ies.ed.govwww.ed.gov
After-School Programs in 

Public Elementary Schools 

First Look 

February 2009 

Basmat Parsad 

Laurie Lewis 

Westat 

Peter Tice 

Project Officer 

National Center for Education Statistics 

NCES 2009–043 

U.S. DEPARTMENT OF EDUCATION 
U.S. Department of Education

Arne Duncan 

Secretary

Institute of Education Sciences 

Sue Betka 

Acting Director

National Center for Education Statistics

Stuart Kerachsky 

Acting Commissioner

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February 2009 

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Suggested Citation 

Parsad, B., and Lewis, L. (2009). After-School Programs in Public Elementary Schools. (NCES 2009–043). National 

Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, 

DC. 

For ordering information on this report, write to 

U.S. Department of Education 

ED Pubs 

P.O. Box 1398 

Jessup, MD 20794-1398 

or call toll free 1-877-4ED-Pubs or order online at http://www.edpubs.org. 

Content Contact

Peter Tice 

(202) 502-7497 

peter.tice@ed.gov
iii 

Acknowledgments 

The authors would like to recognize the respondents from public elementary schools who provided 

data on after-school programs upon which the report is based. We also thank the Westat staff for their 

various contributions, including data collection, computer programming, research support, and editorial 

and word processing support.
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v 

Contents 

Page 

Acknowledgments ..........................................................................................................................iii 

List of Tables ..................................................................................................................................vi 

Appendix A Tables........................................................................................................................vii 

First Look Summary ........................................................................................................................ 1 

Introduction.............................................................................................................................. 1 

Selected Findings..................................................................................................................... 2 

Tables............................................................................................................................................... 5 

References...................................................................................................................................... 17 

Appendix A: Standard Error Tables ...........................................................................................A-1 

Appendix B: Technical Notes..................................................................................................... B-1 

Appendix C: Questionnaire ........................................................................................................ C-1 
vi 

List of Tables 

Table Page 

1 Number of public elementary schools and percent reporting that formal afterschool programs were located at the school, by type of program and selected 

school characteristics: 2008....................................................................................... 5 

2 Percent of public elementary schools reporting that one or more stand-alone 

academic instruction/tutoring programs were located at the school, by type of 

program and selected school characteristics: 2008.................................................... 6 

3 Percentage distribution of public elementary schools reporting the number of 

formal after-school programs that were located at the school, by selected school 

characteristics: 2008 .................................................................................................. 7 

4 Total enrollment in formal after-school programs at public elementary schools 

and percentage distribution of enrollments in various types of programs, 

by selected school characteristics: 2008 .................................................................... 8 

5 Percentage distribution of public elementary schools with fee-based stand-alone 

day care programs reporting the number of hours per week that the program 

operated at the school, by selected school characteristics: 2008 ............................... 9 

6 Percentage distribution of public elementary schools with various types of 

stand-alone academic instruction/tutoring programs reporting the number of 

hours per week that the program operated at the school, by selected school 

characteristics: 2008 .................................................................................................. 10 

7 Percentage distribution of public elementary schools with 21st Century 

Community Learning Centers (21st CCLCs) reporting the highest grade served 

by the Center and the Center’s hours of operation, by selected school 

characteristics: 2008 .................................................................................................. 11 

8 Percentage distribution of public elementary schools with various types of afterschool programs reporting that transportation home was provided for students in 

the program: 2008...................................................................................................... 12 

9 Percent of public elementary schools with various types of after-school 

programs reporting that transportation home was provided for some or all 

students in the program, by selected school characteristics: 2008............................. 13 

10 Percentage distribution of public elementary schools with various types of afterschool programs reporting the extent to which various factors hindered students 

from participating in the program: 2008.................................................................... 14 

11 Percent of public elementary schools reporting that their students attended 

various types of formal after-school programs at another location, by selected 

school characteristics: 2008....................................................................................... 15 
vii 

Appendix A Tables 

Table Page 

1a Standard errors for the number of public elementary schools and percent 

reporting that formal after-school programs were located at the school, by type 

of program and selected school characteristics: 2008 ............................................... A-3 

2a Standard errors for the percent of public elementary schools reporting that one 

or more stand-alone academic instruction/tutoring programs were located at the 

school, by type of program and selected school characteristics: 2008 ...................... A-4 

3a Standard errors for the percentage distribution of public elementary schools 

reporting the number of formal after-school programs that were located at the 

school, by selected school characteristics: 2008........................................................ A-5 

4a Standard errors for the total enrollment in formal after-school programs at 

public elementary schools and percentage distribution of enrollments in various 

types of programs, by selected school characteristics: 2008 ..................................... A-6 

5a Standard errors for the percentage distribution of public elementary schools with 

fee-based stand-alone day care programs reporting the number of hours per 

week that the program operated at the school, by selected school characteristics: 

2008 ........................................................................................................................... A-7 

6a Standard errors for the percentage distribution of public elementary schools with 

various types of stand-alone academic instruction/tutoring programs reporting 

the number of hours per week that the program operated at the school, by 

selected school characteristics: 2008 ......................................................................... A-8 

7a Standard errors for the percentage distribution of public elementary schools with 

21st Century Community Learning Centers (21st CCLCs) reporting the highest 

grade served by the Center and the Center’s hours of operation, by selected 

school characteristics: 2008....................................................................................... A-9 

8a Standard errors for the percentage distribution of public elementary schools with 

various types of after-school programs reporting that transportation home was 

provided for students in the program: 2008............................................................... A-10 

9a Standard errors for the percent of public elementary schools with various types 

of after-school programs reporting that transportation home was provided for 

some or all students in the program, by selected school characteristics: 2008.......... A-11 

10a Standard errors for the percentage distribution of public elementary schools with 

various types of after-school programs reporting the extent to which various 

factors hindered students from participating in the program: 2008........................... A-12 

11a Standard errors for the percent of public elementary schools reporting that their 

students attended various types of formal after-school programs at another 

location, by selected school characteristics: 2008 ..................................................... A-13 
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1 

First Look Summary 

Introduction 

How school-age children spend their time after school is a topic of interest among educators, 

policymakers, researchers, and parents. Many parents choose to have their children attend after-school 

programs, which may provide diverse services such as academic instruction, cultural enrichment, safe places to 

stay, and adult supervision for children (Carver and Iruka 2006; James-Burdumy et al. 2005; Kleiner, Nolin, 

and Chapman 2004). Prior research on the topic indicates that before- and after-school day care programs 

were more prevalent at elementary schools than secondary or combined schools in 2004 (44 percent versus 5 

and 14 percent, respectively), and half of all public elementary schools offered after-school academic 

instruction programs for students who needed academic assistance (Strizek et al. 2006). 

This study provides a national profile of various types of formal after-school programs physically 

located at public elementary schools in 2008. Examples of formal after-school programs include extended day 

care programs, academic instruction/tutoring programs, and 21st Century Community Learning Centers. 

Formal after-school programs exclude clubs or activities that are offered as school-sponsored extra curricular 

activity. In this report, stand-alone programs refer to after-school programs that focus primarily on a single 

type of service (e.g., only day care) while broad-based programs refer to after-school programs that provide a 

combination of services (i.e., multiple activities such as academic enrichment and cultural activities). This 

report further categorizes after-school programs into four types. 

• Fee-based stand-alone day care programs refer to after-school day care for which parents paid 

fees. These programs operate primarily to provide adult supervision for students after school, 

although the programs may incorporate homework help, recreational activities, and cultural 

enhancement activities such as arts and crafts. 

• Stand-alone academic instruction/tutoring programs focus exclusively on academic instruction 

or tutoring to improve student performance in core academic subject areas such as math, reading, 

and science. Programs include the Supplemental Educational Services (SES) in schools that did not 

make Adequate Yearly Progress (AYP), other stand-alone programs that focus on improving 

academic standards of students who are at risk of school failure, and programs that may provide 

additional academic exposure for students who are doing well in school.1

 

• The 21st Century Community Learning Centers (21st CCLCs) are administered through the 

federally funded 21st CCLC Program to provide academic enrichment opportunities, including 

instruction in core academic subjects and a broad array of enrichment activities, to complement 

regular academic programs. These broad-based after-school programs have a core academic 

component and additional components in areas such as art, music, drama, technology education, 

and counseling.2 

 

1

 Supplemental Educational Services (SES) are a component of Title I of the Elementary and Secondary Education Act as reauthorized by the No 

Child Left Behind Act (NCLB). Under this legislation, schools that did not make Adequate Yearly Progress (AYP) are required to provide extra 

academic assistance for eligible children. For more information, go to http://www.ed.gov/policy/elsec/guid/suppsvcsguid.doc.

2

 Under Title IV of the Elementary and Secondary Education Act (ESEA), the 21st Century Community Learning Center (21st CCLC) Program 

provides funds for 21st CCLCs to offer academic enrichment opportunities during non-school hours for children, particularly students who 

attend high-poverty and low-performing schools. The program is designed to help students meet state and local student standards in core 

academic subjects, offer students a broad array of enrichment activities that can complement regular academic programs, and provide literacy 

and other educational services to the families of participating children. For more information, go to 

http://www.ed.gov/programs/21stcclc/index.html. 
2 

• Other types of formal stand-alone or broad-based after-school programs include a variety of 

stand-alone and broad-based after-school programs that do not fit into the above-named categories. 

For example, some broad-based programs may be former 21st CCLCs that continue to offer the 

same kinds of services, often as fee-based programs. Examples of stand-alone after-school 

programs other than fee-based day care and academic instruction/tutoring programs include those 

that focus exclusively on topics such as fine arts or violence prevention. 

For each of the first three types of programs—fee-based stand-alone day care programs, stand-alone 

academic instruction/tutoring programs, and 21st CCLCs—the survey collected basic information on student 

enrollment and program schedule. To provide current information about some of the key issues surrounding 

after-school program offerings, the survey also collected information about transportation home for students, 

whether students from other schools attend the program, and the extent to which selected factors reportedly 

hinder students from participating in the programs. The survey also collected similar information about all 

other types of formal after-school programs, including data on the number of programs, student enrollment, 

transportation home for students, and factors reported to hinder student participation. To complete the picture 

of student participation in after-school programs, the survey asked schools whether their students attend afterschool programs at other locations. 

The National Center for Education Statistics in the Institute of Education Sciences conducted the survey 

in spring 2008 using the Fast Response Survey System (FRSS). FRSS is a survey system designed to collect 

small amounts of issue-oriented data from a nationally representative sample of schools, with minimal burden 

on respondents and within a relatively short period of time. Questionnaires were mailed to approximately 

1,800 public elementary schools in the 50 states and the District of Columbia. The unweighted survey 

response rate was 91 percent, as was the weighted response rate. Data were adjusted for questionnaire 

nonresponse and weighted to yield national estimates that represent all public elementary schools in the United 

States. 

Because the purpose of this report is to introduce new NCES data through the presentation of tables 

containing descriptive information, only selected findings are presented. These findings have been chosen to 

demonstrate the range of information available from the FRSS study rather than to discuss all of the observed 

differences; they are not meant to emphasize any particular issue. The findings are based on self-reported data 

from public elementary schools. Some of the survey responses (e.g., small, moderate, and large extent) were 

not defined for respondents. 

All specific statements of comparisons made in the bullets have been tested for statistical significance at 

the .05 level using Student’s t-statistics to ensure that the differences are larger than those that might be 

expected due to sampling variation. Adjustments for multiple comparisons were not included. Many of the 

variables examined are related to one another, and complex interactions and relationships have not been 

explored. Tables of standard error estimates are provided in appendix A. Detailed information about the 

survey methodology is provided in appendix B, and the questionnaire can be found in appendix C. 

Selected Findings 

This section presents key findings on after-school programs at public elementary schools. 

• Of the estimated 49,700 public elementary schools in the nation, 56 percent reported that one or 

more after-school programs were physically located at the school in 2008 (table 1). Forty-six 

percent of all public elementary schools reported a fee-based stand-alone day care program, 43 

percent reported one or more stand-alone academic instruction/tutoring programs, and 10 percent 

reported a 21st CCLC. 
3 

• One-tenth of public elementary schools indicated that they provided SES (table 2). These 

programs, required to be offered by schools that do not make Adequate Yearly Progress under the 

No Child Left Behind legislation, were reported by 20 percent of city schools, 21 percent of high 

minority schools, and 23 percent of high poverty schools. 

• Eighteen percent of all public elementary schools reported one formal after-school program, 23 

percent reported two programs, 14 percent reported three or more programs, and 44 percent 

indicated that no formal after-school programs were located at the school (table 3). 

• Public elementary schools reported an estimated 4 million enrollments in formal after-school 

programs at public elementary schools (table 4). These include duplicated enrollments because a 

student could be counted more than once if he/she enrolled in more than one program. Fee-based 

stand-alone day care accounted for 34 percent of the total enrollments in after-school programs, 

stand-alone academic instruction/tutoring programs accounted for 39 percent, 21st CCLCs 

accounted for 11 percent, and other types of formal after-school programs accounted for 16 percent. 

• Of the schools that offered fee-based stand-alone day care, 23 percent indicated that the program 

operated less than 15 hours per week, 52 percent reported that the program operated 15 to 19 hours 

per week, and one-fourth indicated that the program operated for 20 or more hours per week 

(table 5). Among schools that offered various types of stand-alone academic instruction/tutoring 

programs, the proportion reporting that the programs operated for 5 or more hours per week ranged 

from 29 to 34 percent (table 6). Of the schools that offered 21st CCLCs, 21 percent indicated that 

the program operated less than 10 hours per week, 35 percent reported that the program operated 10 

to 14 hours per week, and 45 percent reported that the program operated for 15 or more hours per 

week (table 7). 

• Forty-one percent of public elementary schools with 21st CCLCs reported that their 21st CCLC 

provided transportation home for students; 37 percent of the schools with stand-alone academic 

instruction/tutoring programs reported providing transportation home; 4 percent of the schools with 

fee-based stand-alone day care reported providing transportation home; and 24 percent with other 

types of after-school programs indicated that the school provided transportation home for students 

(tables 8 and 9). 

• Among public elementary schools with fee-based stand-alone day care that was operated by the 

school or district, 38 percent indicated that cost to parents hindered student participation in the 

program to a moderate or large extent, 23 percent reported that the lack of/inadequate transportation 

hindered student participation to a moderate or large extent, and 21 percent indicated that 

insufficient slots hindered student participation to a moderate or large extent (derived from table 

10). Thirteen percent of the schools with 21st CCLCs reported that the lack of/inadequate 

transportation hindered student participation in the program to a moderate or large extent, and 29 

percent indicated that insufficient slots hindered student participation in the program to a moderate 

or large extent. 

• Forty-six percent of public elementary schools reported that their students attended fee-based standalone day care at another location, 22 percent reported that students attended stand-alone academic 

instruction/tutoring programs, 3 percent reported that students attended 21st CCLCs, and 8 percent 

reported that students attended other types of formal after-school programs at another location 

(table 11). 
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5 

Table 1. Number of public elementary schools and percent reporting that formal after-school 

programs were located at the school, by type of program and selected school 

characteristics: 2008 

Percent of schools with: 

Selected characteristic 

Total number 

of public 

elementary 

schools

Any formal 

after-school 

program 

Fee-based 

stand-alone 

day care 

Stand-alone 

academic 

instruction/ 

tutoring 

program 

21st Century 

Community 

Learning 

Center 

Other types 

of formal 

stand-alone 

or broadbased afterschool 

programs1

 

All public elementary schools................ 49,700 56 46 43 10 16 

 

Enrollment size 

Less than 300............................................ 13,100 49 24 37 10 11 

300 to 499................................................. 17,600 58 51 44 9 18 

500 or more .............................................. 19,000 58 55 47 10 18 

 

School locale 

City........................................................... 14,000 71 52 57 13 21 

Urban fringe ............................................. 17,200 49 60 38 6 18 

Town ........................................................ 4,200 57 21 47 9 12 

Rural......................................................... 14,300 48 29 34 12 10 

 

Region 

Northeast .................................................. 9,200 53 49 43 8 17 

Southeast .................................................. 10,900 58 55 44 12 13 

Central...................................................... 13,300 50 43 39 9 12 

West ......................................................... 16,300 60 40 46 11 21 

 

Percent minority enrollment 

Less than 6 percent................................... 8,700 44 29 33 8 12 

6 to 20 percent.......................................... 11,600 41 52 32 4 13 

21 to 49 percent........................................ 11,500 51 59 40 7 12 

50 percent or more.................................... 17,800 73 41 57 16 22 

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent................................. 17,500 38 61 29 2 15 

35 to 49 percent........................................ 7,200 52 42 45 6 10 

50 to 74 percent........................................ 11,600 60 41 43 13 15 

75 percent or more.................................... 13,400 77 31 59 20 22 

1

Other types of formal after-school programs are after-school programs other than fee-based stand-alone day care, stand-alone academic 

instruction/tutoring programs, and 21st Century Community Learning Centers. 

NOTE: Percents do not sum to 100 because schools could report more than one formal after-school program. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
6 

Table 2. Percent of public elementary schools reporting that one or more stand-alone academic 

instruction/tutoring programs were located at the school, by type of program and 

selected school characteristics: 2008 

Type of stand-alone academic instruction/tutoring program 

Selected characteristic 

One or more standalone academic 

instruction/tutoring 

programs

Supplemental 

Education 

Services (SES) 

Other stand-alone 

academic 

instruction/ 

tutoring program 

for students who 

need assistance 

Other types of 

stand-alone 

academic 

instruction/

tutoring program

 

All public elementary schools ........................ 43 11 34 10

 

Enrollment size 

Less than 300.................................................... 37 6 31 7

300 to 499......................................................... 44 11 34 10

500 or more ...................................................... 47 14 38 12

 

School locale 

City................................................................... 57 20 45 13

Urban fringe ..................................................... 38 9 31 9

Town ................................................................ 47 8 37 10

Rural................................................................. 34 5 28 8

 

Region 

Northeast .......................................................... 43 14 33 9

Southeast .......................................................... 44 11 35 9

Central.............................................................. 39 11 31 9

West.................................................................. 46 8 38 12

 

Percent minority enrollment 

Less than 6 percent ........................................... 33 5 28 7

6 to 20 percent .................................................. 32 4 26 7

21 to 49 percent ................................................ 40 5 34 8

50 percent or more............................................ 57 21 44 14

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent ......................................... 29 4 24 8

35 to 49 percent ................................................ 45 8 36 7

50 to 74 percent ................................................ 43 8 38 9

75 percent or more............................................ 59 23 44 16

NOTE: Percentages are based on the estimated 49,700 public elementary schools in the nation. Percents do not sum to the percent of public 

elementary schools with academic instruction/tutoring programs because schools could report more than one type of program. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
7 

Table 3. Percentage distribution of public elementary schools reporting the number of formal 

after-school programs that were located at the school, by selected school characteristics: 

2008 

School characteristic No program 1 program 2 programs 

3 or more 

programs 

 

All public elementary schools .......................... 44 18 23 14 

 

Enrollment size 

Less than 300...................................................... 51 25 16 8 

300 to 499........................................................... 42 18 27 14 

500 or more ........................................................ 42 15 25 18 

 

School locale 

City..................................................................... 29 17 34 20 

Urban fringe ....................................................... 51 12 22 15 

Town .................................................................. 43 32 16 9 

Rural................................................................... 52 23 17 8 

 

Region 

Northeast ............................................................ 47 17 21 14 

Southeast ............................................................ 42 18 27 13 

Central................................................................ 50 18 22 11 

West.................................................................... 40 20 24 17 

 

Percent minority enrollment 

Less than 6 percent ............................................. 56 22 15 8 

6 to 20 percent .................................................... 59 13 17 11 

21 to 49 percent .................................................. 49 15 24 12 

50 percent or more.............................................. 27 23 31 19 

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent ........................................... 62 7 17 14 

35 to 49 percent .................................................. 48 24 20 8 

50 to 74 percent .................................................. 40 23 25 11 

75 percent or more.............................................. 23 27 32 18 

NOTE: Percentages are based on the estimated 49,700 public elementary schools in the nation. Detail may not sum to totals because of 

rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
8 

Table 4. Total enrollment in formal after-school programs at public elementary schools and 

percentage distribution of enrollments in various types of programs, by selected school 

characteristics: 2008 

Percent of total enrollment in: 

Selected characteristic 

Total 

enrollment 

in formal 

after- school 

programs

Fee-based 

stand-alone 

day care

Stand-alone 

academic 

instruction/ 

tutoring 

program 

21st Century 

Community 

Learning 

Center 

Other types 

of formal 

stand-alone 

or broadbased afterschool 

programs1

 

All public elementary schools ........................... 4,007,000 34 39 11 16 

 

Enrollment size 

Less than 300....................................................... 496,000 23 40 18 19 

300 to 499............................................................ 1,284,000 35 39 11 17 

500 or more ......................................................... 2,227,000 36 41 10 14 

 

School locale 

City...................................................................... 1,661,000 26 47 12 15 

Urban fringe ........................................................ 1,477,000 44 32 6 17 

Town ................................................................... 214,000 22 49 16 14 

Rural.................................................................... 654,000 35 33 19 13 

 

Region 

Northeast ............................................................. 710,000 30 42 9 19 

Southeast ............................................................. 1,060,000 47 33 10 10 

Central................................................................. 812,000 34 41 12 12 

West..................................................................... 1,425,000 26 41 12 20 

 

Percent minority enrollment 

Less than 6 percent .............................................. 351,000 32 32 16 20 

6 to 20 percent ..................................................... 644,000 52 26 7 15 

21 to 49 percent ................................................... 900,000 52 29 7 11 

50 percent or more............................................... 2,112,000 21 49 13 17 

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent ............................................ 1,169,000 59 22 2 16 

35 to 49 percent ................................................... 418,000 42 39 8 11 

50 to 74 percent ................................................... 847,000 29 39 15 17 

75 percent or more............................................... 1,572,000 16 52 16 16 

1

Other types of formal after-school programs are after-school programs other than fee-based stand-alone day care, stand-alone academic 

instruction/tutoring programs, and 21st Century Community Learning Centers. 

NOTE: The total enrollments in after-school programs include duplicated counts, based on enrollments for various after-school programs in the 

estimated 27,800 or 56 percent of public elementary schools that reported one or more formal after-school programs at the school. Detail may 

not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
9 

Table 5. Percentage distribution of public elementary schools with fee-based stand-alone day care 

programs reporting the number of hours per week that the program operated at the 

school, by selected school characteristics: 2008 

Selected characteristic 

Less than 15 hours 

per week 

15 to 19 hours 

per week 

20 or more hours

per week

 

All public elementary schools .............................. 23 52 25

Enrollment size 

Less than 300.......................................................... 30 54 16

300 to 499............................................................... 22 52 26

500 or more ............................................................ 22 52 25

 

School locale 

City......................................................................... 21 54 25

Urban fringe ........................................................... 22 52 26

Town ...................................................................... ‡ ‡ ‡

Rural....................................................................... 29 50 21

 

Region 

Northeast ................................................................ 23 58 19

Southeast ................................................................ 19 49 32

Central.................................................................... 35 49 16

West ....................................................................... 17 54 29

 

Percent minority enrollment 

Less than 6 percent ................................................. 28 50 22

6 to 20 percent........................................................ 24 55 21

21 to 49 percent ...................................................... 22 50 27

50 percent or more.................................................. 22 52 26

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent ............................................... 21 55 23

35 to 49 percent ...................................................... 30 49 21

50 to 74 percent ...................................................... 24 48 27

75 percent or more.................................................. 22 50 27

‡ Reporting standards not met. 

NOTE: Percentages are based on the estimated 22,700 or 46 percent of public elementary schools that had fee-based stand-alone day care 

programs at the school. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
10 

Table 6. Percentage distribution of public elementary schools with various types of stand-alone 

academic instruction/tutoring programs reporting the number of hours per week that 

the program operated at the school, by selected school characteristics: 2008 

Supplemental Educational 

Services (SES)1

Other stand-alone academic 

instruction/tutoring program 

for students who need 

academic assistance2

Other types of stand-alone 

academic instruction/ 

tutoring program3

Selected characteristic 

1 to 2 

hours 

3 to 4 

hours 

5 or 

more 

hours 

1 to 2 

hours 

3 to 4 

hours 

5 or 

more 

hours 

1 to 2 

hours 

3 to 4 

hours 

5 or 

more 

hours 

 

 All public elementary schools ....... 22 45 33 29 42 29 34 32 34 

 

Enrollment size 

Less than 300....................................... 28 52 21 27 43 30 38 32 30 

300 to 499............................................ 23 37 40 33 43 25 34 28 37 

500 or more ......................................... 20 49 32 27 41 33 32 35 32 

 

School locale 

City...................................................... 12 47 41 25 45 30 31 28 41 

Urban fringe ........................................ 34 38 28 32 42 26 35 33 31 

Town.................................................... ‡ ‡ ‡ 32 40 29 ‡ ‡ ‡ 

Rural.................................................... ‡ ‡ ‡ 30 38 32 32 35 33 

 

Region 

Northeast ............................................. 25 42 33 33 45 22 ‡ ‡ ‡ 

Southeast ............................................. 11 44 45 27 39 33 43 18 38 

Central ................................................. 25 44 31 37 38 25 29 42 28 

West..................................................... 26 49 26 23 44 33 36 31 33 

 

Percent minority enrollment 

Less than 6 percent .............................. ‡ ‡ ‡ 30 41 29 ‡ ‡ ‡ 

6 to 20 percent ..................................... ‡ ‡ ‡ 37 38 25 ‡ ‡ ‡ 

21 to 49 percent ................................... ‡ ‡ ‡ 34 39 27 59 24 16 

50 percent or more............................... 16 45 38 23 45 32 21 36 43 

 

Percent of students eligible for 

 free or reduced-price lunch 

Less than 35 percent ............................ ‡ ‡ ‡ 38 39 23 39 33 29 

35 to 49 percent ................................... ‡ ‡ ‡ 32 41 27 ‡ ‡ ‡ 

50 to 74 percent ................................... ‡ ‡ ‡ 25 45 30 48 19 33 

75 percent or more............................... 11 45 44 24 42 34 19 41 40 

‡ Reporting standards not met. 

1

Based on the estimated 5,300 or 11 percent of public elementary schools that provided Supplemental Educational Services (SES) to students. 2

Based on the estimated 17,100 or 34 percent of public elementary schools with academic instruction/tutoring programs, other than SES, for 

students who need academic assistance. 

3

Based on the estimated 5,000 or 10 percent of public elementary schools with academic instruction/tutoring programs other than SES or other 

programs for students who need academic assistance. For example, some academic instruction/tutoring programs may provide extra academic 

lessons for students who are doing well in school while others may provide additional instruction in foreign languages or the arts. 

NOTE: Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
11 

Table 7. Percentage distribution of public elementary schools with 21st Century Community 

Learning Centers (21st CCLCs) reporting the highest grade served by the Center and 

the Center’s hours of operation, by selected school characteristics: 2008 

Highest grade served 

by 21st CCLC Center’s hours of operation per week 

Selected characteristic 

No grade 

higher than 6

At least one 

grade higher 

than 6 

Less than 10 

hours

10 to 14 

hours 

15 or more 

hours 

 

All public elementary schools .................................. 81 19 21 35 45 

 

Enrollment size 

Less than 300.............................................................. 78 22 34 29 37 

300 to 499................................................................... 76 24 16 48 37 

500 or more ................................................................ 88 12 16 28 56 

 

School locale 

City............................................................................. 88 12 11 34 54 

Urban fringe ............................................................... 87 13 8 35 57 

Town .......................................................................... ‡ ‡ ‡ ‡ ‡ 

Rural........................................................................... 68 32 41 27 31 

 

Region 

Northeast .................................................................... ‡ ‡ ‡ ‡ ‡ 

Southeast .................................................................... 76 25 31 46 23 

Central........................................................................ 75 25 14 37 50 

West ........................................................................... 88 12 20 19 61 

 

Percent minority enrollment 

Less than 6 percent ..................................................... ‡ ‡ ‡ ‡ ‡ 

6 to 20 percent............................................................ ‡ ‡ ‡ ‡ ‡ 

21 to 49 percent .......................................................... ‡ ‡ ‡ ‡ ‡ 

50 percent or more...................................................... 80 20 18 31 51 

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent ................................................... ‡ # ‡ ‡ ‡ 

35 to 49 percent .......................................................... ‡ ‡ ‡ ‡ ‡ 

50 to 74 percent .......................................................... 86 15 18 37 45 

75 percent or more...................................................... 78 22 21 32 47 

# Rounds to zero. 

‡ Reporting standards not met. 

NOTE: Percentages are based on the estimated 5,000 or 10 percent of public elementary schools that reported any 21st Century Community 

Learning Centers at the school. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
12 

Table 8. Percentage distribution of public elementary schools with various types of after-school 

programs reporting that transportation home was provided for students in the program: 

2008

Transportation was provided for: 

Program 

All 

students 

Some 

students 

No 

students 

 

Fee-based stand-alone day care that was operated by the school or district1 ............................... 2 2 96 

Stand-alone academic instruction/tutoring programs2.................................................................. 21 15 64 

21st Century Community Learning Centers3 .............................................................................. 32 9 59 

Other school- or district-operated stand-alone or broad-based formal after-school programs4 ...... 15 10 75 

1

Based on the estimated 10,500 or 21 percent of public elementary schools that had fee-based stand-alone day care that was operated by the 

school or district. 

2

Based on the estimated 21,300 or 43 percent of public elementary schools that had a stand-alone academic instruction/tutoring program at the 

school. 

3

Based on the estimated 5,000 or 10 percent of public elementary schools that had a 21st Century Community Learning Center at the school. 4

Based on the estimated 4,400 or 9 percent of public elementary schools that had other school- or district-operated stand-alone or broad-based 

after-school programs at the school. 

NOTE: Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
13 

Table 9. Percent of public elementary schools with various types of after-school programs 

reporting that transportation home was provided for some or all students in the 

program, by selected school characteristics: 2008 

Selected characteristic 

Fee-based 

stand-alone 

day care 

that was operated 

by the school 

or district1

Stand-alone 

academic 

instruction/ 

tutoring program2

21st Century 

Community 

Learning Center3

Other school- or 

district-operated 

stand-alone or 

broad-based formal 

after-school 

programs4

 

All public elementary schools.................... 4 37 41 24 

Enrollment size 

Less than 300 ............................................... 8 38 41 35 

300 to 499 .................................................... 1 39 42 25 

500 or more.................................................. 5! 34 40 19 

 

School locale 

City .............................................................. 3 37 25 18 

Urban fringe................................................. 3 39 43 23 

Town............................................................ # 31 ‡ ‡

Rural ............................................................ 8 36 60 44 

 

Region 

Northeast...................................................... 9! 45 ‡ ‡

Southeast...................................................... 4 40 ‡ ‡

Central ......................................................... 5 31 ‡ ‡

West............................................................. ‡ 34 39 24 

 

Percent minority enrollment 

Less than 6 percent....................................... 6! 29 ‡ ‡

6 to 20 percent.............................................. ‡ 36 ‡ ‡

21 to 49 percent............................................ 4 35 ‡ ‡

50 percent or more ....................................... 4 40 44 27 

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent..................................... 3! 30 ‡ 20 

35 to 49 percent............................................ 8 41 ‡ ‡

50 to 74 percent............................................ ‡ 41 ‡ ‡

75 percent or more ....................................... 4 37 44 25 

# Rounds to zero. 

! Interpret data with caution; coefficient of variation is greater than 50 percent. 

‡ Reporting standards not met. 

1

Based on the estimated 10,500 or 21 percent of public elementary schools that had fee-based stand-alone day care that was operated by the 

school or district. 

2

Based on the estimated 21,300 or 43 percent of public elementary schools that had a stand-alone academic instruction/tutoring program at the 

school. 

3

Based on the estimated 5,000 or 10 percent of public elementary schools that had a 21st Century Community Learning Center at the school. 4

Based on the estimated 4,400 or 9 percent of public elementary schools that had other school- or district-operated stand-alone or broad-based 

after-school programs at the school. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
14 

Table 10. Percentage distribution of public elementary schools with various types of after-school 

programs reporting the extent to which various factors hindered students from 

participating in the program: 2008

Factor and extent to which it hindered student 

participation 

Fee-based 

stand-alone 

day care 

that was operated 

by the school 

or district 1

21st Century 

Community Learning 

Center2

School- or districtoperated after-school 

programs other than 

fee-based stand-alone 

day care, stand-alone 

academic instruction/ 

tutoring programs, 

or 21st Century 

Community Learning 

Centers3

 

Cost to parents 

Not at all..................................................................... 23 † 73 

Small extent................................................................ 39 † 14 

Moderate extent.......................................................... 28 † 9 

Large extent................................................................ 10 † 3 

 

Lack of/inadequate transportation home from program 

Not at all..................................................................... 46 53 43 

Small extent................................................................ 32 34 31 

Moderate extent.......................................................... 15 9 13 

Large extent................................................................ 8 4 13 

 

Insufficient slots in the program 

Not at all..................................................................... 68 50 48 

Small extent................................................................ 12 21 30 

Moderate extent.......................................................... 12 15 9 

Large extent................................................................ 9 14 12 

†Not applicable; question was not asked in survey. 

1

Based on the estimated 10,500 or 21 percent of public elementary schools that had fee-based stand-alone day care that was operated by the 

school or district. 

2

Based on the estimated 5,000 or 10 percent of public elementary schools that had a 21st Century Community Learning Center at the school. 3

Based on the estimated 4,400 or 9 percent of public elementary schools that had other school- or district-operated stand-alone or broad-based 

after-school programs at the school. 

NOTE: Schools were not asked to indicate the extent to which various factors hindered students from participating in stand-alone academic 

instruction/tutoring programs. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
15 

Table 11. Percent of public elementary schools reporting that their students attended various 

types of formal after-school programs at another location, by selected school 

characteristics: 2008 

Selected characteristic 

Fee-based 

stand-alone 

day care

Stand-alone 

academic 

instruction/ 

tutoring 

program

21st Century 

Community 

Learning 

Center 

Other types of 

formal stand-alone 

or broad-based 

after-school 

programs1

 

All public elementary schools ............................ 46 22 3 8

 

Enrollment size 

 

Less than 300........................................................ 32 16 4 6

300 to 499............................................................. 46 21 3 7

500 or more .......................................................... 56 26 2 10

 

School locale 

City....................................................................... 56 29 3 10

Urban fringe ......................................................... 55 24 2 8

Town .................................................................... 39 18 6 7

Rural..................................................................... 28 13 3 6

 

Region 

Northeast .............................................................. 53 19 3 9

Southeast .............................................................. 49 27 3 8

Central.................................................................. 43 19 2 6

West...................................................................... 43 23 2 8

 

Percent minority enrollment 

Less than 6 percent ............................................... 35 14 3 6

6 to 20 percent ...................................................... 46 17 1 6

21 to 49 percent .................................................... 50 23 2 8

50 percent or more................................................ 49 28 4 10

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent ............................................. 50 21 1 7

35 to 49 percent .................................................... 40 17 2 8

50 to 74 percent .................................................... 45 20 3 5

75 percent or more................................................ 45 27 5 10 1

Other types of formal after-school programs are after-school programs other than fee-based stand-alone day care, stand-alone academic 

instruction/tutoring programs, and 21st Century Community Learning Centers. 

NOTE: Percentages are based on the estimated 49,700 public elementary schools in the nation. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
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17 

References 

Carver, P. and Iruka, I.U. (2006). After-School Programs and Activities: 2005 (NCES 2006–076). 

National Center for Education Statistics, Institute of Education Sciences, U.S. Department of 

Education. Washington, DC. 

James-Burdumy, S., Dynarski, M., Moore, M., Deke, J., Mansfield, W., and Pistorino, C. (2005). When 

Schools Stay Open Late: The National Evaluation of the 21st Century Community Learners 

Centers Program: Final Report. National Center for Education Evaluation and Regional 

Assistance, Institute of Education Sciences, U.S. Department of Education. Washington, DC. 

Kleiner, B., Nolin, M.J., and Chapman, C. (2004). Before- and After-School Care, Programs, and 

Activities of Children in Kindergarten Through Eighth Grade: 2001 (NCES 2004–008). National 

Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. 

Washington, DC. 

Strizek, G., Pittsonberger, J., Riordan, K., Lyter, D., and Orlofsky, G. (2006). Characteristics of Schools, 

Districts, Teachers, Principals, and School Libraries in the United States: 2003–04 Schools and 

Staffing Survey (NCES 2006–313 Revised). National Center for Education Statistics, Institute of 

Education Sciences, U.S. Department of Education. Washington, DC. 
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A-1 

Appendix A 

Standard Error Tables 
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A-3 

Table 1a. Standard errors for the number of public elementary schools and percent reporting 

that formal after-school programs were located at the school, by type of program and 

selected school characteristics: 2008 

Percent of schools with: 

Selected characteristic 

Total number 

of public 

elementary 

schools

Any formal 

after-school 

program 

Fee-based 

stand-alone 

day care 

Stand-alone 

academic 

instruction/ 

tutoring 

program 

21st Century 

Community 

Learning 

Center 

Other types 

of formal 

stand-alone 

or broadbased afterschool 

programs 

 

All public elementary schools.................. 183.8 1.1 1.3 1.2 0.7 0.9 

 

Enrollment size 

Less than 300.............................................. 164.3 2.2 1.9 2.3 1.4 1.4 

300 to 499................................................... 167.4 2.0 2.4 2.2 1.2 1.7 

500 or more ................................................ 53.1 1.8 1.9 1.9 1.1 1.6 

 

School locale 

City............................................................. 565.7 2.1 2.3 2.3 1.5 1.8 

Urban fringe ............................................... 300.6 2.5 2.4 2.4 0.8 1.7 

Town .......................................................... 229.8 4.7 3.5 5.0 2.4 2.5 

Rural........................................................... 359.2 2.0 2.1 1.9 1.4 1.3 

 

Region 

Northeast .................................................... 317.2 2.7 3.0 2.8 1.6 2.3 

Southeast .................................................... 554.7 2.4 2.3 2.3 1.5 1.8 

Central........................................................ 640.0 2.6 2.2 2.6 1.5 1.4 

West ........................................................... 692.9 2.1 2.4 2.3 1.4 1.6 

 

Percent minority enrollment 

Less than 6 percent..................................... 465.5 3.1 2.4 2.6 1.9 2.0 

6 to 20 percent............................................ 544.8 2.6 2.5 2.6 1.0 1.9 

21 to 49 percent.......................................... 529.4 2.7 3.1 2.5 1.3 1.6 

50 percent or more...................................... 183.8 1.7 2.1 2.0 1.6 1.6 

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent................................... 400.7 2.1 2.0 1.8 0.6 1.5 

35 to 49 percent.......................................... 336.7 3.1 2.9 3.0 1.6 2.3 

50 to 74 percent.......................................... 431.8 2.3 2.5 2.5 1.7 1.8 

75 percent or more...................................... 411.9 1.9 2.3 2.3 1.8 1.6 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
A-4 

Table 2a. Standard errors for the percent of public elementary schools reporting that one or more 

stand-alone academic instruction/tutoring programs were located at the school, by type 

of program and selected school characteristics: 2008 

Type of stand-alone academic instruction/tutoring program 

Selected characteristic 

One or more standalone academic 

instruction/tutoring 

programs

Supplemental 

Education 

Services (SES) 

Other stand-alone 

academic 

instruction/ 

tutoring program 

for students who 

need assistance 

Other types of 

stand-alone 

academic 

instruction/

tutoring program

 

All public elementary schools ........................ 1.2 0.7 1.1 0.7

 

Enrollment size 

Less than 300.................................................... 2.3 1.0 2.3 1.0

300 to 499......................................................... 2.2 1.6 1.9 1.1

500 or more ...................................................... 1.9 1.3 1.9 1.1

 

School locale 

City................................................................... 2.3 1.8 2.2 1.5

Urban fringe ..................................................... 2.4 1.2 2.2 1.3

Town ................................................................ 5.0 2.3 4.2 3.0

Rural................................................................. 1.9 0.9 2.1 1.2

 

Region 

Northeast .......................................................... 2.8 2.1 3.0 1.8

Southeast .......................................................... 2.3 1.6 2.1 1.6

Central.............................................................. 2.6 1.6 2.5 1.4

West.................................................................. 2.3 1.3 2.1 1.6

 

Percent minority enrollment 

Less than 6 percent ........................................... 2.6 1.2 2.6 1.3

6 to 20 percent .................................................. 2.6 1.0 2.5 1.4

21 to 49 percent ................................................ 2.5 1.2 2.7 1.1

50 percent or more............................................ 2.0 1.8 1.9 1.8

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent ......................................... 1.8 0.7 1.8 1.0

35 to 49 percent ................................................ 3.0 1.8 3.4 1.6

50 to 74 percent ................................................ 2.5 1.5 2.2 1.5

75 percent or more............................................ 2.3 2.0 2.4 1.8

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
A-5 

Table 3a. Standard errors for the percentage distribution of public elementary schools reporting 

the number of formal after-school programs that were located at the school, by selected 

school characteristics: 2008 

Selected characteristic No program 1 program 2 programs 

3 or more 

programs 

 

All public elementary schools .......................... 1.1 1.0 1.2 0.9 

 

Enrollment size 

Less than 300...................................................... 2.2 2.2 1.8 1.3 

300 to 499........................................................... 2.0 1.8 2.3 1.6 

500 or more ........................................................ 1.8 1.4 1.9 1.6 

 

School locale 

City..................................................................... 2.1 1.8 2.1 1.8 

Urban fringe ....................................................... 2.5 1.4 2.1 1.7 

Town .................................................................. 4.7 4.0 3.7 2.6 

Rural................................................................... 2.0 1.8 1.6 1.2 

 

Region 

Northeast ............................................................ 2.7 2.0 2.2 2.0 

Southeast ............................................................ 2.4 2.2 2.4 1.7 

Central................................................................ 2.6 2.0 2.1 1.4 

West ................................................................... 2.1 1.5 1.9 1.5 

 

Percent minority enrollment 

Less than 6 percent ............................................. 3.1 2.3 2.0 1.5 

6 to 20 percent.................................................... 2.6 1.6 1.8 1.7 

21 to 49 percent .................................................. 2.7 2.0 2.3 1.7 

50 percent or more.............................................. 1.7 2.0 1.7 1.7 

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent ........................................... 2.1 0.9 1.8 1.4 

35 to 49 percent .................................................. 3.1 2.9 2.6 1.9 

50 to 74 percent .................................................. 2.3 2.4 2.1 1.8 

75 percent or more.............................................. 1.9 2.3 2.1 1.7 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
A-6 

Table 4a. Standard errors for the total enrollment in formal after-school programs at public 

elementary schools and percentage distribution of enrollments in various types of 

programs, by selected school characteristics: 2008 

Percent of total enrollment in: 

Selected characteristic 

Total 

enrollment 

in formal 

after-school 

programs

Fee-based 

stand-alone 

day care

Stand-alone 

academic 

instruction/ 

tutoring 

program 

21st Century 

Community 

Learning 

Center 

Other types 

of formal 

stand-alone 

or broadbased afterschool 

programs 

 

All public elementary schools............................ 93,939.4 0.9 1.2 1.0 1.1 

 

Enrollment size 

Less than 300........................................................ 13,101.1 2.0 2.7 2.5 2.5 

300 to 499............................................................. 17,618.6 1.9 2.2 1.9 2.0 

500 or more .......................................................... 18,967.6 1.5 1.7 1.2 1.6 

 

School locale 

City....................................................................... 91,457.4 1.6 2.4 1.3 2.2 

Urban fringe ......................................................... 82,510.4 2.1 2.2 0.9 1.7 

Town .................................................................... 22,506.3 4.3 5.8 4.5 3.6 

Rural..................................................................... 40,389.4 2.6 2.3 2.8 2.1 

 

Region 

Northeast .............................................................. 55,397.2 3.0 3.5 1.9 3.4 

Southeast .............................................................. 73,549.3 2.4 2.0 1.8 1.4 

Central.................................................................. 67,865.3 2.9 3.4 2.1 1.9 

West...................................................................... 103,197.1 1.5 2.4 1.6 2.3 

 

Percent minority enrollment 

Less than 6 percent ............................................... 37,648.2 3.0 3.1 3.4 3.5 

6 to 20 percent ...................................................... 39,164.9 2.4 2.2 2.4 2.5 

21 to 49 percent .................................................... 65,034.4 2.9 1.7 1.6 1.8 

50 percent or more................................................ 85,927.2 1.5 1.9 1.4 1.8 

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent ............................................. 53,615.1 2.1 1.5 0.8 2.1 

35 to 49 percent .................................................... 36,093.3 2.8 3.2 2.4 2.8 

50 to 74 percent .................................................... 50,433.8 2.6 3.0 2.5 2.6 

75 percent or more................................................ 78,189.7 1.5 2.2 1.7 2.0 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
A-7 

Table 5a. Standard errors for the percentage distribution of public elementary schools with feebased stand-alone day care programs reporting the number of hours per week that the 

program operated at the school, by selected school characteristics: 2008 

Selected characteristic 

Less than 15 hours 

per week 

15 to 19 hours 

per week 

20 or more hours

per week

 

All public elementary schools ............................ 1.8 1.8 1.5

Enrollment size 

Less than 300........................................................ 4.5 4.7 3.3

300 to 499............................................................. 3.0 3.3 2.7

500 or more .......................................................... 2.5 2.4 2.4

 

School locale 

City....................................................................... 2.5 2.9 2.6

Urban fringe ......................................................... 2.8 2.8 2.4

Town .................................................................... † † †

Rural..................................................................... 4.3 4.0 3.5

 

Region 

Northeast .............................................................. 3.7 4.1 3.2

Southeast .............................................................. 3.0 3.3 3.5

Central.................................................................. 3.6 3.6 2.6

West ..................................................................... 2.6 3.7 3.4

 

Percent minority enrollment 

Less than 6 percent ............................................... 5.3 5.9 4.6

6 to 20 percent...................................................... 3.2 4.4 3.5

21 to 49 percent .................................................... 3.4 3.7 2.8

50 percent or more................................................ 2.7 3.4 3.2

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent ............................................. 2.6 2.6 2.0

35 to 49 percent .................................................... 4.3 5.2 4.2

50 to 74 percent .................................................... 3.5 4.2 4.3

75 percent or more................................................ 4.0 4.0 3.6

†Not applicable. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
A-8 

Table 6a. Standard errors for the percentage distribution of public elementary schools with 

various types of stand-alone academic instruction/tutoring programs reporting the 

number of hours per week that the program operated at the school, by selected school 

characteristics: 2008

Supplemental Educational 

Services (SES) 

Other stand-alone academic 

instruction/tutoring program 

for students who need 

academic assistance 

Other types of stand-alone 

academic instruction/ 

tutoring program 

Selected characteristic 

1 to 2 

hours 

3 to 4 

hours 

5 or 

more 

hours 

1 to 2 

hours 

3 to 4 

hours 

5 or 

more 

hours 

1 to 2 

hours 

3 to 4 

hours 

5 or 

more 

hours 

 

 All public elementary schools........ 2.8 4.0 3.4 1.8 2.1 1.9 3.9 3.2 3.7 

 

Enrollment size 

Less than 300....................................... 9.0 10.0 8.6 3.9 3.9 3.9 7.8 8.5 8.7 

300 to 499............................................ 5.0 9.4 7.8 3.4 3.9 3.4 7.5 7.3 7.1 

500 or more.......................................... 3.8 4.9 4.8 3.2 3.5 2.8 5.1 4.9 5.5 

 

School locale 

City ...................................................... 3.3 5.6 4.9 2.6 3.3 3.3 6.4 5.4 6.1 

Urban fringe......................................... 7.5 8.3 6.0 4.4 4.4 2.9 7.1 6.4 7.0 

Town.................................................... † † † 5.8 6.3 5.0 † † †

Rural .................................................... † † † 3.9 3.7 3.5 8.5 7.2 8.5 

 

Region 

Northeast.............................................. 7.4 7.9 8.1 4.4 4.1 4.1 † † †

Southeast.............................................. 4.8 7.3 7.3 3.7 4.3 4.0 7.8 7.1 8.1 

Central ................................................. 7.0 7.6 6.9 4.2 4.1 3.6 7.8 10.4 9.0 

West..................................................... 7.6 9.9 7.0 2.9 3.5 3.7 6.5 6.0 6.1 

 

Percent minority 

 enrollment 

Less than 6 percent .............................. † † † 4.9 5.0 4.7 † † †

6 to 20 percent ..................................... † † † 5.0 4.4 4.1 † † †

21 to 49 percent ................................... † † † 4.1 4.8 4.1 9.2 8.5 6.7 

50 percent or more ............................... 3.0 4.6 4.1 2.5 3.3 3.0 4.1 5.4 5.3 

 

Percent of students 

 eligible for free or 

 reduced-price lunch 

Less than 35 percent ............................ † † † 3.9 3.6 3.0 9.2 8.1 7.7 

35 to 49 percent ................................... † † † 5.0 4.5 4.6 † † †

50 to 74 percent ................................... † † † 3.6 4.3 4.1 8.0 6.4 7.6 

75 percent or more ............................... 3.0 5.0 4.7 2.9 3.8 3.7 5.5 6.0 5.7 

†Not applicable. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
A-9 

Table 7a. Standard errors for the percentage distribution of public elementary schools with 21st 

Century Community Learning Centers (21st CCLCs) reporting the highest grade 

served by the Center and the Center’s hours of operation, by selected school 

characteristics: 2008 

Highest grade served 

by 21st CCLC Center’s hours of operation per week 

Selected characteristic 

No grade 

higher than 6

At least one 

grade higher 

than 6 

Less than 10 

hours

10 to 14 

hours 

15 or more 

hours 

 

All public elementary schools .................................. 2.8 2.8 3.4 3.8 4.1 

 

Enrollment size 

Less than 300.............................................................. 6.2 6.2 7.1 5.3 7.6 

300 to 499................................................................... 6.6 6.6 5.3 7.1 7.8 

500 or more ................................................................ 4.2 4.2 4.4 5.5 4.5 

 

School locale 

City............................................................................. 3.9 3.9 4.2 7.2 6.7 

Urban fringe ............................................................... 6.1 6.1 4.6 9.1 9.2 

Town .......................................................................... † † † † †

Rural........................................................................... 5.3 5.3 7.3 6.4 6.9 

 

Region 

Northeast .................................................................... † † † † †

Southeast .................................................................... 6.5 6.5 7.6 9.1 8.2 

Central........................................................................ 7.2 7.2 5.8 8.1 6.6 

West ........................................................................... 4.7 4.7 4.9 5.1 6.8 

 

Percent minority enrollment 

Less than 6 percent ..................................................... † † † † †

6 to 20 percent............................................................ † † † † †

21 to 49 percent .......................................................... † † † † †

50 percent or more...................................................... 4.0 4.0 3.3 4.5 4.8 

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent ................................................... † † † † †

35 to 49 percent .......................................................... † † † † †

50 to 74 percent .......................................................... 5.3 5.3 5.4 6.2 6.2 

75 percent or more...................................................... 4.0 4.0 3.9 5.2 5.5 

†Not applicable. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
A-10 

Table 8a. Standard errors for the percentage distribution of public elementary schools with 

various types of after-school programs reporting that transportation home was 

provided for students in the program: 2008 

Transportation was provided for: 

Program 

All 

students 

Some 

students 

No 

students 

 

Fee-based stand-alone day care that was operated by the school or district................................. 0.7 0.9 1.1 

Stand-alone academic instruction/tutoring programs................................................................... 1.4 1.3 1.6 

21st Century Community Learning Centers ............................................................................... 4.0 1.9 2.0 

Other school- or district-operated stand-alone or broad-based formal after-school programs ..... 3.2 2.2 2.1 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
A-11 

Table 9a. Standard errors for the percent of public elementary schools with various types of afterschool programs reporting that transportation home was provided for some or all 

students in the program, by selected school characteristics: 2008 

Selected characteristic 

Fee-based 

stand-alone 

day care 

that was operated 

by the school 

or district

Stand-alone 

academic 

instruction/ 

tutoring program

21st Century 

Community 

Learning Center 

Other school- or 

district-operated 

stand-alone or 

broad-based formal 

after-school 

programs 

 

All public elementary schools ................... 1.1 1.7 4.4 4.0 

 

Enrollment size 

Less than 300............................................... 3.7 3.3 6.6 8.4 

300 to 499.................................................... 1.0 3.5 8.3 5.5 

500 or more ................................................. 1.5 2.4 6.9 5.7 

 

School locale 

City.............................................................. 1.5 2.6 6.8 5.8 

Urban fringe ................................................ 1.5 2.8 9.7 6.4 

Town............................................................ † 6.3 † †

Rural............................................................ 2.9 4.2 7.6 9.8 

 

Region 

Northeast ..................................................... 5.2 3.8 † †

Southeast ..................................................... 1.7 4.5 † †

Central ......................................................... 2.2 3.7 † †

West............................................................. † 2.9 6.8 6.1 

 

Percent minority enrollment 

Less than 6 percent ...................................... 3.4 4.9 † †

6 to 20 percent ............................................. † 4.2 † †

21 to 49 percent ........................................... 1.8 3.7 † †

50 percent or more....................................... 1.7 2.8 5.6 5.9 

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent .................................... 1.7 3.5 † 7.0 

35 to 49 percent ........................................... 3.7 5.3 † †

50 to 74 percent ........................................... † 3.9 † †

75 percent or more....................................... 2.2 2.9 5.8 5.6 

†Not applicable. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
A-12 

Table 10a. Standard errors for the percentage distribution of public elementary schools with 

various types of after-school programs reporting the extent to which various factors 

hindered students from participating in the program: 2008 

Factor and extent to which it hindered student 

participation 

Fee-based

stand-alone 

day care 

that was operated

by the school 

or district

21st Century 

Community Learning 

Center 

School- or districtoperated after-school 

programs other than 

fee-based stand-alone 

day care, stand-alone 

academic instruction/ 

tutoring programs, 

or 21st Century 

Community Learning 

Centers 

 

Cost to parents 

Not at all .......................................................................... 2.0 † 3.2 

Small extent ..................................................................... 2.7 † 3.1 

Moderate extent ............................................................... 2.5 † 2.4 

Large extent ..................................................................... 1.5 † 1.4 

 

Lack of/inadequate transportation home from program 

Not at all .......................................................................... 2.3 4.4 3.7 

Small extent ..................................................................... 2.8 3.8 3.3 

Moderate extent ............................................................... 2.2 2.1 2.3 

Large extent ..................................................................... 1.4 1.6 3.5 

 

Insufficient slots in the program 

Not at all .......................................................................... 2.4 4.5 3.5 

Small extent ..................................................................... 1.7 3.7 3.9 

Moderate extent ............................................................... 2.2 3.3 2.5 

Large extent ..................................................................... 1.7 2.9 2.5 

†Not applicable. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
A-13 

Table 11a. Standard errors for the percent of public elementary schools reporting that their 

students attended various types of formal after-school programs at another location, 

by selected school characteristics: 2008 

Selected characteristic 

Fee-based 

stand-alone 

day care

Stand-alone 

academic 

instruction/ 

tutoring 

program 

21st Century 

Community 

Learning 

Center 

Other types of 

formal stand-alone 

or broad-based

after-school 

programs

 

All public elementary schools ............................ 1.2 1.1 0.5 0.7

 

Enrollment size 

 

Less than 300........................................................ 2.0 1.6 0.8 1.1

300 to 499............................................................. 2.4 1.8 0.8 1.0

500 or more .......................................................... 2.0 1.8 0.6 1.2

 

School locale 

City....................................................................... 2.5 2.1 0.8 1.5

Urban fringe ......................................................... 2.1 1.8 0.6 1.2

Town .................................................................... 4.1 2.7 1.9 2.2

Rural..................................................................... 1.7 1.5 0.6 1.1

 

Region 

Northeast .............................................................. 3.1 2.5 0.9 1.8

Southeast .............................................................. 2.4 2.4 0.9 1.3

Central.................................................................. 2.4 1.7 0.7 1.1

West ..................................................................... 2.1 1.8 0.7 1.3

 

Percent minority enrollment 

Less than 6 percent ............................................... 2.6 1.9 0.9 1.5

6 to 20 percent...................................................... 2.5 1.7 0.6 1.3

21 to 49 percent .................................................... 2.7 2.0 0.7 1.3

50 percent or more................................................ 2.0 1.5 0.9 1.5

 

Percent of students eligible for free or 

 reduced-price lunch 

Less than 35 percent ............................................. 2.0 1.8 0.5 1.2

35 to 49 percent .................................................... 3.1 2.2 0.9 1.7

50 to 74 percent .................................................... 2.4 2.1 0.9 1.3

75 percent or more................................................ 2.4 2.0 1.2 1.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
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B-1 

Appendix B 

Technical Notes 
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B-3 

Technical Notes 

Fast Response Survey System 

The Fast Response Survey System (FRSS) was established in 1975 by the National Center for 

Education Statistics (NCES), U.S. Department of Education. FRSS is designed to collect issue-oriented 

data within a relatively short time frame. FRSS collects data from state education agencies, local 

education agencies, public and private elementary and secondary schools, public school teachers, and 

public libraries. To ensure minimal burden on respondents, the surveys are generally limited to three 

pages of questions, with a response burden of about 30 minutes per respondent. Sample sizes are 

relatively small (usually about 1,000 to 1,500 respondents per survey) so that data collection can be 

completed quickly. Data are weighted to produce national estimates of the sampled education sector. 

The sample size permits limited breakouts by classification variables. However, as the number of 

categories within the classification variables increases, the sample size within categories decreases, which 

results in larger sampling errors for the breakouts by classification variables. 

Sample Design 

The sample for the FRSS survey on after-school programs consisted of 1,798 regular public 

elementary schools in the 50 states and the District of Columbia. It was selected from the 2005–06 NCES 

Common Core of Data (CCD) Public School Universe file, which was the most current file available at 

the time of selection. The sampling frame included 50,934 regular elementary schools. For the purposes 

of the study, an elementary school was defined as a school with a high grade of 1 to 8 and a low grade of 

prekindergarten, kindergarten, or grades 1 to 3. Excluded from the sampling frame were schools with a 

high grade of prekindergarten or kindergarten and ungraded schools, along with special education, 

vocational, and alternative/other schools, schools outside the 50 states and the District of Columbia, and 

schools with zero or missing enrollment. 

The public school sampling frame was stratified by enrollment size (less than 300, 300 to 499, 500 

to 599, 600 to 749, and 750 or more) and percent eligible for free or reduced-price lunch (less than 35 

percent, 36 to 49 percent, 50 to 74 percent, and 75 percent or more). Schools in the frame were then 

sorted by type of locale (city, urban fringe, town, and rural) and region (Northeast, Southeast, Central, and 

West) to induce additional implicit stratification. These variables are defined in more detail in the 

“Definitions of Analysis Variables” section of these Technical Notes. 

Data Collection and Response Rates 

Questionnaires and cover letters for the study were mailed to the principal of each sampled school 

in late December 2007. The letter introduced the study and requested that the questionnaire be completed 

by the person most knowledgeable about after-school programs that were physically located at the school. 

Respondents were encouraged to consult with the administrators of after-school programs that were 

located at the school but operated by some entity other than the school or district (e.g., privately run feebased day care). Respondents were also offered the option of completing the survey via the Web. 
B-4 

Telephone follow-up for survey nonresponse and data clarification was initiated in January 2008 and 

completed in early May 2008. 

Of the 1,798 schools in the sample, 40 were found to be ineligible for the survey because they were 

closed or did not meet the grade requirements for inclusion as an elementary school. This left a total of 

1,758 eligible schools in the sample. Completed questionnaires were received from 1,601 schools, or 91 

percent of the eligible schools (table B-1). Of the schools that completed the survey, 37 percent 

completed it by Web, 30 percent completed it by mail, 13 percent completed it by fax, and 20 percent 

completed it by telephone. The weighted response rate was 91 percent. The weighted number of eligible 

schools in the survey represents the estimated universe of regular elementary schools in the 50 states and 

the District of Columbia. 

Table B-1. Number and percent of responding public elementary schools in the study sample, and 

estimated number and percent of public schools the sample represents, by selected 

school characteristics: 2008 

Respondent sample (unweighted) National estimate (weighted) 

Selected characteristic Number Percent Number Percent 

 

 All public elementary schools................................................ 1,601 100 49,700 100 

 

Enrollment size 

 Less than 300............................................................................ 470 29 13,100 26 

 300 to 499 ................................................................................. 471 29 17,600 35 

 500 or more............................................................................... 660 41 19,000 38 

 

Locale 

 City ........................................................................................... 432 27 14,000 28 

 Urban fringe.............................................................................. 534 33 17,200 35 

 Town......................................................................................... 137 9 4,200 8 

 Rural ......................................................................................... 498 31 14,300 29 

 

Region 

 Northeast................................................................................... 288 18 9,200 19 

 Southeast................................................................................... 360 22 10,900 22 

 Central ...................................................................................... 424 26 13,300 27 

 West .......................................................................................... 529 33 16,300 33 

 

Percent minority enrollment 

 Less than 6 percent ................................................................... 292 35 8,700 35 

 6 to 20 percent .......................................................................... 372 15 11,600 14 

 21 to 49 percent ........................................................................ 370 23 11,500 23 

 50 percent or more.................................................................... 567 27 17,800 27 

 

Percent of students eligible for free or reduced-price lunch 

 Less than 35 percent ................................................................. 561 18 17,500 18 

 35 to 49 percent ........................................................................ 238 23 7,200 23 

 50 to 74 percent ........................................................................ 376 23 11,600 23 

 75 percent or more.................................................................... 426 35 13,400 36 

NOTE: Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 
B-5 

Imputation for Item Nonresponse 

Although item nonresponse for key items was very low, missing data were imputed for the six 

items with a response rate of less than 100 percent (table B-2).3

 The missing items included both 

numerical data such as the number of students enrolled in fee-based stand-alone day care, as well as 

categorical data such as whether cost to parents was a hindrance to student participation in fee-based 

stand-alone day care. The missing data were imputed using a “hot-deck” approach to obtain a “donor” 

school from which the imputed values were derived. Under the hot-deck approach, a donor school that 

matched selected characteristics of the school with missing data (the recipient school) was identified. The 

matching characteristics included enrollment size, percent of students in the school eligible for free or 

reduced-price lunch, and type of locale. In addition, relevant questionnaire items were used to form 

appropriate imputation groupings. Once a donor was found, it was used to obtain the imputed values for 

the school with missing data. For both categorical and numerical items, the imputed value was simply the 

corresponding value from the donor school. All missing items for a given school were imputed from the 

same donor. 

Table B-2. Percent of cases with imputed data in the study sample, and percent of cases with 

imputed data the sample represents, by questionnaire item: 2008

Questionnaire item 

Respondent 

sample

(unweighted)

National 

estimate

(weighted)

q2a Number of students enrolled in fee-based stand-alone day care program .......................................... 0.06 0.05

q2b Hours per week in fee-based stand-alone day care program operates ................................................ 0.12 0.16

q6a Extent to which cost to parents hindered student participation in fee-based stand-alone day care.... 0.06 0.05

q8aenrol Enrollment in Supplemental Educational Services ............................................................................. 0.06 0.07

q8ahrs Hours per week in Supplemental Educational Services...................................................................... 0.06 0.07

Q19ebroadbased 

Other focus of broad-based programs other than fee-based stand-alone day care, stand-alone 

academic instruction or 21st CCLC .................................................................................................. 0.06 0.08

NOTE: Data were imputed using hot-deck imputation procedures. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “After-School 

Programs in Public Elementary Schools,” FRSS 91, 2008. 

Data Reliability 

While the After-School Programs in Public Elementary Schools survey was designed to account for 

sampling error and to minimize nonsampling error, estimates produced from the data collected are subject 

to both types of error. Sampling error occurs because the data are collected from a sample rather than a 

census of the population, and nonsampling errors are errors made during the collection and processing of 

the data. 

 Sampling Errors 

The responses were weighted to produce national estimates (table B-1). The weights were 

designed to adjust for the variable probabilities of selection and differential nonresponse. The findings in 

this report are estimates based on the sample selected and, consequently, are subject to sampling 

 

3

 Per NCES standards, all missing questionnaire data are imputed. 
B-6 

variability. General sampling theory was used to estimate the sampling variability of the estimates and to 

test for statistically significant differences between estimates. 

The standard error is a measure of the variability of an estimate due to sampling. It indicates the 

variability of a sample estimate that would be obtained from all possible samples of a given design and 

size. Standard errors are used as a measure of the precision expected from a particular sample. If all 

possible samples were surveyed under similar conditions, intervals of 1.96 standard errors below to 1.96 

standard errors above a particular statistic would include the true population parameter being estimated in 

about 95 percent of the samples. This is a 95 percent confidence interval. For example, the estimated 

percentage of public elementary schools that had a fee-based stand-alone day care program at the school 

is 45.6 percent, and the standard error is 1.3 percent (tables 1 and 1a). The 95 percent confidence interval 

for the statistic extends from [45.6 – (1.3 x 1.96)] to [45.6 + (1.3 x 1.96)], or from 43.1 to 48.1 percent. 

The 1.96 is the critical value for a statistical test at the 0.05 significance level (where 0.05 indicates the 5 

percent of all possible samples that would be outside the range of the confidence interval). 

Because the data from the FRSS after-school programs survey were collected using a complex 

sampling design, the variances of the estimates from this survey (e.g., estimates of proportions) are 

typically different from what would be expected from data collected with a simple random sample. Not 

taking the complex sample design into account can lead to an underestimation of the standard errors 

associated with such estimates. To generate accurate standard errors for the estimates in this report, 

standard errors were computed using a technique known as jackknife replication. As with any replication 

method, jackknife replication involves constructing a number of subsamples (replicates) from the full 

sample and computing the statistic of interest for each replicate. The mean square error of the replicate 

estimates around the full sample estimate provides an estimate of the variance of the statistic. To 

construct the replications, 50 stratified subsamples of the full sample were created and then dropped 1 at a 

time to define 50 jackknife replicates. A computer program (WesVar) was used to calculate the estimates 

of standard errors. 

All specific statements of comparisons made in this report have been tested for statistical 

significance at the .05 level using Student’s t-statistic to ensure that the differences are larger than those 

that might be expected due to sampling variation. Adjustments for multiple comparisons were not 

included. Student’s t values were computed to test the difference between estimates with the 

following formula: 

2

2

2

1

1 2

se se

E E

t

+

− =

where E1 and E2 are the estimates to be compared and se1 and se2 are their corresponding standard errors. 

Many of the variables examined are related to one another, and complex interactions and relationships 

have not been explored. 

 Nonsampling Errors 

Nonsampling error is the term used to describe variations in the estimates that may be caused by 

population coverage limitations and data collection, processing, and reporting procedures. The sources of 

nonsampling errors are typically problems like unit and item nonresponse, differences in respondents’ 

interpretations of the meaning of questions, response differences related to the particular time the survey 

was conducted, and mistakes made during data preparation. It is difficult to identify and estimate either 

the amount of nonsampling error or the bias caused by this error. To minimize the potential for 
B-7 

nonsampling error, this study used a variety of procedures, including a pretest of the questionnaire with 

principals of elementary schools. The pretest provided the opportunity to check for consistency of 

interpretation of questions and definitions and to eliminate ambiguous items. The questionnaire and 

instructions were also extensively reviewed by NCES. In addition, manual and machine editing of the 

questionnaire responses were conducted to check the data for accuracy and consistency. Cases with 

missing or inconsistent items were recontacted by telephone to resolve problems. Data were keyed with 

100 percent verification for surveys received by mail, fax, or telephone. 

Definitions of Analysis Variables 

Many of the school characteristics, described below, may be related to each other. For example, 

school enrollment size and locale are related, with city schools typically being larger than rural schools. 

Other relationships between these analysis variables may exist. However, this First Look report focuses 

on national estimates and bivariate relationships between the analysis variables and questionnaire 

variables rather than more complex analyses. 

Enrollment Size – This variable indicates the total number of students enrolled in the school based on 

data from the 2005–06 CCD. The variable was collapsed into the following three categories: 

Less than 300 students 

300 to 499 students

500 or more students 

School Locale – This variable indicates the type of community in which the school is located, as defined 

in the 2005–06 CCD (which uses definitions based on U.S. Census Bureau classifications). This variable 

was based on the eight-category locale variable from CCD, recoded into a four-category analysis variable 

for this report. Large and midsize cities were coded as city, the urban fringes of large and midsize cities 

were coded as urban fringe, large and small towns were coded as town, and rural areas outside and inside 

Metropolitan Statistical Areas (MSAs) were coded as rural. The categories are described in more detail 

below. 

City – A large or midsize central city of a Consolidated Metropolitan Statistical Area (CMSA) or 

Metropolitan Statistical Area (MSA). 

Urban fringe – Any incorporated place, Census-designated place, or non-place territory within a 

CSMA or MSA of a large or midsize city, and defined as urban by the Census Bureau. 

Town – Any incorporated place or Census-designated place with a population greater than or equal 

to 2,500 and located outside a CMSA or MSA. 

Rural – Any incorporated place, Census-designated place, or non-place territory defined as rural by 

the Census Bureau. 

Region – This variable classifies schools into one of the four geographic regions used by the Bureau of 

Economic Analysis of the U.S. Department of Commerce. Data were obtained from the 2005–06 CCD 

School Universe file. The geographic regions are: 
B-8 

Northeast – Connecticut, Delaware, District of Columbia, Maine, Maryland, Massachusetts, New 

Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, and Vermont 

Southeast – Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North 

Carolina, South Carolina, Tennessee, Virginia, and West Virginia 

Central – Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North 

Dakota, Ohio, South Dakota, and Wisconsin 

 

West – Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, 

Oklahoma, Oregon, Texas, Utah, Washington, and Wyoming 

Percent Minority Enrollment – This variable indicates the percentage of students enrolled in the school 

whose race or ethnicity is classified as one of the following: American Indian or Alaska Native, Asian or 

Pacific Islander, non-Hispanic Black, or Hispanic, based on data in the 2005–06 CCD School Universe 

file. The percent minority enrollment variable was collapsed into the following four categories: 

Less than 6 percent minority 

6 to 20 percent minority 

21 to 49 percent minority

50 percent or more minority 

Percent of Students Eligible for Free or Reduced-Price Lunch—This variable is based on responses to 

question 24 on the survey questionnaire; if it was missing from the questionnaire (2.4 percent of all 

cases), it was obtained from the 2005–06 CCD School Universe File. This item serves as a measurement 

of the concentration of poverty at the school. The categories are: 

Less than 35 percent

35 to 49 percent

50 to 74 percent

75 percent or more

Contact Information 

For more information about the survey, contact Peter Tice, Early Childhood, International, and 

Crosscutting Studies Division, National Center for Education Statistics, Institute of Education Sciences, 

U.S. Department of Education, 1990 K Street NW, Washington, DC 20006, e-mail: Peter.Tice@ed.gov; 

telephone: (202) 502-7497. 
C-1 

Appendix C 

Questionnaire 
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C-3 

 U.S. DEPARTMENT OF EDUCATION FORM APPROVED 

 NATIONAL CENTER FOR EDUCATION STATISTICS O.M.B. No.: 1850–0733 

 WASHINGTON, D.C. 20006–5651 EXPIRATION DATE: 10/2009

 AFTER-SCHOOL PROGRAMS IN PUBLIC ELEMENTARY SCHOOLS 

FAST RESPONSE SURVEY SYSTEM

This survey is authorized by law (P.L. 103-382). While participation in this survey is voluntary, your cooperation is critical

to make the results of this survey comprehensive, accurate, and timely. 

The survey mainly focuses on various types of formal after-school programs/centers for students in elementary grades, 

K through grade 5 or 6, in public elementary schools. These include stand-alone programs that focus primarily on a 

single type of service (e.g., only day care) and broad-based programs that focus primarily on a combination of services 

(i.e., multiple activities such as academic enrichment and cultural activities). Programs/centers include: 

 Extended day care programs: i.e., fee-based stand-alone programs that focus primarily on providing after-school 

day care. The programs may also provide some academic or enrichment activities. 

 Academic instruction or tutoring programs: i.e., stand-alone after-school programs with an exclusive focus on 

academic instruction or tutoring. This includes Supplemental Educational Services (SES) in schools that did not make 

Adequate Yearly Progress (AYP) and other academic instruction or tutoring programs. 

 The 21st Century Community Learning Centers (21st CCLCs): i.e., centers that are administered by the federally 

funded 21st CCLC program to provide academic enrichment opportunities, including instruction in core academic 

subjects and a broad array of enrichment activities to complement regular academic programs. 

 All other types of formal after-school programs, including other stand-alone and broad-based programs. 

The survey EXCLUDES clubs or activities that are offered as school-sponsored extra-curricular activities. 

IF ABOVE SCHOOL INFORMATION IS INCORRECT, PLEASE UPDATE DIRECTLY ON LABEL. 

Name of Person Completing This Form: ________________________________________________________________ 

Title/Position: _____________________________________________________________________________________ 

Telephone Number: ___________________________________ E-mail: _____________________________________ 

Best days and times to reach you (in case of questions): ___________________________________________________ 

THANK YOU. PLEASE KEEP A COPY OF THE SURVEY FOR YOUR RECORDS. 

PLEASE RETURN COMPLETED FORM TO: IF YOU HAVE ANY QUESTIONS OR COMMENTS, CONTACT: 

Mail: Basmat Parsad (8096.11.03) Basmat Parsad at Westat 

 Westat 800-937-8281, Ext. 8222 or 301-251-8222 

 1650 Research Boulevard E-mail: basmatparsad@westat.com 

 Rockville, Maryland 20850-3195 

Fax: 800-254-0984 

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB 

control number. The valid OMB control number for this information collection is 1850-0733. The time required to complete this information collection is 

estimated to average 30 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and 

complete and review the information collection. If you have any comments concerning the accuracy of the time estimate or suggestions for improving 

this form, please write to: U.S. Department of Education, Washington, DC 20202-4651. If you have any comments or concerns regarding the status of 

your individual submission of this form, write directly to: National Center for Education Statistics, 1990 K Street, NW, Washington, DC 20006. 

FRSS 91, 12/2007
C-4 

DEFINITION BOX: Please read the definitions below before answering the questions. 

The survey mainly focuses on various types of formal after-school programs/centers for students in elementary 

grades, K through grade 5 or 6, in public elementary schools. These include stand-alone programs that focus 

primarily on a single type of service (e.g., only day care) and broad-based programs that focus primarily on a 

combination of services (i.e., multiple activities such as academic enrichment and cultural activities). 

Programs/centers include: 

 Extended day care programs: i.e., fee-based stand-alone programs that focus primarily on providing afterschool day care. The programs may also provide some academic or enrichment activities. 

 Academic instruction or tutoring programs: i.e., stand-alone after-school programs with an exclusive focus on 

academic instruction or tutoring. This includes Supplemental Educational Services (SES) in schools that did not 

make Adequate Yearly Progress (AYP) and other academic instruction or tutoring programs. 

 The 21st Century Community Learning Centers (21st CCLCs): i.e., centers that are administered by the 

federally funded 21st CCLC program to provide academic enrichment opportunities, including instruction in core 

academic subjects and a broad array of enrichment activities to complement regular academic programs. 

 All other types of formal after-school programs, including other stand-alone and broad-based programs. 

The survey EXCLUDES clubs or activities that are offered as school-sponsored extra-curricular activities. 

Please report a program only ONCE in this survey 

I. Fee-Based Extended Day Care Programs (Exclude broad-based programs such as the 21st CCLC)

1. Is there any fee-based, stand-alone after-school program that focuses primarily on providing after-school day care 

for elementary grade students at your school? See definition box above. 

Include after-school day care that is physically located at your school regardless of who operates the program. 

Exclude day care that is part of a more broad-based after-school program (such as the 21st CCLC). 

Yes................... 1 (Continue with question 2.) No.................... 2 (Skip to question 7.) 

2. Please provide the following information about the after-school extended day care program for elementary grades at 

your school. 

a. How many elementary grade students are enrolled in the extended day care program? ________students 

b. How many hours per week does the extended day care program operate? _________hours per week

3. Is the extended day care program at your school operated by your school or district? Please include programs 

your school or district operates independently or jointly with other entities. 

Yes................... 1 (Continue with question 4.) No.................... 2 (Skip to question 7.) 

4. Does your school or district provide transportation home for students in its extended day care program? 

Yes, for all students............1 Yes, for some students............2 No............3

5. Do elementary grade students from other schools attend the school- or district-operated, extended day care program 

at your school? 

Yes................... 1 No.................... 2

6. To what extent do the following factors hinder students from participating in the school- or district-operated, extended 

day care program at your school? 

Factor Not at 

all 

Small 

extent 

Moderate 

extent 

Large 

extent 

a. Cost to parents...................................................................................... 1 2 3 4 

b. Lack of/inadequate transportation home from the program ................. 1 2 3 4 

c. Insufficient slots in the program............................................................ 1 2 3 4 
C-5 

II. Academic Instruction/Tutoring Programs (Exclude broad-based programs such as the 21st CCLC)

7. Is there any formal, after-school program that focuses exclusively on academic instruction or tutoring for 

elementary grade students at your school? See definition box. 

Include stand-alone programs that are physically located at your school regardless of who operates the programs. 

Exclude academic instruction that is part of a more broad-based after-school program (such as the 21st CCLC), 

and clubs or activities that are offered as school-sponsored extra-curricular activities. 

Yes................... 1 (Continue with question 8.) No .................... 2 (Skip to question 11.) 

8. Please provide the following information about the after-school academic instruction or tutoring program at your 

school. See instruction in question 7 and definition box. 

Have 

program? If yes, 

Stand-alone Academic Instruction or Tutoring Program 

Yes No 

Number of 

students

enrolled 

Total hours per 

week program 

operates 

a. Stand-alone Supplemental Educational Services (SES) for 

students in schools that did not make Adequate Yearly Progress 

(AYP) ................................................................................................ 1 2 ___________ ___________ 

b. Other stand-alone academic instruction/tutoring program 

primarily for students who need academic assistance ..................... 1 2 ___________ ___________ 

c. Any other stand-alone academic instruction/tutoring program 

(Specify program focus) ________________________________ 1 2 ___________ ___________ 

9. Does your school or district provide transportation home for students in its academic instruction/tutoring program? 

Yes, for all students............1 Yes, for some students............2 No............3

10. Do elementary grade students from other schools attend the academic instruction/tutoring program at your school? 

Yes................... 1 No.................... 2

III. The 21st Century Community Learning Centers (21st CCLCs) 

11. Is there a 21st Century Community Learning Center (21st CCLC) for elementary grade students at your school? 

See definition box.

Include 21st CCLCs that are physically located at your school regardless of who operates the programs. 

Exclude 21st CCLCs at other locations. 

Yes................... 1 (Continue with question 12.) No .................... 2 (Skip to question 17.) 

12. Please provide the following information about the 21st Century Community Learning Center at your school. See 

instruction in question 11.

a. How many elementary grade students are enrolled in the 21st CCLC? ____________students 

b. How many hours per week does the 21st CCLC operate? ____________hours per week

13. What is the lowest and highest grade served by the 21st CCLC at your school? ____Lowest grade ____Highest grade

14. Does the 21st CCLC at your school provide transportation home for students in the program? 

Yes, for all students............... 1 Yes, for some students ......... 2 No................... 3

15. Do elementary grade students from other schools attend the 21st CCLC at your school? 

Yes................... 1 No.................... 2

16. To what extent do the following factors hinder students from participating in the 21st CCLC at your school? 

Factor Not at 

all 

Small 

extent 

Moderate 

extent 

Large 

extent 

a. Lack of/inadequate transportation home from the program ................. 1 2 3 4 

b. Insufficient slots in the program............................................................ 1 2 3 4 
C-6 

IV. All Other Formal After-School Programs (Exclude programs previously reported in this survey)

17. Apart from the programs reported in questions 1 through 16, are there any other types of formal after-school 

programs for elementary grade students at your school? See definition box.

Include all other stand-alone or broad-based programs that are physically located at your school but not reported 

in questions 1 through 16. 

Exclude clubs or activities that are offered as school-sponsored extra-curricular activities. 

Yes................... 1 (Continue with question 18.) No .................... 2 (Skip to question 23.) 

18. Please provide the following information about these other types of formal after-school programs at your school. 

See instruction in question 17.

a. How many of these other types of formal after-school programs are located at your school? ________programs 

b. What is the total number of students enrolled in all of these other types of programs? ________students 

19. Please provide the following information about the program focus of these other types of formal after-school 

programs. 

Have focus? If yes, is the focus a part of:

A stand-alone 

program? 

A broad-based 

program? 

Program Focus 

(Excluding the programs reported in questions 1 through 16) Yes No 

Yes No Yes No 

a. Cultural/ethnic........................................................................ 1 2 1 2 1 2 

b. Fine arts enrichment (e.g., music, drama, visual arts)........... 1 2 1 2 1 2 

c. Violence prevention ............................................................... 1 2 1 2 1 2 

d. Mentoring............................................................................... 1 2 1 2 1 2 

e. Academic instruction/tutoring................................................. 1 2 (Not applicable) 1 2 

f. Other focus (Specify) ______________________________ 1 2 1 2 1 2 

20. Are any of these other types of after-school programs operated by your school or district? Please include 

programs your school or district operates independently or jointly with other entities. 

Yes................... 1 (Continue with question 21.) No .................... 2 (Skip to question 23.) 

21. Does your school or district provide transportation home for students in any of these other types of school- or districtoperated after-school programs? 

Yes, for all students............... 1 Yes, for some students ......... 2 No................... 3

22. To what extent do the following factors hinder students from participating in these other types of school- or districtoperated after-school programs? 

Factor Not at 

all 

Small 

extent 

Moderate 

extent 

Large 

extent 

a. Cost to parents...................................................................................... 1 2 3 4 

b. Lack of/inadequate transportation home from the program ................. 1 2 3 4 

c. Insufficient slots in the program............................................................ 1 2 3 4 

V. Other Topics 

23. Do elementary grade students from your school attend any of the following types of formal after-school programs at 

another location? Exclude clubs or activities that are offered as school-sponsored extra-curricular activities. 

Yes No 

Don’t 

know 

a. Stand-alone extended day care program ................................................................................ 1 2 3 

b. Stand-alone academic instruction/tutoring program................................................................ 1 2 3 

c. The 21st Century Community Learning Center........................................................................ 1 2 3 

d. Other formal after-school programs (Specify program focus) _______________________ 1 2 3 

24. What percent of the students in your school are eligible for the federally funded free or reduced-price lunch program? 

(If none, enter 0.) _________% 

25. Which of the following grades are taught at your school? (Circle all that apply.)

PK K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded