these programs are set up primarily to provide adult supervision, though some do provide homework help, recreational activities, and cultural enrichment activities. 
• Stand-alone academic instruction/tutoring programs- These programs focus exclusively on academic instruction and tutoring to improve students performance in core studies such as math, reading, and science. Programs include Supplemental Educational Services (SES) in schools that did not reach Adequate Yearly Progress (AYP). SES programs a component of Title I of the Elementary and Secondary Education Act, authorized by the No Child Left Behind Act (NCLB).
• 21st CCLC- Administered through the federally funded 21st CCLC program to provide academic enrichment opportunities including instruction in core academic subjects and to complement regular academic programs. 
• Other Programs Offered- Some programs offered may be former 21st CCLC programs that now offer the same type of programming opportunities but are a fee based program. Examples of this would be a program focused on violence prevention or arts and crafts. 

Key Organizations/Individuals   contacts for public and private organizations and key individuals

•   K-12 Academics (http://www.k12academics.com/national-directories/after-school-program) 

•  AfterSchool.gov -(http://www.afterschool.gov/xhtml/topic/t_29.html) - sponsored by the Interagency Executive Oversight Committee, U.S. Dept. of Human Services' Administration for Children & Families.

Bibliography   web sites, reports, articles, and other reference material 

• Out-of-School-Time Program Research & Evaluation Database & Bibliography, Harvard Family Research Project, Harvard Graduate School of Education. http://www.hfrp.org/out-of-school-time/ost-database-bibliography (accessed July 20, 2009)

• Parsard, B. & lewis, L.(2009). After-school programs in public elementary schools: First look. (NCES 2009-043). National Center for Educational Statistics, Institute of Educational Sciences, U.S. Department of Education. Washington, D.C. 

• Black, A.R., Doolittle, F., Zhu, P., Unterman, R., & Grossman, J.B. (2008). The evaluation of enhanced academic instruction in after-school programs. (NCEE 2008-4021). National Center for Educational Evaluation and Regional Assistance, Institute of Educational Sciences, U.S. Department of Education. Washington, D.C.

• Dynarski, M., James-Burdumy, S., Moore, M., Rosenburg, L., Deke, J., & Mansfield, W. (2004). When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program, New Findings. U.S. Department of Education. Princeton, NJ: Mathematica Policy Research, Inc. 

• Little, P. M. (2009). Supporting Student Outcomes Through Expanded Learning Opportunities. Harvard Family Research Project, Harvard Graduate School of Education.