After-School Programs:

Keeping Children Safe and Smart

After-School Programs:

Keeping Children Safe and Smart

U.S. Department of Education

This document was prepared by An-Me Chung under

contract ED-00-PO-1711 to the U.S. Department of Education.

This report does not necessarily reflect the position of the

Department, and no official endorsement by the Department

should be inferred.
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Richard W. Riley

U.S. Secretary of Education

Terry K. Peterson

Counselor to the Secretary

Adriana de Kanter

Advisor on Afterschool

G. Mario Moreno

Assistant Secretary

Office of Intergovernmental and

Interagency Affairs

W. Wilson Goode

Deputy Assistant Secretary

Office of Intergovernmental and

Interagency Affairs

June 2000

The text of this report is in the public domain. Feel free to photocopy or reprint.

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NOTICE: This document contains examples, contact information and Web sites for information

created and maintained by other public and private organizations. This information is provided for

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intended to endorse any views expressed or products or services offered.
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CONTENTS

INTRODUCTION ..................................................................... 1

The Need for After-School Programs ................................. 1

Helping Children to Succeed ............................................... 2

THE POTENTIAL OF AFTER-SCHOOL PROGRAMS ........ 5

Keeping Children on the Right Track ................................. 5

Enhancing Children’s Academic Achievement .................. 6

Supporting Children’s Social Development and Their

Relationships with Adults and Peers ................................... 7

Strengthening Schools, Families and Communities ............ 8

WHAT WORKS: COMPONENTS OF EXEMPLARY

AFTER-SCHOOL PROGRAMS .............................................. 9

Goal Setting, Strong Management and Sustainability ........ 9

Quality After-School Staff .................................................. 10

Attention to Safety, Health and Nutrition Issues ................. 11

Effective Partnerships ......................................................... 11

Strong Involvement of Families .......................................... 12

Enriching Learning Opportunities ....................................... 12

Linkages Between School-Day and

After-School Personnel ....................................................... 13

Evaluation of Program Progress and Effectiveness ............ 14

COMMUNITIES MEETING THE NEED FOR

AFTER-SCHOOL ACTIVITIES............................................... 15

AFTER-SCHOOL RESOURCES.............................................. 23

Web Sites.............................................................................. 23

Publications.......................................................................... 24
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1

Introduction

The Need for After-School Programs

Today, more than 28 million school-age children have parents who

work outside the home. An estimated five to seven million, and up

to as many as 15 million “latch-key children” return to an empty

home after school. When the school bell rings, the anxiety for

parents often just begins. They worry about whether their children

are safe, whether they are susceptible to drugs and crime.

In response to this pressing concern, many communities have

created after-school programs to keep children and youth out of

trouble and engaged in activities that help them learn. Almost 100

percent of people polled in a recent survey agreed that it is

important for children to have an after-school program that helps

them develop academic and social skills in a safe and caring

environment.

However, a chronic shortage of quality after-school programs

exists. According to parents, the need far exceeds the current

supply. One recent study found that twice as many elementary and

middle school parents wanted after-school programs as were

currently available.

After-school programs provide a wide array of benefits to children,

their families, schools, and the whole community. This report,

jointly authored by the U.S. Departments of Education and Justice,

focuses exclusively on the benefits children receive in terms of

increased safety, reduced risk-taking, and improved learning.
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Helping Children to Succeed

First and foremost, after-school programs keep children of all ages

safe and out of trouble. The after-school hours are the time when

juvenile crime hits its peak, but through attentive adult supervision,

quality after-school programs can protect our children. As this

report shows, in communities with comprehensive programs,

children are less likely to commit crimes or to be victimized, and

are less likely to engage in risky behavior such as drug, alcohol

and tobacco use.

After-school programs also can help to improve the academic

performance of participating children. For many children, their

reading and math scores have improved, in large part because

after-school programs allow them to focus attention on areas in

which they are having difficulties. Many programs connect

learning to more relaxed and enriching activities, thereby

improving academic performance as well.

After-school programs also contribute to raising children's selfconfidence as well as academic performance. Both teachers and

parents report that children who participate in after-school

programs develop better social skills and learn to handle conflicts

in more socially acceptable ways. Children indicate that they have

higher aspirations for their future, including greater intentions to

complete high school and attend college.

Families able to enroll their children in good programs indicate

that their children are safer and more successful in school. These

families also develop a greater interest in their child's learning. In

addition, children develop new interests and skills and improve

their school attendance.
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In many cases, communities have come together to improve the

availability of after-school programs. Partnerships among schools,

local governments, law enforcement, youth- and community-based

organizations, social and health services, and businesses have

resulted in a number of high-quality after-school programs. These

partnerships foster a greater volunteer spirit and provide

opportunities for parents and other adults to participate in program

activities.

From school to school, neighborhood to neighborhood, and

community to community, every after-school program is different.

Successful programs respond to community needs: their creation

is the result of a community effort to evaluate the needs of its

school-age children when school is not in session.

For many children in neighborhoods across America, after-school

programs provide a structured, safe, supervised place to be after

school for learning, fun, and friendship with adults and peers alike.

This report will share some of those places with you.
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The Potential of After-School Programs

Keeping Children on the Right Track

Preventing Crime, Juvenile Delinquency, and Violent Victimization

The rate for juvenile crime peaks in the after-school hours. About

10 percent of violent juvenile crimes are committed between 3

p.m. and 4 p.m. Children are also at a much greater risk of being

the victim of a violent crime (murder, a violent sex offense,

robbery, or assault) after the school day, roughly 2 p.m. to 6 p.m.

By offering children rewarding, challenging, and age-appropriate

activities in safe, structured and positive environments, afterschool programs help to reduce and prevent juvenile delinquency

and insulate children from violent victimization.

Preventing Drug, Alcohol and Tobacco Use

 “Latchkey” children are at a substantially higher risk for risktaking behavior, including substance abuse. Youth ages 10-16

who have a relationship with a mentor, an important component of

a quality after-school program, are 46 percent less likely to start

using drugs and 27 percent less likely to start drinking alcohol.

After-school programs can provide youth with positive and healthy

alternatives to drug, alcohol and tobacco use, criminal activity, and

other high-risk behaviors during the peak crime hours after school.

Decreasing the Amount of Television Watched

The most common activity for children after school is watching

television. After school and in the evenings, children watch, on

average, about 23 hours per week of television. Quality after-
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school programs offer children and youth enjoyable alternatives to

television watching during the after-school hours in environments

filled with opportunities to learn and grow.

Enhancing Children’s Academic Achievement

Improving Children’s Grades and Academic Achievement

Young people attending formal after-school programs often spend

more time in academic activities and in enrichment lessons than do

their peers left unsupervised after school. Children whose out-ofschool time includes 20-35 hours of constructive learning activities

do better in school.

Studies indicate that students in after-school programs show better

achievement in math, reading, and other subjects.

Increasing Children’s Interest and Ability in Reading

Quality after-school curricula expose children to an environment

rich in language and print. Quality, research-based tutoring

programs also produce improvements in reading achievement.

Tutoring can also lead to greater self-confidence in reading,

increased motivation to read, and improved behavior.

Improving School Attendance, Increasing Engagement in School,

and Reducing the Dropout Rate

After-school programs can help children develop greater

confidence in their academic abilities and a greater interest in

school, both of which have been shown to lead to improved school

attendance and completion rates. Students who spent even one to

four hours a week in extracurricular activities were 60 percent less
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likely to have dropped out of school by 12th grade than their peers

who did not participate.

Increasing Homework Quality

The structure of an after-school program can make homework part

of students’ daily routine. This can contribute to children in afterschool programs completing more and better-prepared homework

because of their participation.

Increasing Aspirations for the Future

By giving children role models and the tools they need to succeed

in school, after-school programs can help children realize their full

potential.

Supporting Children’s Social Development and Their

Relationships with Adults and Peers

Improved Behavior in School

Research shows that children who participate in after-school

programs behave better in class, handle conflict more effectively,

and cooperate more with authority figures and with their peers.

Better Social Skills

The after-school environment allows children to interact socially in

a more relaxed atmosphere. Research shows that children with the

opportunity to make social connections in after-school hours are

better adjusted and happier than those who do not have this

opportunity.
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Improved Self-Confidence

Youth organizations have indicated that the single most important

factor in the success of their programs is the relationship between

participants and the adults who work with them. Programs can

provide the opportunity for youth to gain self-confidence through

development of caring relationships with adults and peers.

Strengthening Schools, Families and Communities

More Effective Use of Funding

After-school programs can help school districts save money over

the long term because of decreased student retention and special

education placements. Where there is a decrease in juvenile crime

due to a program, communities also save resources.

Greater Family and Community Involvement

Many after-school programs depend on and draw upon parent and

community volunteers. Research show that when families are

involved in schools, students do better. Educators can also expect

that when family and community members make an investment in

an after-school program, they will be more interested and involved

in their own children’s learning, in the learning of all children in

the program, and in the life of the school as a whole.
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What Works: Components of

Exemplary After-School Programs

Quality after-school programs can provide safe, engaging

environments that motivate and inspire learning outside the regular

school day. While there is no one single formula for success in

after-school programs, both practitioners and researchers have

found that effective programs combine academic, enrichment,

cultural, and recreational activities to guide learning and engage

children and youth in wholesome activities. They also find that the

best programs develop activities to meet the particular needs of the

communities they serve.

Common elements of quality programs include:

Goal Setting, Strong Management and Sustainability

Community coordination and collaboration are key to running

successful programs.

Focus on the goals of the program. After-school programs should

be clear about their intended goals. Establish goals through

collaborative decision-making. Manage the program to meet those

goals.

Solid organizational structure. A successful governance structure

combines hands-on, site-based management with regular oversight

and accountability.

Effective management and sustainability. Successful programs use

annual operating budgets, accurate bookkeeping systems,
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affordable fee structures, and multiple funding sources, including

in-kind support.

Meeting legal requirements. Successful programs meet licensing

requirements, address liability issues, carry adequate liability

insurance, maintain appropriate records, regularly review health

and safety practices, and comply with the Americans with

Disabilities Act requirements.

Quality After-School Staff

All programs need staff who are qualified and committed, have

appropriate experience and realistic expectations, and can interact

productively with regular school staff.

Role of the program administrator. The program director helps

ensure that the after-school program provides high-quality services

that meet the needs of program staff, students and families.

Effective administrators develop strong relationships with schools

and community partners.

Hiring and retaining qualified staff. Programs should hire skilled

and qualified staff that are experienced in working with school-age

children. Programs should also provide attractive compensation

and work scheduling packages to retain quality staff.

Professional development for staff. In order to sustain a quality

program, staff should be provided with ongoing training and

learning opportunities.

Use of volunteers. Volunteers can reduce the price of a program

and the staff-to-child ratio. Incorporate volunteers into programs

appropriate to their skill levels and interests.
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Low staff-to-student ratio. For true student enrichment, the staffto-student ratio should be between 1:10 and 1:15 for groups of

children age six and older.

Attention to Safety, Health and Nutrition Issues

Creating safe places with adequate space and materials. Programs

should be safe, close to home and accessible to all who want to

participate. They should have adequate space for a variety of

indoor and outdoor activities and age-appropriate materials for

enhancing learning.

Meeting nutritional needs. Good after-school programs provide a

nutritious snack and other meals when appropriate, for relaxation

and socializing and to promote sound nutrition for participants.

Effective Partnerships

Implementing a quality after-school program requires collaboration

among diverse partners: parents, educators, community residents,

law enforcement agencies, service providers, community-based

and civic organizations, colleges, employers, arts and cultural

institutions, museums, park and recreation services, and public

officials.

Steps to building an after-school partnership. Collaboration often

requires changes in traditional roles, responsibilities, expectations,

relationships, and schedules.

• Build consensus and partnerships among key stakeholders.

• Assess school/community needs and resources.

• Provide opportunities for both children and families within the

school and the community.

• Address logistical issues.
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• Obtain qualified staff and clearly define their roles and

responsibilities.

Using community resources effectively. Communities can provide

a wide range of resources for developing high-quality programs,

such as funding, facilities, materials, job shadowing, mentors,

tutors, and community service experiences.

Strong Involvement of Families

The success of an after-school program depends on the

involvement of both families and the community.

Involving families and youth in program planning. Programs that

include families and children in planning draw greater support

from participants, families and the community at large. Activities

are more fun and culturally relevant, and capture children and

adolescents’ interests better.

Attending to the needs of working parents. Good programs are

designed with sensitivity to the schedules and requirements of

working parents. They also accommodate family schedules,

making after-school programs affordable, and provide

transportation to and from after-school programs.

Enriching Learning Opportunities

By providing structured enriching learning opportunities, afterschool programs can improve children’s academic performance

and meet their social, emotional and physical development needs.

In addition, enrichment opportunities not available during the

regular school day—such as art, music, and drama—can be offered

to complement the regular school-day program.
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Providing engaging opportunities to grow and learn. Quality

programs allow children to follow their own interests and learn in

different ways. Programming reflects the needs, interests, and

abilities of children.

Challenging curriculum in an enriching environment. Successful

programs make the curriculum challenging, but not overwhelming.

A challenging curriculum accommodates individual student needs,

coordinates with in-school instruction, and focuses on more than

remedial work.

Coordinating learning with the regular school day. Good

programs provide a continuity of learning for students through

coordination with the regular school day and communication with

teachers and staff.

Linking school-day and after-school curriculum. Quality afterschool curricula integrate learning and enrichment through clear

cycles of assessment, feedback, and evaluation that meet students’

needs.

Linkages Between School-Day and

After-School Personnel

Quality programs support and coordinate their activities with

schools in a way that supports true partnering. Quality programs

have:

Planning time to maximize children’s opportunities. Time is

provided for school-day and after-school staff to establish and

maintain relationships of mutual respect and understanding.
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Coordinated use of facilities and resources. Coordination between

school and after-school staff regarding use of facilities and

equipment is improved with communication and planning to

prevent potential problems and misunderstandings.

Evaluation of Program Progress and Effectiveness

Effective after-school programs have a continuous evaluation

component built into the design so that program planners can

objectively gauge their success based on the clear goals set for the

program.

Using data for improvement. A system of accountability and

continuous evaluation supports program improvement. With this

data, partners can discuss the progress and success of the program,

which will help in decision-making around design and funding.

Continuous monitoring and shared understanding of program goals

help staff maintain their focus, improve effectiveness and

accountability, ensure parent and participant satisfaction, and

identify necessary changes.

Designing effective evaluations. Programs should be evaluated

regularly in ways that incorporate multiple measures of success

that reflect program goals.
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Communities Meeting the Need for

After-School Activities

The following after-school programs are examples of how local

communities across the country are meeting the need for safe and

smart after-school activities that serve young people of all ages.

These examples are by no means exhaustive; they are intended to

illustrate the kinds of after-school programs that are working in

schools and communities. The contact listed with each example

has agreed to provide more information upon request.

Community Collaboration for Education Enrichment (CCEE)

YMCA of San Antonio and The Hill Country,

Hawthorne Elementary School

San Antonio, Texas

Contact: Sally Luedke, 210-246-9622

CCEE blends the resources, expertise, and services of the YMCA,

youth service agencies, schools, and the community to deliver

services to at-risk youth and their families. The YMCA, school

districts, the City of San Antonio, the Texas Education Agency,

foundations, and federal funding together support and maintain

services in 17 school districts in San Antonio. Services are based

on consultation with school faculty, collaborative partners,

students, parents, and community leaders and include child care,

care for children of teenage parents, tutoring, mentoring, servicelearning, youth government, youth employment readiness,

experiential education, academic enrichment and supports, arts,

outdoor education, sports, intergenerational activities, and family/

community involvement programs.
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At the Hawthorne Elementary School Campus, YMCA

collaboration with the community has been key to the success of

the program. The staff nurtures and maintains partnerships with

corporations, neighborhood businesses, universities, and human

service agencies in delivering services to children and their

families. With a permanent office within the school building, the

program is staffed by a YMCA program director, aides, support

staff, interns, parents, and volunteers. YMCA staff members

attend school-day staff meetings to coordinate curriculum and

activities. The collaboration between school day and YMCA staff

has created a seamless system where activities throughout the day

adhere to a core knowledge curriculum designed by Trinity

University.

The Campus YMCA is one of several strategic school

improvement initiatives underway at Hawthorne. Together, as a

coordinated effort, these initiatives have significantly improved

attendance, attitude, and academic achievement. Attendance has

improved from 63rd among elementary schools in the San Antonio

Independent School District to 12th. Parent and community

involvement has improved dramatically. The physical, emotional

and spiritual health of students shows excellent progress; and

student achievement has improved significantly as have

standardized test scores.

Lake County Teen Connection

After-School Program, 21st CCLC

Upper Lake, California

Contact: Shannon Smith, 707-279-0880

As a result of a 21st CCLC grant, five after-school programs in

rural Lake County have been in operation since 1998. Middle

school students around the county participate in enriching learning
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opportunities from the moment the school day is over until 6:00

p.m., Mondays through Thursdays. Each site is staffed by two core

staff members plus two high school students who serve as tutors.

Each program begins the afternoon with an hour of homework

completion and academic skill building, followed by an

enrichment hour offering a broad range of learning opportunities

structured as 6- to 10-week club sessions. Examples of clubs

include cooking, photography, science, crafts, and clay. Once a

week, the life skills instructor spends time with students on topics

such as peer relationships, team-building, hygiene, finances, and

health and nutrition. On Thursdays of each week, students work on

their community service projects such as coat drives, campus

clean-ups, participating in community events, and visits to

retirement homes. The last hour of the program is recreational

where students have the opportunity to hang out with friends,

participate in structured activities, or spend time outdoors as

weather permits. One night a week is teen activity night when the

gyms are open for structured activities for all children. During the

summer, a six-week recreational summer school after-school

program is offered in conjunction with the summer school.

After the first year of operation, evaluation results indicated an

increase in the overall student grade-point average, and decreases

in disciplinary referral, detentions and suspensions of students in

the program. Staff report that students are turning homework in on

a regular basis, making new friends, and having fun. Staff also

report that school-day teachers are more and more supportive and

many are interested in donating time or become involved in the

program as tutors or supervisors of a club activity.
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Boys Harbor: The Harbor for Boys and Girls

East Harlem, New York

Contact: Gloria Schwartz, 212-427-2244, ext. 515

The Harbor is an urban community-based program located in East

Harlem. It was founded in 1937 as a summer camp for

disadvantaged youth, and is now a multi-faceted, educationoriented agency that offers over 4,000 youths ages 5-21 a range of

services combining recreation, education, and guidance through

holistic programming. The after-school component runs 3 p.m.-6

p.m. every weekday and all day on school holidays and in summer

for elementary and junior high school youth, and serves on average

400 youths. The program focuses on supporting and reinforcing

academic skills introduced in school, developing debating and

critical thinking skills and resolving conflict. Areas of activity

include science and the arts, sports, foreign languages,

photography, filmmaking, computer workshops, ceramics, and

cooking and nutrition.

One of the keys to sustaining the Harbor has been ongoing staff

development and support. In the last five years, a full-time literacy

specialist and resource development specialist were hired to help

teaching staff develop thematic plans for encouraging and

incorporating developmentally appropriate literacy practices into

the various after-school activities. Students are often engaged in

summer or school-year literacy projects researching and learning

about such topics as world leaders, themes of the 20th century, and

famous authors. Students choose to use such forms as art, poetry,

videos, and plays to present their learning to other students at the

Harbor. In addition, a literacy clinic is available to students

through referrals. The staff at the Harbor maintains regular contact

with the schools through teachers and parents.
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Proyecto Sano y Salvo (Project Safe and Sound), 21st CCLC

Tucson, Arizona

Contact: Barbara Benton, 520-617-7434

With a 21st CCLC grant, Proyecto Sano y Salvo opened its doors in

September 1998 at three Tucson, Arizona, middle schools. Each

middle school has an advisory committee composed of teachers,

school administrators, parents and community members who

collaborate to design after-school enrichment courses that are

aligned with the school’s core curriculum. The after-school

programs are open five days a week from the end of school until

6:30 p.m., and at least one Saturday a month for family activities.

Each program has an after-school coordinator with courses taught

by teachers, community members, and students from the

University of Arizona and Pima Community College. The colleges

also provide tutors.

During an afternoon, youths have the opportunity to choose from a

number of courses focused on math and science, fine arts,

computer technology and social development. Examples of

courses include a science-based curriculum designed by the

University of Arizona; Boot Camp provided by officers from the

Davis-Monthan Air Force base and teaches youth respect,

discipline, physical conditioning, social awareness and teamwork;

and a class in African American Studies offered by the Tucson

Urban League. After-school students have also built model

airplanes and a model biosphere, learned about automobiles, and

solved a crime using DNA testing.

The summer program consists of a morning rotation of reading,

language arts, math and science classes and afternoon electives

such as arts, music, marine biology, folk dancing and drama.

Youths keep journals for each project.
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Proyecto Sano y Salvo has also begun implementing a program

improvement and evaluation model. Building off a sophisticated

data collection and entry system that already exists through the

Tucson Unified School District, program and evaluation staff have

designed instruments and templates, scannable surveys, and a

continuous feedback system for program-level data collection and

input, and analysis and feedback. Early observations by staff note

that school attendance has improved as a result of the after-school

program, as well as lower suspension and adjudication.

Summer Transitions

Little Rock, Arkansas

Contact: Don Crary, 501-374-1011

New Futures for Youth in Little Rock, Arkansas, in partnership

with the Center for Human Resources at Brandeis University,

piloted Summer Transitions, a capacity-building effort to improve

school and career options (with an emphasis on math and science)

for youth. The initiative strives to integrate lessons learned from

education reform, workforce preparation, and positive community

youth development, and emphasizes an asset-based approach to

learning and the importance of strong youth-adult partnerships.

Funded by DeWitt Wallace-Reader’s Digest Fund, the projectbased learning effort focuses on the following specific outcomes:

1) increasing learning gains among youths at high risk of falling

behind in school; 2) improving their knowledge of the connections

between school and work; 3) enhancing their understanding of

opportunities in the labor market, including education fields; and

4) providing local businesses with a model that demonstrates the

role they can play in education.
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During the summer of 1999, four sites in urban Little Rock

participated in the Summer Transitions initiative. The initiative

focused on incoming 9th-grade youths who were behind in math

and science. A community-based after-school provider and a

school teacher formed a team at each site to coordinate the sixweek full-day summer program. Projects at the sites included

researching, designing, and constructing a community-based

science lab, pool tables, and portable greenhouses. Participants

working on the greenhouses also began production of a how-to

manual for youth on how to build a greenhouse. This manual will

be completed during the regular school year after-school program.

Another site designed and constructed math and science

manipulatives and taught younger children the concepts

represented by the manipulatives.

At the end of the six-week summer initiative, one site reported

significant increases in math scores. Students reported they not

only felt good about increasing their math and science scores, but

also learned a great deal about how to get along with others, and

gained problem-solving and decision-making skills. “We want this

all summer and during the school year!” said many participants.

Participating teachers and community-based organization

providers plan to continue ongoing and supportive relationships to

link and expand learning opportunities throughout the day. During

the next two years of planning for full-scale implementation, the

initiative will focus on building a curriculum to infuse learning and

enrichment, and continue to work with the same students as well as

engage additional students.
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After-School Resources

Web sites

National Performance Review

www.after-school.gov

A one-stop shopping Web site for parents, teachers, after-school

providers, and kids to learn about after-school resources from

many different government and non-profit agencies.

U.S. Department of Justice

Justice for Kids and Youth Home Page

www.usdoj.gov/kidspage

Children and youth can learn about crime prevention, staying safe,

volunteer and community service opportunities, and the criminal

justice system on this Web site.

U.S. Department of Health and Human Services

www.hhs.gov

The many resources available through this federal agency are

featured on its Web site.

U.S. Department of Education

www.ed.gov

Find the latest news about national education issues; review

education-related publications and statistics, and learn about the

offices and programs at the U.S. Department of Education. Go to

www.ed.gov/21stcclc/ to learn more about the Department’s afterschool program.
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Partnership for Family Involvement in Education

www.pfie.ed.gov

Visit this Web site for information about the partnership, including

how to join; a list of members; examples of partner activities; a

comprehensive listing of U.S. Department of Education

publications on family and community involvement, including

after-school program; and other resources.

Publications

As you think about organizing and implementing an after-school

program, you can find helpful information and other free

publications through the U.S. Department of Education’s Web site.

To order publications, call ED Pubs, a Department service that

provides publications free to the public in printed form and in

alternate formats, such as Braille and large print, upon request.

Call toll-free at 877-4ED-PUBS, or order online by visiting the

Web site at www.ed.gov/pubs/edpubs.html.

• Working for Children and Families: Safe and Smart AfterSchool Programs

• Keeping Schools Open as Community Learning Centers

• Give Us Wings, Let Us Fly

• Afterschool Action Kit: Get Into Action