Ashley Costillo, a graduate of the After-School All-Stars program in Florida, shared that afterschool programs fed her when her family was struggling and she was hungry, and afterschool staff provided the morale support and guidance that helped her on the challenging path to college. Read more about Ashley’s story.

Kelly Quattlebaum, a single mom of four from Alabama, said she couldn’t have made it without the support of afterschool programs. Because of afterschool, Kelly was able to complete a college degree and advance her career, putting in her in a better position to provide for her family.  Her son not only discovered his future calling as an electrician in his afterschool program, he also discovered that he can make a difference in the lives of others, through a project building solar-powered heat and A/C units for residents who had none. 

If the cuts are implemented, nearly 2 million children stand to lose afterschool and summer programs. Other speakers shared how the proposed cuts would increase class size, cut professional development for educators, jeopardize students' health, and threaten the existence of community schools. 

To stop the cuts from becoming reality, speakers urged listeners to contact Congress and make their voices heard. June 28 is a national day of action to protect summer and afterschool programs. 

Four organizations were awarded a $100,000 two-year grant:

• After-School All-Stars DC (Washington, D.C.)
• Genesee Area Focus Fund (Flint, Mich.)
• Harlem RBI, Inc. (New York, N.Y.)
• Latin American Youth Center (Washington, D.C.)

Four organizations were awarded a $50,000 two-year grant:

• Communities in Schools of Tacoma (Tacoma, Wash.)
• ICAN: Positive Programs for Youth (Chandler, Ariz.)
• Simpson Street Free Press (Monona, Wis.)
• TOUCH (Tulsa, Okla.)

Ten organizations were awarded a one-year $15,000 grant:

• America SCORES Chicago (Chicago, Ill.)
• America SCORES Cleveland (Cleveland, Ohio)
• Arab-American Family Support Center (Brooklyn, N.Y.)
• Communities in Schools - San Antonio (San Antonio, Texas)
• Greater Seattle Techbridge (Seattle, Wash.)
• Kids Club of Harney County (Burns, Ore.)
• Mission Graduates (San Francisco, Calif.)
• Seven Tepees Youth Program (San Francisco, Calif.)
• South Asian Youth Action (SAYA) (Elmhurst, N.Y.)
• YMCA of Greater Grand Rapids (Grand Rapids, Mich.)

Research has shown that for disadvantaged students, more learning time in the form of high-quality afterschool, expanded-day and summer programs leads to greater academic achievement, better school attendance and more engaged students.

The grant recipients may use funds for capacity building, to enhance direct service activities, and/or for program expansion. The recipients of two-year grants were chosen on the strength of their support for youth in the transition to the ninth grade, specifically around such indicators of success as on-time promotion; school attendance rates; improved behavior, grades and test scores; and/or the development of social and emotional skills.

Since 2013, the New York Life Foundation has invested more than $24 million in national middle school OST efforts, supporting organizations that provide nearly 500,000 middle school youth with afterschool and summer programming. Foundation grants have supported an additional 6 million hours of OST programming.

On Friday evenings, students in the Aviation Mechanics program travel to Fairbanks, approximately one hour away from Nenana, to attend training at Fairbanks Aviation Services. Here the students learn various aircraft mechanics skills, such as engine repairs, aircraft construction, safety check inspections, and how to paint an aircraft.

Beth Norman, Nenana’s 21st CCLC Coordinator stated, “This program is preparing high school students for real jobs that are needed in our state. Jobs in the aviation industry pay well and are available in almost every village in Alaska.”

Throughout their time in the program, students log their hours of aviation mechanics, which can be used to help them when applying for apprenticeship programs. The Aviation Mechanics program not only teaches real-world, marketable skills that are in high demand in Alaska, but also soft skills that are valuable in the professional world, such as responsibility, punctuality, and communication.

“By having a Community Learning Centers grant we have been able to provide students with afterschool tutoring that enabled many students to receive one-on-one help, catch up on late work, improve grades and performance, and improve student attendance,” says Sherri Carattini, Principal of Nenana City Public School. “Students involved in the afterschool programs are happier, healthier, and much more enthusiastic about school in general. Not only are they getting academic help, they are also engaging in career opportunities that we would not be able to provide out of our regular general school fund.”

Nenana’s Community Learning Centers program is not just for high school students, but for the entire K-12 school.

“From kindergarteners to seniors in high school, there are many opportunities for the students to explore new and exciting programs offered because of the grant,” says Cherrie Forness, a parent, community member, and school board member. “Drugs and alcohol abuse are a big factor in our little town, so it is great that the school is able to offer an afterschool program to the students to help keep them off the streets that often get them in trouble, and encourages them to do their best and to see that they can achieve whatever they set out to achieve.”

Without federal funding for Nenana’s 21st Century Community Learning Center, programs like Aviation Mechanics wouldn’t exist, reducing the number of educational opportunities for Nenana’s students.

“The Community Learning Centers program is invaluable in providing our students with knowledge, skills, and hope for the future,” says Carattini.

Helping a West Virginia family thrive

Hollie Cozzetti is the single working mother of two girls in the state of West Virginia. With the girls’ father serving active duty and stationed in another state, Miss Cozzetti works full-time to provide for her family and relies on the local Boys & Girls Club afterschool program to make sure her daughters are cared for in the afternoons.

“My children look forward to the special activities that are offered by the club. The instructors are caring and attentive to the needs of the children and that gives me great peace while I am away from them. My oldest daughter is now a volunteer for the program and it is teaching her great responsibility,” Ms. Cozzetti reports.

Threats of cuts to afterschool funding cause instability in the family’s domestic life and create concerns about Ms. Cozzetti’s ability to remain at work full-time.

“I’m not sure what I would do if funding was cut and the program wasn’t offered,” she says. “It would make it difficult for me to maintain my work hours, which I must do. And my children would be upset because they have grown so close to so many of the instructors and have made many friendships within the club. The program has become a part of our lives and I know that it surely would be missed by our family.”

A naval officer's perspective: kids' most vulnerable times

Meanwhile, in Texas, Lieutenant Commander Larry Wilcock has a front-row seat for the value of afterschool in his community. After serving in the U.S. Navy for nearly 25 years, Lt. Commander Wilcock pursued a lifelong dream of becoming a teacher. He currently teaches at Greenville High School as the Senior Naval Science Instructor.

In a letter expressing concerns about proposed cuts to afterschool funding, he wrote, “Without reservation, I aver that the afterschool and summer learning programs supported by the 21^st Century Community Learning Centers initiative are among the most important to the continued development of our youth.” Without afterschool, Lt. Commander Wilcock notes that students will suffer, and even be put at risk from gangs or simple inactivity. “I have seen firsthand the benefits of programs that help to provide physical and learning activities for the kids, and have heard from the kids themselves what they would be doing if not for the programs that keep them active.” Decades of research show that kids in afterschool programs do better in school, attend school more often, and are more likely to graduate.

 “The root purpose of our education system is to provide students with a base required to advance to the next level of their life, whatever that may be. We can put them in class for seven hours a day and feel good that we are catering to their needs, but it is all for naught if we abandon them during their most vulnerable times.”

The bottom line

Just as civilian parents are more focused and productive at work when they know their children have a safe, enriching place to go after school, military parents benefit from the peace of mind and community support that afterschool programs provide. By taking care of military kids after the school day and serving families on-base and off, afterschool programs contribute to a military that is prepared for anything and focused on the mission at hand. And, as we look ahead to the future – the scientists, teachers, members of the military, and many more -- who will lead our country forward, we can’t afford to deny any child the afterschool programs that help them achieve more. 

Grant requirements

Applicants must have attended a Project Learning Tree training, either online or in person.

The proposed project must:

• incorporate service learning
• exemplify student voice
• involve at least one community partner
• secure at least 50% matched funds (in-kind acceptable)
• be completed in one year.

How do I apply?

Download the application form, fill it out, and submit the completed application and your W-9 online. To submit your application, register for an account on the website; applications will not be accepted via email.

Distribution and collection

By hosting postcard-writing sessions at conferences and meetings we host statewide, we can easily collect the cards after they are filled in, record the contact information and quotes, and ensure that the cards were mailed in a timely manner.

In April 2016, we distributed and collected versions of our postcards at the Opening Plenary Session of the Indiana Summit on Out-of-School Learning. During the following month, we tallied the names and addresses and posted them directly to the state senate and house representatives who represent each of the program districts. Overall, we distributed 200 postcards to 94 Indiana state legislators.

In 2017, at our annual Summit, we repeated the same process, with the result of sending 127 postcards to all Indiana U.S. legislators. Over the last month we have been distributing and collecting more cards at regional gatherings of program providers and parents across the state. In June 2017, we brought these cards with our Indiana delegation to the Afterschool for All Challenge in D.C. to hand-deliver more local stories to our Indiana providers’ reps.

In addition to the personal postcards, we sent four additional Indiana-specific infographic postcards to all Indiana state legislators during the 2016 and 2017 sessions.

Each time we collect a stack of cards, we record the most compelling quotes and keep track of how many providers have been connected with each legislator, so we can foster existing relationships and help generate new connections between providers and policymakers.

Stories from constituents

Program providers are passionate about sharing the benefits of afterschool. One of the most powerful quotes came from Lee Ann Powell of the Boys & Girls Club of Wayne County.

“Our afterschool and summer programs provide a safe and positive environment for an average of 700 who would otherwise not have a place to go afterschool or in the summer. In the program, they can get academic help, college and career planning, snacks and meals, art programs, STEM programs, and character leadership programs. My community is high poverty, high free and reduced lunch, and contains several provisional schools. Our work and the programs we provide are critical to our community.”

Continued connections

The next steps in our advocacy plan are to continue to deepen the relationships that are being sparked by these quick communications and fold these stories into longer-term communications projects. By enabling afterschool communities to easily and effectively communicate their impact and needs, we can strengthen the relationships between our local providers and those who represent their communities, whether in Washington D.C. or in the local town hall.