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Afterschool Policy Snacks
SEP
23
2016

POLICY
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Update: House of Representatives passes juvenile justice bill

By Erik Peterson

Pictured at the committee meeting yesterday, Rep. Carlos Curbelo (R-FL) introduced the the Supporting Youth Opportunity and Preventing Delinquency Act along with Rep. Bobby Scott (D-VA). Image via @edworkorce on Instagram.

On evening of September 22, the full House of Representatives overwhelmingly passed the bipartisan Supporting Youth Opportunity and Preventing Delinquency Act (H.R. 5963) by a final vote of 382 to 29. The bill now goes to the Senate, which has yet to pass its version of the juvenile justice reauthorization legislation. For more on the House bill and implications for afterschool programs, see the blog from Sept. 15 below. 

Juvenile justice bill introduced in House, passes Education Committee

On Friday, September 9, members of the House Education and the Workforce Committee introduced the Supporting Youth Opportunity and Preventing Delinquency Act (H.R. 5963). Sponsored by Representative Carlos Curbelo (R-FL) and Ranking Member Bobby Scott (D-VA), the legislation reauthorizes and reforms the Juvenile Justice and Delinquency Prevention Act (JJDPA) to help state and local leaders better serve young people and juvenile offenders. The House Committee on Education and the Workforce unanimously approved the legislation by voice vote yesterday.

Since 1974, the JJDPA has coordinated federal resources aimed at improving state juvenile justice systems with a focus on education and rehabilitation. While many of these state juvenile justice programs have been able to help children develop the life skills they need to hold themselves accountable and achieve success, not all programs have seen the same results. As the law expired in 2008, this bipartisan legislation includes reforms to provide states and local leaders flexibility to deliver services that meet the specific needs of delinquent youth in their communities; promote opportunities for juvenile offenders to acquire skills necessary to grow into productive members of society; help at-risk youth avoid the juvenile justice system by supporting prevention services; prioritize evidence-based strategies with proven track records and long-term solutions for addressing juvenile delinquency; and improve accountability and oversight at all levels of the juvenile justice system.

Committee Chairman John Kline (R-MN) praised the bill in a statement, saying the “bipartisan bill includes positive reforms that will help state and community leaders keep at-risk youth out of the juvenile justice system and provide juvenile offenders the second chance they need to turn their lives around.”

The bipartisan bill will strengthen prevention and rehabilitation support by:

  • Providing states and local leaders flexibility to deliver services that meet the specific needs of delinquent youth in their communities.
  • Promoting opportunities for juvenile offenders to acquire skills necessary to grow into productive members of society.
  • Helping at-risk youth avoid the juvenile justice system by supporting prevention services.  
  • Prioritizing evidence-based strategies with proven track records and long-term solutions for addressing juvenile delinquency.
  • Improving accountability and oversight at all levels of the juvenile justice system.

With regard to support for afterschool and mentoring programs, the bill restructures an existing local delinquency-prevention grant program to better assess and respond to unmet community needs. Under the legislation, eligible states will award five-year grants to help local leaders meet those specific needs with a focus on community engagement and coordination among existing efforts and programs. Mentoring and afterschool are included as allowable uses for the prevention funding as evidence-based programs to support young people.

The Senate’s bipartisan version of the juvenile justice legislation, S. 1169, cleared the Senate Judiciary Committee in July 2015, though attempts to pass the bill on the Senate floor have not yet been successful despite broad bipartisan support. 

SEP
14
2016

POLICY
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House passes an updated career and technical education bill

By Jillian Luchner

photo by Rabi Samuel

The bipartisan Strengthening Career and Technical Education for the 21st Century Act, the proposed House update to the Carl D. Perkins Career and Technical Education (CTE) Act of 2006, was placed on the House of Representatives suspension calendar yesterday and passed overwhelmingly with 405 affirmative votes of support. This is good news for the education and afterschool community, as the proposed law would extend opportunities for schools and communities to collaborate in engaging students in career pathways to well-paid, in demand careers.

The Afterschool Alliance submitted a letter of support for the bill to the House Education and Workforce (HEW) committee this week. The bill, as outlined in an earlier blog, includes many positive advances: explicitly including community based organizations as eligible, extending eligible programming to begin in the 5th grade, drawing attention to the need for workplace/employability skills, and focusing on underrepresented groups within career categories, among other well-needed updates.

The Senate has now scheduled its mark-up of the Perkins legislation for next Wednesday, September 21. Whispers around Capitol Hill suggest that the Senate does not have any major disagreements on updating the legislation, but we must wait and see what the Health, Education, Labor and Pensions (HELP) Committee releases.

The Afterschool Alliance is glad that the model of effective, bipartisan work done in the House and continued awareness of the value of updated legislation has motivated the Senate into action. Feel free as always to make your own voices heard! We will aim to keep you updated as the legislative session continues.

For more general information on CTE and Career Pathways, visit our Career Pathways webpage.

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learn more about: Congress Federal Policy Legislation
SEP
12
2016

POLICY
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Afterschool & Law Enforcement: New tools for working with school resource officers

By Erik Peterson

The Afterschool Alliance is pleased to present this post as part of the Afterschool & Law Enforcement blog series. For more information on the ways afterschool programs are partnering with local police, check out our previous blogs on building relationships and trust, the motivations for partnerships and on the law enforcement caucus’ briefing on youth mentoring.

Late last week, the U.S. Department of Education and U.S. Department of Justice released several new tools in the form of letters to states and districts emphasizing the importance of well-designed school resource officer (SRO) programs. School resource officers are law enforcement officers who provide security and crime prevention services to school communities. These new tools are intended to help SRO programs improve school climate, ensure safety for students and support student achievement in schools nationwide.

To the extent a local decision is made to use SROs in community schools, these resources will help state and local education and law enforcement agencies responsibly incorporate SROs in the learning environment. Additionally, the Departments have highlighted tools available for law enforcement agencies that also apply to higher education campus law enforcement agencies.

To assist states, schools and their law enforcement partners in assessing the proper role of SROs and campus law enforcement professionals, both the Education Department's and the Justice Department's Office of Community Oriented Policing Services released letters to states and districts emphasizing the importance of well-designed SRO programs and calling on leaders of institutions of higher education to commit to implementing recommendations from the President's Task Force on 21st Century Policing in the campus policing context.

To assist in the K-12 context, the Departments also jointly released the Safe, School-based Enforcement through Collaboration, Understanding, and Respect (SECURe) Rubrics. These new resources can help education and law enforcement agencies that use SROs to review and, if necessary, revise SRO-related policies in alignment with common-sense action steps that can lead to improved school safety and better outcomes for students while safeguarding their civil rights.

Afterschool advocates at the state and local level have been working with community organizations, school district leadership and law enforcement on using the afterschool setting as a venue to build better relationships between law enforcement and young people. The new tools released by the Departments of Education and Justice are a welcome addition to the resources available for this work. 

SEP
1
2016

POLICY
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Evidence-based practices in education

By Jillian Luchner

Photo by Andrei Firtich

The reauthorized national education law, the Every Student Succeeds Act (ESSA) puts an increased emphasis on states and school districts using evidence-based practices in many areas. Under ESSA's Title I, schools designated by their state as “in need of improvement” must create a school improvement plan with at least one activity or program that has a related study showing it meets one of the identified tiers of evidence: strong, moderate or promising (described below).

In addition to this requirement, seven different competitive grants in ESSA will give priority to applicants who meet the top three evidence-based tiers. Although 21st Century Community Learning Centers are formula funded and do not require stringent adherence to evidence based practices, eligible entities are still expected to use best practices to improve student outcomes. Fortunately, there is a substantial and growing evidence base on the positive effects afterschool has on youth development outcomes.

This March, president Obama also signed the Evidence-Based Policy Making Commission Act of 2016. The commission established by the act has designated appointees and is beginning its work. The government’s focus on evidence seems here to stay.

Below is an overview of the evidence tiers specific to ESSA, concluding with resources to find evidence-based programs and develop new studies to add to the field of research.

Here are the four tiers of evidence-based practices in ESSA

  • STRONG. Strong studies show positive and meaningful (“statically significant”) results with randomized control trials (RCT). RCTs are viewed as the gold standard of evaluation because they are the best way to determine the effectiveness of a program or policy. RCTs take a large group of people and randomly assign them to the intervention being evaluated (the “treatment” group, in this case, is an afterschool program) or assign them to have no intervention (also known as the “control group”). However, the level of resources (time, money, expertise, etc.) necessary for RCT studies makes them incredibly difficult to implement and limits their availability. This is why it’s important that the law also includes the following tiers of evidence.
  • MODERATE. A moderate study will demonstrate a meaningful positive result on student outcomes based on a quasi-experimental study—a study that, like RCTs, has a “control” group and a “treatment” group, but unlike RCTs, it does not include the random assignment to a group.
  • PROMISING. A promising study—or correlational study—is one that shows a relationship between an activity or program and student improvements, but it does not prove that the specific activity or program under study was the cause of the change. For example, a correlational study may find that there is a relationship between gains in students’ communication skills and their participation in an afterschool program, but it would not be able to say for certain that participating in the afterschool program caused students to improve their communication skills.
  • UNDER EVALUATION. In this final, fourth tier of evidence, the law recognizes that the evidence base is itself a work in progress. The “under evaluation” designation exists for activities and programs that, while yet untested, are rationally derived from research and will be tracked to see what effects they have.
JUL
27
2016

POLICY
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Congressional staff learn how to support rural afterschool programs

By Erik Peterson

The benefits provided by afterschool programs can be integral to the fabric of a rural community—including STEM learning experiences, community connections, caring mentors, and healthy snacks and meals. On July 26th, a Senate Afterschool Caucus briefing on “Afterschool in Rural America” highlighted research and experiences from providers that demonstrates how rural parents not only view afterschool programs as a support system for children’s academic growth, social development, and overall health and wellness, but how they also regard programs as a critical resource for working families.

An audience of Congressional staffers and representatives from national organizations heard from an expert panel about why the demand for afterschool programs in rural America is even greater than the overall national demand:

Nikki Yamashiro, director of research for the Afterschool Alliance, spoke on data gathered from parents and rural afterschool providers and featured in the 2016 America After 3PM Special Report: The Growing Importance of Afterschool in Rural Communities, sponsored by John Deere. Nikki reported on statistics about the demand for afterschool, including the finding that 3.1 million rural children who aren’t in an afterschool program would be enrolled in a program if one were available. She also noted how parents say that afterschool supports children and families, and that rural support for public investment in afterschool is strong. She also touched on the challenges faced by rural providers, including those challenges around providing quality STEM learning opportunities.

Liz Nusken, technical advisor for the YMCA of the USA, spoke about rural afterschool from the perspective of a national afterschool program provider. She painted a clear picture of what a rural YMCA program looks like, and the ways that YMCAs and schools work together in rural communities with key academic and behavioral outcomes. In particular, her presentation spoke to the work of the YMCA Achievement Gap Initiative in rural communities.   

Tammy Shay, director of programs, policy and communications for the Maryland Out of School Time (MOST) Network, talked through rural afterschool from a state perspective covering three key areas:

  • Assets of rural providers. Strong partnerships are key to success for afterschool in general—but absolutely essential in rural communities, where everyone wears many hats and can speak about a variety of issues. Schools are "community schools" in rural areas by default, and afterschool programs can be the bridge between schools and other services in area.
  • Transportation challenges. The distances involved and high costs of transportation for rural afterschool program providers form a large hurdle for rural providers to overcome.
  • The supports that rural programs need. The briefing emphasized the importance of 21st CCLC funding, which helps to provide a backbone for programs that includes supporting core staffing that is needed to loop in other partners, managing day to day operations, and finding and retaining staff.

Tammy also detailed the Maryland STEM ambassador program as an example of how statewide afterschool networks create a bridge and make essential connections between community assets in rural areas across the state. 

This briefing covered an important topic for the afterschool field. America After 3PM research found that for every one rural child in an afterschool program, there are three more rural children who are missing out on the amazing opportunities that afterschool programs have to offer. Afterschool supporters and providers can learn more about rural afterschool programs through the 2016 America After 3PM Special Report: The Growing Importance of Afterschool in Rural Communities and the rural afterschool data dashboard.

JUL
18
2016

POLICY
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Confirmed: funding for afterschool maintained in House education spending bill

By Erik Peterson

Participants from the Alternatives Inc. afterschool program visit the Capitol during this year's Afterschool for All Challenge.

As previewed on the Afterschool Snack last week, the House Appropriations Committee marked up the fiscal year 2017 Labor, Health and Human Services (LHHS) funding bill on July 13th and 14th, maintaining funding for federal afterschool and summer learning programs. In total, the draft bill includes $161.6 billion in discretionary funding, which is $569 million below the fiscal year 2016 enacted level and $2.8 billion President Obama's budget request.

According to a statement by the Appropriations Committee, “funding within the bill is targeted to proven programs with the most national benefit.” The bill cuts discretionary funding for the Department of Education by $1.3 billion compared to fiscal year 2016 levels, but keeps 21st Century Community Learning Centers (21st CCLC) level with last year’s funding at $1.16 billion.

The new Student Support and Academic Achievement State Grant program in Title IV Part A of the Every Student Succeeds Act (ESSA) is funded at $1 billion, $700 million above the Senate LHHS bill and $500 million above the President’s budget request, for grants that provide flexible funds to states and school districts to expand access to a well-rounded education (including afterschool STEM initiatives), improve school conditions, and improve the use of technology. The bill also includes $10 million for Full Service Community Schools (FSCS) grants whereas the Senate version of the bill had provided no funding for FSCS.

The legislation includes funding for programs within the Department of Labor, the Department of Health and Human Services, the Department of Education, and the Corporation for National and Community Service.

With regard to 21st CCLC, the funding level set in the House bill will allow 21st CCLC to continue providing quality afterschool and summer learning programs for almost two million children through local school-community partnerships. The bill also funds the Child Care Development Block Grant at $2.8 billion, a significant funding stream for school-age child care.

On the Senate side, the Senate LHHS Appropriations Subcommittee and full Committee marked up its FY17 spending bill earlier this summer, cutting $117 million from 21st CCLC

Add your voice to the debate on afterschool funding

Given the activity in the House and Senate around important policy and funding decisions, now is an opportune time to reach out to members of Congress to remind them of the value of afterschool and summer learning programs in inspiring learning, keeping young people safe, and helping working families.

JUL
8
2016

POLICY
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Afterschool and summer learning protected in FY17 House education spending bill

By Erik Peterson

The House Labor, Health and Human Services, Education, and Related Agencies Appropriations Committee today marked up its fiscal year 2017 Labor, Health and Human Services (LHHS) funding bill, which could be debated and voted on by the full Appropriations Committee the week of July 11th. In total, the draft bill includes $161.6 billion in discretionary funding, which is $569 million below the fiscal year 2016 enacted level and $2.8 billion below the President’s budget request.

Unofficial reports: 21st CCLC avoids funding cut

According to a statement by the Appropriations Committee, “funding within the bill is targeted to proven programs with the most national benefit.” The bill cuts discretionary funding for the Department of Education by $1.3 billion compared to fiscal year 2016 levels but (according to unofficial reports) keeps 21st Century Community Learning Centers (21st CCLC) level with last year’s funding at $1.16 billion. This news on 21st CCLC funding will need to be confirmed once language is officially released. 

The new Student Support and Academic Achievement State Grant program in Title IV Part A of the Every Student Succeeds Act (ESSA) is funded at $1 billion, $700 million above the Senate LHHS bill and $500 million above the President’s budget request, for grants that provide flexible funds to states and school districts to expand access to a well-rounded education (including afterschool STEM initiatives), improve school conditions, and improve the use of technology.

The legislation includes funding for programs within the Department of Labor, the Department of Health and Human Services, the Department of Education, and the Corporation for National and Community Service.

With regard to 21st CCLC, the funding level set in the House bill will allow 21st CCLC to continue providing quality afterschool and summer learning programs for almost two million children through local school-community partnerships. The bill also funds the Child Care Development Block Grant at $2.8 billion, a significant funding stream for school-age child care.

On the Senate side, the Senate LHHS Appropriations Subcommittee and full Committee marked up its FY17 spending bill earlier this summer, cutting $117 million from 21st CCLC

Add your voice to the debate on afterschool funding

Given the activity in the House and Senate around important policy and funding decisions, now is an opportune time to reach out to members of Congress to remind them of the value of afterschool and summer learning programs in inspiring learning, keeping young people safe, and helping working families.

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learn more about: 21st CCLC Congress Federal Funding
JUN
30
2016

POLICY
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New House bill gives career and technical education a modern upgrade

By Jillian Luchner

The House Committee on Education and the Workforce has released the “Strengthening Career and Technical Education for the 21st Century Act”, a bipartisan bill updating Perkins career and technical education (CTE) legislation, which was last authorized in 2006. The proposed update includes many positive changes that recognize and support the work afterschool and summer providers are doing to help students enter the workforce prepared and ready for well-paid, in-demand careers.

Main tenets of the bipartisan bill

The 2016 legislation focuses on providing students with opportunities to pursue recognized postsecondary credentials that are aligned with the employment needs of the surrounding economy, especially in high-skill, high-wage careers.

The bill is friendly to afterschool in many areas. The bill recognizes the important role that afterschool plays in planning CTE offerings and the benefits of including community-based partners as active participants in that planning. The bill language includes community based organizations explicitly as eligible entities (capable of receiving funding). Afterschool is at the table!

The bill also allows career exploration and other activities to be allowable starting as early as the 5th grade (the previous limit was 7th grade). The bill supports STEM learning for underrepresented students, and career pathways for non-traditional careers, such as girls in computer science. The bill draws out the role of competency based education (digital badges, for example) in local CTE programs. The bill continues to mention the importance of employability skills, many of which overlap with social and emotional learning. And the bill also establishes an “Innovation Grant Program,” which reserves 25 percent of an initial $7.5 million allocation for specific programs, including partnerships with non-profits.

The bill is still heavily focused on a tripod of secondary education, post-secondary institutions, and businesses as the main players, however. This focus means that entities that do not fall into these three categories must ask to get a seat at the planning table. These entities include community-based programs, 21st Century Community Learning Centers (which will include workforce development as an allowable use when the Every Student Succeeds Act goes into effect next year), and other afterschool and summer providers working on employability skills and career pathways. As these entities are eligible for funding, this ask should not be too difficult. Additionally, groups that serve out of school or at-risk youth often are included, so the avenues for becoming involved in the planning process are many.

While the House has completed its proposal for revising the CTE law, the Senate has yet to unveil its plan, and the road to enactment isn’t entirely clear, given that legislators are about to leave Washington, D.C. until September. As a result of this timetable, there is still time for feedback and modification. Feel free to let us know your thoughts on the House bill. Talking with your state CTE state director is another way to learn more about the current law and develop relationships around the work you are doing to prepare students for excellent, in-demand careers.

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learn more about: Academic Enrichment Youth Development