Unfortunately, the Budget Committee report relies on outdated research from more than nine years ago when discussing evidence of the program’s effectiveness. More recent research on 21^st CCLC has found positive academic, behavioral and cognitive outcomes, providing solid evidence that millions of students have benefited from 21^st CCLC in the past decade.

In the 2013 compendium "Expanding Minds and Opportunities," Heather Weiss of the Harvard Family Research Project discusses the value of the early 21^st CCLC evaluations to better understand policy goals and implementation efforts, focusing on the tremendous progress that has been made in the past 15 years. She states:

“Strategic investments in evaluation research over the past 15 years have yielded significant evidence that 21^st Century Community Learning Centers and high quality programs that serve children and youth during the non-school hours are essential for preparing young people for the future….In 15 years, the afterschool field has built substantial research and evaluation literature that is serving as a driver for more high quality programs and opportunities around the country.” 

Afterschool programs keep young people safe, improve academic performance and help working families across America. Studies have shown that quality programs give students the academic, social and career-ready skills they need to succeed. Students who regularly attend have better grades and behavior in school, better peer relations and emotional well-being, and lower incidences of drug use, violence and unintended pregnancy.  For example, research in 2011 and 2012 from Texas, Indiana and Wisconsin state education departments found that teachers report that students regularly participating in 21^st Century Community Learning Centers show improvements in homework completion, class participation, attendance, behavior in class, and reading and math achievement scores and grades.  A separate 2013 study out of University of California, Irvine’s School of Education found that regular participation in afterschool programs helped to narrow the achievement gap between high-income and low-income students in math, improved academic and behavioral outcomes, and reduced school absences. 

• Based on teacher reports of students who needed to improve academically and regularly attended a 21^st CCLC program, an evaluation of Indiana’s 21^st CCLC program found that 69 percent made improvements over the course of the school year (Center for Evaluation & Education Policy, 2012)
• Ninety-four percent of middle school students attending 21^st CCLC programs in Pinellas County, Florida, maintained or showed growth in language arts (compared to 59 percent of non-participants), 84 percent maintained or showed growth in math (compared to 62 percent of non-participants) and 85 percent maintained or showed growth in science (compared to 40 percent of non-participants). (Juvenile Welfare Board of Pinellas County, 2011)
• Wisconsin teacher-reported improvements in behavior reflect that more than half of all regular 21^st CCLC attendees improved in behaving well in class (53 percent), class participation (66 percent), being attentive in class (57 percent) and homework completion (66 percent). (Wisconsin Department of Public Instruction, 2010)

With both the Budget Committee report and the president’s budget proposal being released this week, now is the perfect time to take action. House and Senate appropriations committees are holding hearings in the coming weeks to potentially discuss this report and details of the president’s education budget request. Friends of afterschool programs can contact their Members of Congress to express support for 21^st CCLC and federal funding for afterschool programs.

Additional budget justification provides more detail on the proposal.  Note that this proposal reflects the president’s request for how funds should be allocated and does not carry the weight of law.  The Senate and House are expected to begin their FY2015 appropriations process later this month.  

The Afterschool Alliance supports 21^st CCLC funds being directed by formula to all states to in turn support high-quality afterschool, before-school and summer learning programs that focus on hands-on, engaged learning that complements and enhances but does not replicate the traditional school day.  While not mentioned in the education budget document, the Afterschool Alliance feels strongly that 21^st CCLC funding should continue to support the partnerships between schools and community-based organizations that help children improve academically, socially and behaviorally while parents are at work.  21^st CCLC currently works through competitions at the state level to ensure quality programs are funded; however changing the program as proposed by the president to a national competition will likely result in states and communities that do not have access to these important funds for afterschool and summer learning programs. Furthermore, while adding time to the school day or year has yielded positive results under particular circumstances, such programs would be better served by a separate funding stream. For more information on expanded learning, see our expanded learning resource page.

Additional Education Department funding that supports afterschool and summer includes $14.4 billion (level with FY2014) for Title I and $100 million for Promise Neighborhoods. The Successful, Safe and Healthy Students program would consolidate safe and drug free schools activities as well as school counseling and the Physical Education Program into one $214 million program. The Department of Education’s budget summary is online.

Other budget news for the afterschool community:

High School Redesign

The budget provides $150 million for a new program to redesign high schools to focus on providing students with challenging, relevant learning experiences, and reward schools that build new partnerships with colleges, employers, and other partners to enhance instruction and to help develop the knowledge and skills students need for success in today’s economy.

Race to the Top for Equity and Opportunity

The budget also proposes a new $300 million Race to the Top (RTT) grant competition that would “drive comprehensive change in how states and districts identify and close opportunity and achievement gaps,” according to the Education Department. Grants would enhance data systems to sharpen the focus on the greatest disparities and invest in strong teachers and leaders in high-need schools. Among the interventions the new RTT could fund are strategies that mitigate the effects of concentrated poverty, such as expanded learning time, access to rigorous coursework, and comprehensive student supports. An underlying goal is to measure the success of these strategies and use the results to support continuous program improvement.

National Service

Overall, the president’s budget requests $1.05 billion for the Corporation for National and Community Service and its programs, which is slightly above the FY2014 enacted level. The budget funds a record 114,000 AmeriCorps members and provides new benefits to seniors who serve through AmeriCorps. This number includes an estimated 75,000 AmeriCorps state and national members (an increase of 4,000 from this year); 30,000 members who will transition from the Foster Grandparent and Senior Companion Programs; 7,800 AmeriCorps VISTA members; and 1,200 AmeriCorps NCCC members.   

Child Care Development Fund (CCDF)

The budget includes an $807 million increase for the Child Care and Development Block Grant (CCDBG)—up from a proposed increase of $700 million last year.  For the increase, $57 million is discretionary funding and $750 million is mandatory funding. The discretionary funds include funds available to states by formula to increase child care quality.

Community Service Block Grant (CSBG)

The budget cuts funding for CSBG by almost half, providing just $350 million for FY2015. The budget proposes to use a competition to target the funds to high-performing agencies that are most successful in meeting important community needs.

Juvenile Justice

The budget renews efforts to promote juvenile justice and prevent youth violence. The budget provides $308 million for the Department of Justice's juvenile justice programs and includes evidence-based investments to prevent youth violence, including $16 million to fund the Community-Based Violence Prevention Initiative to provide grants to replicate successful community-based interventions to control shootings and other serious gang violence, and $4 million for the National Forum on Youth Violence Prevention, which provides assistance for selected communities across the nation to develop and implement youth violence strategies. The budget also includes $9 million for the Juvenile Justice Realignment Incentive Grants, which, in tandem with the $28 million proposed for Juvenile Accountability Block Grants, will assist states that are pursuing evidence-based juvenile justice system alignment to foster better outcomes for young people, less costly use of incarceration and increased public safety. The proposal includes several positives, including the restoration of JABG funding, which was eliminated in the final FY2014 budget.  Further, the budget proposes $53 million for the Youth Mentoring Initiative, a cut from the $82 million appropriated in 2014.

The budget proposes a comprehensive reor­ganization of STEM education programs to increase the impact of federal investments in four areas: K-12 instruc­tion, undergraduate education, graduate fellowships, and education activities that typically take place outside the classroom—all with a focus on increasing participation and opportunities for individuals from groups histori­cally underrepresented in these fields. The new STEM Innovation program has a proposed funding level of $320 million. Further details should become available on the impact on afterschool STEM education programs funded by science mission agencies such as NASA in the proposed STEM education re-organization plans. 

Take Action!

The budget request now goes to Congress, where budget and appropriations deliberations for FY2015 are getting underway.  House and Senate appropriations committees are holding hearings in the coming weeks to hear details of the education budget request from Sec. Duncan.  Friends of afterschool programs can contact their Members of Congress to express support for 21^st CCLC and federal funding for afterschool programs.

These two large afterschool providers join the Y of the USA, who made a similar commitment and adopted the HEPA standards in 2011.  The Afterschool Alliance has been working with the Y of the USA, the National Institute for Out-of-School Time (NIOST), the Alliance for a Healthy Generation, the National AfterSchool Association (NAA) and others as part of the Healthy Out of School Time coalition in an effort to first develop and now encourage implementation of the HEPA standards in afterschool programs nationwide. Schools and community-based organizations can also get in on the excitement and adopt the HEPA standards; find tools and more information here.

Afterschool and summer learning programs present an ideal environment to encourage lifelong habits around eating healthfully and engaging in physical activity. In the United States today, more than one third of kids are overweight or obese. On any given day, up to 20 percent of American children do not consume any fruit, and up to 30 percent do not consume any vegetables. Two in 3 do not get enough daily physical activity. At the same time, nearly 15 million school-aged kids are on their own after school.

The BGCA and NRPA announcement yesterday afternoon involved a commitment to do the following over the next five years:

• BGCA will encourage 3,400 Boys & Girls Clubs nationwide to join in the national effort to create healthier environments for children in out-of-school time programs.
• NRPA will encourage 2,000 park and recreation sites to join the national effort to create healthier environments for children in out-of-school-time programs.
• Each club or site will be encouraged to join the Alliance for a Healthier Generation’s Healthy Out-of-School Time program through the electronic submission of a Healthy Out-of-School Time Inventory, which is built upon the National AfterSchool Association Standards for Healthy Eating and Physical Activity (HEPA) and the Department of Agriculture (USDA) Smart Snacks in School Standards.
• Encourage clubs and sites to adopt the following standards, which are built upon the National AfterSchool Association Standards for Healthy Eating and Physical Activity (HEPA) and USDA Smart Snacks in School Standards and are consistent with the Boys & Girls Club Culture of Wellness Framework.

Standards:

• Food and Beverages
  • Serve a fruit or vegetable at every snack and meal.
  • Serve only foods with no artificial trans fats.
  • Serve only whole grain-rich products.
  • Serve only non-fat or reduced fat yogurt and cheese.
  • Serve only lean meat, skinless poultry, seafood, beans/legumes or eggs.
  • Serve only packaged snacks or frozen desserts that meet the USDA Smart Snacks in School nutrition standards for foods.
  • Provide plain potable water at all times at no cost to youth and staff.
  • Serve only water; plain low-fat milk, plain or flavored nonfat milk or milk alternative; 100% fruit or vegetable juice with no added sweeteners or 100% juice diluted with water with no added sweeteners.
• Physical Activity
  • Dedicate at least 20% or at least 30 minutes of morning or afterschool program time to physical activity and at least 60 minutes for a full day program.
  • Provide physical activities in which youth are moderately to vigorously active for at least 50% of the physical activity time.
  • Ensure physical activity takes place outdoors whenever possible.
  • Youth and Family Education
    • Offer evidence-based nutrition education to youth.
    • Offer evidence-based education materials about nutrition and physical activity to families through pamphlets, newsletters, email blasts or other means.

Additionally, NRPA has committed to eliminating access to television and movies at its sites, and limiting digital device time to less than an hour a day, used for homework or activities that engage youth in moderate to vigorous physical activity.

More than 110 national, state and local organizations signed a letter in support of the legislation, including: Afterschool Alliance; After-School All-Stars; SHAPE America - Society of Health and Physical Educators (formally AAHPERD), American Camp Association; American Heart Association; Campfire; National Association of Elementary School Principals; National Education Association; National Alliance for Partnerships in Equity, National Farm to School Network; National Science Teachers Association; Save the Children; and the United States Soccer Foundation. 

In addition to the support of these organizations it’s important that Congress see a strong showing of support from afterschool advocates across the country.  Your representative wants to hear from you! Take action now by urging your representative to sign on as co-sponsors to support the next generation of afterschool, before-school and summer learning programs that are re-engaging children in their education and future.  Share personal examples or experiences that illustrate the importance of these out-of-school programs for enhancing learning, keeping young people safe and helping working families.

In California, the Department of Education’s After School Division recently released its 2014-2016 strategic plan, “A Vision for Expanded Learning in California.”  In collaboration with a strategic implementation team of 80 teachers and afterschool program providers and supporters, and after almost two years of planning; surveying the field; gathering and analyzing data; meeting with key stakeholders; and developing objectives, activities and indicators of success, four strategic initiatives were identified. Learn more about the initiatives and plan moving forward in this Afterschool Snack blog post.

Last fall, Kansas Gov. Sam Brownback announced plans for a statewide initiative to utilize afterschool programs as a means for increasing student literacy. This winter the effort has taken shape as the “Reading Roadmap” initiative: designed to improve reading proficiency among Kansas grade school students by incorporating a wide variety of support services to educators, families and children.  The initiative makes use of strong partners with proven track records of success in literacy achievement to provide afterschool programs, in both rural and urban areas of the state. Partners include Save the Children, the Rural School and Community Trust (RSCT), Families and Schools Together (FAST), and Boys & Girls Clubs. The evaluation partner is the University of Kansas, which houses the Kansas Enrichment Network.

Have news to share about afterschool policy developments in your state? Share them in the comments section below!

The additional outcomes that children receive from participating in quality afterschool programs makes the case for expanding access to programs all the more compelling.  Afterschool programs can improve academic performance, decrease the likelihood of risky behaviors, and promote health and well-being among participating young people.

During the State of the Union last month, Pres. Obama spoke of the need to better support working families, issuing a compelling call for a nation that is more family friendly and fair. Expanding access to quality afterschool, before-school and summer learning programs for children from all working families should be a critical part of any family-friendly policy agenda moving forward.

Under the leaderships of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO), states across the country collaborated with teachers, researchers, and leading experts to design and develop the Common Core State Standards. The set of uniform, consistent standards in English language arts and math have been adopted by 45 states to date, with the majority of those states implementing them for the current school year.  Each state independently made the decision to adopt the Common Core State Standards beginning in 2010. While the federal government was not involved in the development of the standards, the Common Core has been linked to a number of federal education initiatives. Local teachers, principals, and superintendents lead the implementation of the Common Core.  School districts at the local level are responsible for choosing curricula based on the standards as the are not a curriculum on their own.

In recent years, the Common Core has garnered both support and criticism from elected officials, the education community, policy analysts and parents.  Concerns raised about the Common Core vary but include fears about the implementation process and the cost of successfully adopting the standards. Some have raised concerns about the hurried process of introducing the standards, and the lack of thorough pilot testing. Many of the assessments designed to test student comprehension of the standards have been delayed.

A 2013 PDK/Gallup Poll of the Public's Attitudes Toward the Public Schools found that of those who had heard of the Common Core, 49 percent of respondents agreed with the statement that the initiative will create standards in all subjects – when in fact it only focuses on English language arts and math. There were also substantial percentages of respondents who neither agreed nor disagreed with the statements, indicating continued confusion over what the standards are. While the public may be unclear about the Common Core and their support for the standards, a variety of polls of educators show that a majority of teachers support them, including a May 2013 American of Federation (AFT) poll of 800 teachers that found 75 percent support the Common Core, and a September 2013 National Education Association (NEA) poll of its members that found more than 75 percent support the standards either wholeheartedly or with some reservations. An independent 2013 Primary Sources survey of 20,000 teachers conducted by Scholastic and the Gates Foundation found that 73 percent of teachers who teach math, English language arts, science and/or social studies in states that have adopted the Common Core agree they are enthusiastic about the implementation of the standards in their classrooms.

As 2014 is an election year and because there has been ongoing political controversy around Common Core, it stands to reason that discussion and debate around implementation, testing in states that have adopted Common Core, and cost of assessments and implementation will continue into the future. As those debates play out at the local, state and national levels, many localities will continue the hard work of implementation in the classroom. As outlined in our recent issue brief, afterschool programs providers can be a resource for teachers and students as changes are made to incorporate the Common Core State Standards.

He also covered early childhood education, following up on his push last year to make high-quality pre-K available to all four-year-olds and said, “I repeat that request tonight,” but noted that 30 states have improved pre-K programs in the meantime.  This year, according to the president, “[W]e’ll invest in new partnerships with states and communities across the country in a race to the top for our youngest children. And as Congress decides what it’s going to do, I’m going to pull together a coalition of elected officials, business leaders and philanthropists willing to help more kids access the high-quality pre-K they need.”

Referring to his ConnectED initiative and a desire to give more students and schools access to broadband, the president said, “Tonight, I can announce that with the support of the FCC and companies like Apple, Microsoft, Sprint and Verizon, we’ve got a down payment to start connecting more than 15,000 schools and 20 million students over the next two years, without adding a dime to the deficit.”  He also worked the recent Department of Labor high school redesign initiative into his remarks, saying, “We’re working to redesign high schools and partner them with colleges and employers that offer the real-world education and hands-on training that can lead directly to a job and career.”   He also pledged outreach to foundations and corporations on a new initiative to help more young men of color facing tough odds stay on track and reach their full potential.

To close out the education portion of his remarks, the president said, “The bottom line is, Michelle and I want every child to have the same chance this country gave us. But we know our opportunity agenda won’t be complete—and too many young people entering the workforce today will see the American Dream as an empty promise—unless we do more to make sure our economy honors the dignity of work, and hard work pays off for every single American.”

The focus on college and career readiness, workforce readiness, the continuum between early education and school age years, all offer avenues where afterschool programs can provide a platform to help accomplish the goals outlined by the president.

House Education and the Workforce Committee Chairman John Kline (R-MN) issued a response that says, in part, “The president discussed a number of critical challenges that need to be addressed, such as strengthening job training assistance, supporting small businesses, fixing a broken education system, and putting more Americans back to work. The House has advanced commonsense, responsible solutions to these and other national priorities. We need willing partners in the White House and Senate who will work with us in good faith to find common ground and move our country forward.”   

While the SOTU Address typically signals the forthcoming release of the president’s budget proposal for the upcoming fiscal year, the White House has already announced that a FY2015 budget request won’t be sent to Capitol Hill until March 4. 

The text of the president’s address is available, and the White House has a robust interactive website on the address, guests of the First Lady, additional social media efforts and behind-the-scenes perspectives.  The Department of Education has highlighted education initiatives of the address on its website.