Key findings from the “Out-of-School Time Survey” of superintendents include:

• 97% agree afterschool programs can improve student skills in reading
• 97% agree afterschool programs can improve student skills in math
• 95% agree afterschool programs improve academics
• 95% agree that afterschool programs are to offer a safe place for students
• 93% agree that afterschool programs can improve student skills in science
• 92% agree that afterschool programs increase social interactions, fun and/or engagement
• 82% agree that afterschool programs are to offer activities not present during the school day

These findings show afterschool programs are seen as a critical component to students’ academic achievement, safety and overall well-being.  This is very much in line with past surveys we have conducted and past surveys we have included in our fact sheets.  For instance, Afterschool Alliance’s 2012 election eve poll found that when presented with information that research shows afterschool programs can lead to increased attendance, improved behavior and grades, 89 percent of voters agree that afterschool programs are important.  If you’re interested in additional polling on afterschool, check out our Polling Data page.

For example, the brief reviews a 2010 study by Richard Allington and Anne McGill-Franzen that found when students from low-income schools were given a dozen books of their choice to take home over the summer, their reading achievement increased and the “summer slide”—the reading achievement gap that appears during the summer between low-income children and their more affluent peers—was prevented.  A chart in the brief illustrates how just 10 more minutes of reading a day can drastically increase the number of words one is exposed to.  For a person who reads just under 10 minutes a day, an additional 10 minutes adds almost 650,000 more words read per year—a word exposure increase of 104 percent.

The brief also discusses the variety of ways afterschool and summer learning programs can incorporate reading, whether they are an academic program, a recreational program or an arts program.  One strength of afterschool programs is their flexibility.  Not only can afterschool programs offer students different reading options than those they may have in the classroom—such as books that allow them to reflect on their family, culture and community, and magazines and blogs that are relevant to their interests—but afterschool programs can also connect reading to creative writing outlets that encourage critical thinking, including poetry, spoken word, playwriting and online role playing forums.  

The “Harry Potter effect”—the magical ability of a book to turn a person into a lifelong reader—is a phenomenon that all kids should experience.  When kids are engaged and habitual readers, they become better at reading, are more enthusiastic about school, are more focused in school, improve their critical thinking skills and build their self-confidence.  Afterschool programs play an integral part in connecting students to the enjoyment that comes from reading, as well as the many benefits of it.  If you’re interested in learning more about the research that discusses the positive effects of reading or find out the different ways afterschool programs are encouraging kids to read, this issue brief is for you.

Another noteworthy finding from the report is that the cost of child care has increased over time, although the average percentage of family income spent on child care stayed constant, hovering around 7 percent, between 1997 and 2011.  The average weekly cost of child care for families with employed mothers increased from $84 in 1985 (constant 2011 dollars) to $143 in 2011.  Looking specifically at school-age care costs, the report finds that the average cost for school-age care was $124 in 2011.  Among families living below the poverty line, the average weekly cost for school-age child care was $88, or nearly one-third of the family’s income.  Of particular concern is the fact that among families who paid for child care, those below the poverty line spent more than four times the percentage of their income on school-age child care as other families who were living at or above the poverty line (29 percent compared with 6 percent).

Based on these cost figures, it seems safe to assume that families are not getting much help with their child care costs.  In fact, only 5 percent of families report receiving help paying for school-age child care and just 3 percent report that they received help from the government. 

While there is some good news regarding self care in the report, it is troubling that there are 4.2 million kids, ages 5 to 14 and living with their mom, who didn’t have a regular child care arrangement.  Five percent of kids ages 5 to 11 were on their own in 2011 and 27 percent of kids ages 12 to 14 were on their own.  On average these kids spend 7 hours per week with no supervised care.  These numbers are in line with findings from our 2009 America After 3PM report that 4 percent of kids in kindergarten through 5^th grade and 30 percent of kids in 6^th through 8^th grade were on their own.   Given the findings regarding the high cost of school-age care and the lack of assistance in paying for care, it’s not surprising that the number of kids in self-care, while on the decline, still continues to be high.

We know that the hours between 3 and 6 p.m. are the peak hours for juvenile crime and experimentation with drugs, alcohol and other risky behaviors, which is why these numbers illustrate the need for increased investment in afterschool programs to ensure that more kids have the opportunity to participate in programs that will keep them safe, provide academic enrichment and support their working parents.   

How kids spend their time during the hours after school is a primary concern for the Afterschool Alliance.  I’m happy to share that we’re in the middle of planning for our next round of America After 3PM, the largest national household survey that looks at what kids are doing during the afternoon.  The survey provides incredibly useful and relevant data for parents, the afterschool field and policy makers.  I can’t wait to see what insights we gain from the survey this time around, especially taking into account the potential impact of sequestration on families, afterschool programs and communities.  Stay tuned.

Additionally, in celebration of five years of MetLife Foundation Afterschool Innovator Awards, the compendium includes an infographic showcasing award winners from previous award cycles.  It is quite a proud moment to know, that with the generous support of MetLife Foundation, we have awarded more than $160,000 to 26 programs—in 17 states and 24 cities—that are supporting the growth and success of children across the nation.

I also hope that you’ll register for our upcoming webinar on April 25, Afterschool Innovators and Middle School Success.  The webinar will feature three of the 2012 Afterschool Innovators, as well as share with you why these programs’ nominations stood out in the 2012 award selection process.

Key findings from the report include:

• Students in grades 4 through 11 participating in the ACE program were less likely to have disciplinary incidents compared to non-participants.  Compared to non-participants, attending the ACE program for less than 30 days decreased the rate of disciplinary incidents by 6 percent, and attending the program for at least 60 days decreased the rate of disciplinary incidents by 11 percent.
• ACE program low attendees—students who participated in the program at least 30 days—in the 4^th through 11^th grades saw a 14 percent decrease in the rate of being absent and high attendees—students who participated in the program for at least 60 days—saw a 15 percent decrease in absences when compared to non-participants.  Both low- and high-attending students in the 9^th through 11^th grades saw a greater reduction in absences, 19 percent and 18 percent respectively.
• Both low and high attendees of the ACE program saw a significant increase in likelihood of being promoted to the next grade.  For grades 4-5 and 7-11, low attendees were 43 percent more likely to be promoted to the next grade compared to non-attendees, and high attendees were 47 percent more likely to be promoted to the next grade. 
• Among low attendees in 9^th grade through 11^th grade, the likelihood of being promoted to the next grade increased by 79 percent.  Among high-attending high school students, the likelihood of being promoted to the next grade increased by 97 percent when compared to students not participating in the program. 
• ACE programs characterized as having a high point of service (POS) quality had a greater effect in terms of supporting a decrease in disciplinary incidents and supporting student grade promotion.  

Another important aspect of the study is the discussion surrounding the types of instructional approaches associated with high-quality activities.  In addition to finding that high program quality was related to better student outcomes, the report outlined that a program’s clarity of purpose, the intentional use of time, and an active and interactive instructor were the three types of approaches associated with high-quality activities.  Quality improvement is an ongoing and iterative process, and these tools can help afterschool programs continue to provide the best programming and support to ensure their students’ future success.

Despite the evidence demonstrating that 21^st CCLC programs have a positive effect on children’s academics, behavior and school attendance, the House budget currently extends the 5 percent sequestration cuts, reducing funding for the 21^st CCLC program by approximately $57.9 million.  This cut will mean that close to 58,000 kids will lose the ability to participate in an afterschool or summer learning program.  If you’re interested in learning what you can do to help take action against these cuts, visit our Policy & Action Center.

Key findings from the survey include:

• Teacher job satisfaction is at 39%, five points lower than the 2011 survey and the lowest point in the past 25 years.
• More than half (51%) of teachers say they feel under great stress at least several days a week.
• More than 7 in 10 principals (72%) and teachers (73%) rate engaging parents and the community in improving the education of students as very challenging or challenging for school leadership.
• Approximately 4 in 5 principals (83%) and teachers (78%) report that addressing the individual needs of diverse learners at their schools is challenging for school leaders.
• A majority (56%) of teachers report that their school’s budget decreased during the past year.
• Principals in high-needs schools—schools serving a greater population of low-income students and schools that have fewer students performing at or above grade level in English language arts and math—are less likely to give their teachers an excellent rating.
• An overwhelming majority of principals and teachers say that they are knowledgeable about the Common Core State Standards (principals-93%; teachers-92%) and are confident that teachers have the ability to teach the Common Core State Standards (principals-90%; teachers-93%), but a majority of both groups believe that implementing the Common Core is very challenging or challenging for school leaders (principals-67%; teachers-59%).
• A strong majority of principals and teachers are confident that the Common Core will improve student achievement (principals-82%; teachers-69%) and better prepare students for college and the workforce (principals-81%; teachers-71%).
• Almost all teachers (96%) believe that real-world problems that students can solve would be helpful for teachers in implementing the Common Core State Standards.

Over the course of the two days, there were a number of breakout sessions that addressed ways to keep kids in school, such as how the Common Core State Standards will benefit communities, the importance of social and emotional growth, building support for expanded learning opportunities, and working together to overcome the poverty challenge and help students succeed in school.

I walked away from the conference with a million ideas and thoughts, but two aspects struck me most.  First, Secretary of Education Arne Duncan, who spoke at Monday’s luncheon, said it best, “….schools can’t do this work by themselves.”  The diversity of the sessions and the organizations presenting—including CASEL, Denver Public Schools, I-LABS at the University of Washington, Maryland Out of School Time Network, United Way of Greater Atlanta, Voices for National Service and National Council of La Raza—showed that it truly does take a village to raise a child.  If we want to reach the 90% national graduation rate by 2020, everyone—schools, afterschool programs, students, parents, early childhood educators, businesses, community organizations and others—need to come together, support each other and work together in cohesive ways. 

The second aspect of the summit that stayed with me was the passion, dedication and motivation of everyone at the conference.  It was a great to be in an environment where I was surrounded by people who were focused on the same goal.  I left the event reinvigorated about Afterschool Alliance’s work to raise awareness around the important role afterschool programs play in improving student’s attendance rates, academic achievement, and supporting student’s social, emotional and behavioral growth.  

A full recap of the summit, videos of the sessions and reports released during the summit are available on the Building A Grad Nation Summit website.

The afterschool programs featured in this issue brief are representative of the most common ways that technology is leveraged across the field.  In most cases, it is often used as a tool for creative expression, youth empowerment, civic engagement and/or career preparation.  The issue brief highlights how for middle school youth, these afterschool programs offer an essential opportunity for them to explore their own identities and engage with the world around them in ways that are exciting, relevant and driven by their interests. Beyond reading the issue brief, I would encourage you to explore the below programs a bit more by browsing the various resources and student-produced digital artifacts that you’ll find on their websites.

• Green Energy Technology in the City seeks to develop middle school youth into STEM experts who use cyber-tools to take on scientific problems of local and global relevance. 

• Wide Angle Youth Media engages middle school youth with media education to tell their own stories and connect with their communities.

• YTECH Civic Voice Curriculum programs are based on a digital media and civics education model that enhances students’ digital literacy, communication and leadership skills.

• Computers4Kids uses a combination of long-term mentoring, technology training, job readiness skills, academic support and college-prep guidance to target at-risk middle school students.