Estimating Supply and Demand

for Afterschool Programs:

A Tool for State and Local Policymakers

U.S. Department of Health and Human Services

Administration for Children and Families

Child Care Bureau

October 2004

ppqy p

Human Services’ Child Care Bureau awards CCDF grants to states, territories, and Indian tribes

With nearly half of the children receiving services being of school or kindergarten age, CCDF provi

significant funding for afterschool care in a variety of settings. The majority of CCDF dollars are us

provide subsidies to eligible low-income children under age 13. A portion of CCDF funding is also 

for quality improvement initiatives such as professional development and technical assistance 

the goal of building the capacity of states to deliver quality services including programs before and 

school, during summers, and on school holidays.

To support state efforts to provide quality afterschool opportunities, the Child Care Bureau aw

a technical assistance contract on out-of-school time to The Finance Project and their partne

National Governors Association Center for Best Practices. The Afterschool Investments project pro

technical assistance to Child Care and Development Fund grantees and other state and local le

supporting afterschool efforts. The goals of the project include:

■ Identifying ways that states and communities are using Child Care and Development Fund 

(CCDF) subsidy and quality dollars to support out-of-school time programs, and sharing 

these practices and approaches with other states;

■ Identifying administrative and implementation issues related to CCDF investments in out-of-s

time programs, and providing information and context (about barriers, problems, opportunitie

as well as practical tools that will help CCDF administrators make decisions; and

■ Identifying other major programs and sectors that are potential partners for CCDF in support

out-of-school time programs, and providing models, strategies, and tools for coordination wit

other programs and sectors. 

To meet these goals, the Afterschool Investments project: 

■ Develops state profiles of afterschool resources, policies, and issues;

■ Creates tools and materials to support the development and sustainability of afterschool effo

and 

■ Provides technical assistance at meetings and conferences around building state collaboration

for afterschool.

For more information about the project or to submit a request for technical assistance or inform

contact The Finance Project at (202) 587-1000 or by email at afterschool@financeproject.org, o

http://www.nccic.org/afterschool.

U.S. Department of Health and Human Serv

Administration for Children and Families

Child Care Bureau
4

Executive Summary

Many states and communities struggle to quantify and describe the need for and availability of afterschool programs that provide enriching activities to children and keep them safe and engaged 

during nonschool hours. This tool provides a framework—from basic steps to an in-depth

process—for estimating afterschool program supply and demand by summarizing and highlighting

experiences in a number of states and communities. The process includes the following steps:

• Determining a process that meets specific, expressed needs;

• Convening a planning group;

• Utilizing existing state and local data;

• Collecting new data through use of a variety of survey tools; and

• Analyzing and applying gathered information. 

The tool also includes lessons learned from pioneers in the field, including the following advice to

state and community leaders: 

• Have a solid plan for applying the data;

• Involve a range of partners; 

• Share the data widely; and 

• Remember that collecting supply and demand information is one of many steps in building a

system of afterschool programs.
1 For polling information, see Afterschool Alert Poll Report. Washington, DC: Afterschool Alliance, 2003.

Available http://www.afterschoolalliance.org/poll_2003_oct.cfm. Also see What PTA Members Think about

Afterschool Programs. Chicago, IL: National PTA. Available http://www.pta.org/parentinvolvement/

afterschool/think.asp. School Board Presidents’ Views of Afterschool Programs in American Schools.

Washington, DC: National School Board Association. Available at

http://www.nsba.org/site/docs/11800/11768.pdf. 

2 See, for example, Miller, B. Critical Hours: Afterschool Programs and Educational Success. Quincy, MA: 

Nellie Mae Education Foundation. Available http://www.nmefdn.org/CriticalHours.htm.

successful adults. Federal, state, local, and private investments in afterschool programs have grow

in recent years due both to widespread public support and a better understanding of the crucial r

such programs play in serving children and youth and the communities in which they liv

Afterschool programs come in many different shapes and sizes, from tutoring to drop-in spo

leagues to more comprehensive programs that provide an array of activities for children as we

their families. Positive youth development, prevention, child care, education, skills developm

mentoring—whatever the program approach, a growing body of evidence points to the impor

role quality afterschool programs play in helping children succeed both academically and socially

Despite the growth in attention and funding for afterschool programs, many questions remain ab

availability and accessibility. As policymakers consider funding for afterschool programs, they o

want to know more about the current need for these services—especially among low-income fami

Among the questions policymakers ask are: What programs are currently out there? How m

children are being served? How many children would like to be in afterschool programs but for 

reason or another are not? What resources currently support existing programs, and 

they sufficient?

The answers to these questions can enable state and local leaders to identify gaps between t

supply and demand for care and assist policymakers in considering where and how to best targ

scarce resources. Several states and communities have already begun to collect and analyze th

information. This tool draws upon those experiences to outline concrete steps in the process o

estimating supply and demand. It provides examples of states and communities that have under

taken this task, outlines a five-step process for planning and collecting data, and offers guidance

and lessons learned from the field. 
6

survey and presented in an online format to assist parents in finding available 

programs in their communities. Visit http://afterschool.state.al.us/index.html for

more information.

• In the spring of 2001, the Illinois General Assembly passed a resolution establishing

the Illinois After-School Initiative Task Force, convened and co-chaired by the Illinois

State Board of Education and the Illinois Department of Human Services. The task

force was charged with developing recommendations for enhancing and expanding

out-of-school time services across the state. To inform their recommendations, the

60-member task force set out to understand the availability and conditions of afterschool programs. The project’s data working group counted school-age children in

working parent families and collected information on program funding, program

characteristics and activities, and family and youth perspectives on afterschool 

services. The final report was presented to the legislature in 2002. View the report at

http://www.isbe.net/pdf/afterschool.pdf.

• The Montana Child Care Resource and Referral Network, as part of its state SchoolAge Care Task Force, gathered supply and demand information in order to 1) create

a detailed description of programs across the state, and 2) inform and improve afterschool policies. The Network used the data to generate county-by-county supply and

demand maps that show where programs are available and what percentage of

school-age children with working parents are served. For more information, visit

http://www.montanachildcare.com.

• In South Carolina, several agencies led by the Department of Social Services came

together in 2001 to identify existing afterschool resources. The process was one of

the catalyzing forces behind the formalization of the South Carolina Afterschool

Alliance, a network composed of these agencies and many others, to support 

afterschool programs across the state. Existing afterschool programs, statewide

achievement test scores, and poverty levels are being mapped for each of the state’s

regions. The information has been used to create a program database and to 

identify training and technical assistance needs.
Getting Started and Collecting Information

Assessing supply and demand can be accomplished in a variety of ways, all of which require gathering and analyzing data to develop well-informed estimates. As with all estimation processes, the

more resources available to the process, the more precise the estimates will be. But even the simplest estimates require sufficient resources and staff time to produce information that is logical,

defensible, and as accurate as possible. In some instances, you may choose to refer to available

data, perhaps from resource and referral agencies or census collections. Even in the best case,

it is likely that some new data will have to be gathered. The amount and quality of the data and

the processes needed to collect it will drive the timeline, cost, and precision of the estimates.

Massachusetts, complete with recommended action steps.

• In New York City, The After-School Corporation (TASC) surveyed Brooklyn parents to

better understand supply and demand in one community school district with the

intention of using the information to develop larger-scale surveys in the future. The

survey gauged demand for afterschool programs and the extent to which parents

knew about and utilized existing ones. 

• In 2002, the Missouri legislature adopted a resolution creating the Joint Interim

Committee on Afterschool Programs to review afterschool programs in the state.

The resolution called on the committee to 1) analyze the quantity and quality of

Missouri afterschool programs, through solicitation of appropriate state agencies,

public schools, youth development organizations, law enforcement agencies and

juvenile officers, youth development and education experts, and the public (including youth) and 2) recommend a plan to provide and sustain afterschool programs to

school-age children in Missouri (For more information, see “Informing State

Policymakers: State Legislation and Afterschool Programs” on pg. 9.)
8

• What resources, including time, are available? 

What is the driving purpose? 

Supply and demand information may be used for one or more of the following purposes:

• Identifying gaps in available afterschool services (for all children or for certain populations,

such as low-income youth). 

• Supplying information to policymakers that will inform decisions. 

• Mapping the variety and amount of federal, state, and local funding that supports afterschool

programming across the state. 

• Providing information to parents and youth to help them identify programs in their 

communities. 

• Engaging business leaders in public-private partnerships.

• Identifying common technical assistance needs for afterschool programs.

The type of information that will be collected and presented is determined in large part by the 

driving force behind the survey—is this a grassroots effort, a legislative mandate, or an executive

order? Answering this question will help you remain focused on needs and goals. 
The resolution called on the committee to:

• Analyze the quantity and quality of Missouri afterschool programs, through solicitation of appropriate state agencies, public schools, youth development organizations,

law enforcement agencies and juvenile officers, youth development and education

experts, and the public (including youth); and 

• Recommend, in consultation with the Departments of Elementary and Secondary

Education and Social Services, a plan to “provide the opportunity for every Missouri

school-age child to access quality afterschool programs and design a system to train,

mentor, and support afterschool programs, and thereby guarantee their 

sustainability.”

View the Missouri resolution at http://www.house.state.mo.us/bills02/bills02/sc073.htm.

In 2001, the Illinois General Assembly passed HR0063 directing the State Board of

Education and the Department of Human Services to convene and co-chair the Illinois

After-School Initiative Task Force. The legislation called on the Illinois After-School

Initiative Task Force, comprised of other related state agencies and private organizations, to assess the state of afterschool services in Illinois, including identification of the:

• Number of children and youth served in afterschool programs statewide;

• Number and location of children and youth in need of programs; and 

• Various funding streams supporting afterschool programs. 

Finally, the bill called upon the initiative to develop “a plan for coordinating afterschool

services and for achieving a goal of providing afterschool services for every schoolage child,” including state strategies to promote best practices for programs as well as

to “promote coordination and collaboration of afterschool services at the local level.” 

View Illinois HR0063 at http://www.legis.state.il.us/legislation/legisnet92/status/920HR0063.html. 

(For more information on the work of the Illinois After-School Initiative Task Force, see “Estimating Supply

and Demand for Afterschool: Purpose and Use in States and Communities” on p.6.) For additional information on other state legislation, visit the National Conference of State Legislatures searchable database at

http://www.ncsl.org/public/leglinks.cfm. 
10

p

resources be targeted largely to assess the supply of afterschool programs. In a similar way, 

survey administrators must decide which types of programs will be included in the supply and

demand analysis. If the decision is to look broadly at all available services, the resulting information

will give a fuller picture of the afterschool landscape. On one hand, collecting and 

analyzing information from a broad range of programs is costly and complicated. On the other

hand, restricting the analysis to a subset of programs (e.g., school-based) will simplify the collection

and analysis of data and keep costs down, but will produce a more limited view of afterschool 

programs. Being clear about the ultimate uses of the data can help guide decisions about investing 

scarce resources. 

What resources, including time, are available?

In addition to the purpose and scope, the available resources and timeline are critical determinants

of the process. In general, the tighter the timeline and fewer the resources, the more you will need

to use available data. 

The following considerations can help to determine the type of process necessary to develop 

supply and demand estimates:

• Will this analysis result in a one-time snapshot of supply and demand for afterschool or will

information be updated on a regular basis? The resources needed to update and track

information over time are very different from those needed for a one-time collection. 

• Is this effort designed to address the quality of care that is currently available (such as 

optimal staff-child ratios or the number of programs that are licensed or accredited)? 

• How frequently will these estimates be updated? If supply and demand data are to be

updated regularly, survey administrators will have to determine who will be the keeper and

manager of the data and where the resources will come from to support ongoing work.
and diversity of your state and localities

when developing resource estimates.

Larger states and cities, rural areas, and

those with diverse populations (perhaps

requiring language translation) will take

longer to survey.

• Even under the best of circumstances,

data collection and analysis may take

longer than originally planned. Be sure

to build a time cushion into efforts with

a tight or definite timeline. 

supply and demand by county is our mos

intensive, time-consuming task each year! 

us a tool to illustrate the lack of services st

especially in rural counties. And local pro

our maps to demonstrate need when they a

new funding.”

Janet Bush, Executive Director, Montana Child Care 

Resource and Referral Network

What Do You Mean by “Afterschool”?

“Afterschool” means different things to different people and can be used to describe

such activities as academic enrichment and tutoring, school-age care, youth development, mentoring, arts and music, technology, conflict resolution, community service,

recreation/sports, substance abuse prevention, and literacy. “Afterschool” may encompass formal school-sponsored clubs and groups, such as team practices or music

rehearsals; it can also include programs that occur before as well as after school, on weekends, holidays, and during summer months. Every state, city, or locality has to begin the

process of assessing supply and demand by adopting a clear definition of “afterschool.” 
12

3 The Illinois After-School Initiative 2002 Task Force Report, Illinois Center for Violence Prevention on behalf

of the Illinois Department of Human Services and the Illinois State Board of Education, 2002. Available at

http://www.isbe.net/pdf/afterschool.pdf.

4 Meeting the Challenge: Financing Out-of-School Time Programming in Boston and Massachusetts, Parents

United for Childcare, March 2001, pages 18-19.

that the group comprises all stakeholders needed to reach the full range of afterschool providers,

including school-based programs, family child care homes, licensed child care centers, community-based providers, and any other providers within your definition of “afterschool.” State or local

agency officials, representatives from networks of afterschool providers, school officials, researchers,

foundation partners, and business leaders are all good choices for the membership of an effective

planning group. The planning partners can help refine the early thinking about the process and will

likely have resources to share—both technical and financial—to help get the work done. 

Who Will Bring the Pieces Together?

States have utilized the resources of different partners—from public agencies to universities to community-based organizations—to collect data on the supply of and demand for

afterschool programs. 

• In Illinois, the After-School Initiative Task Force designated a data working group, led

by the Center for Prevention Research and Development at the University of Illinois,

Urbana-Champaign, that developed the survey instrument and managed the survey

process. In addition to collecting new data, the working group gathered available

data from state and local human services agencies; previous studies of the University

of Illinois Center for Prevention Research and Development; and participation figures

from federal, state, and public school programs.3

• The Montana Child Care Resource and Referral Network gathered data on the 

supply of programs across the state as part of its School-Age Care Task Force.

• The South Carolina Department of Social Services took the lead in developing and

distributing a survey instrument for South Carolina’s statewide afterschool network. 

• Parents United for Child Care devised supply and demand estimates for afterschool

programs in Boston and throughout Massachusetts using data from the U.S. Census

Bureau, the Massachusetts Office of Child Care Services, the Massachusetts

Department of Education, and parent surveys.4
5 For an overview of market rate surveys, see Conducting Market Rate Surveys and Establishing Rate Policies,

July 2001 produced by the National Childcare Information Center. Available www.nccic.org.

When engaging others in the planning process and identifying available resources, be sure to cl

the roles and responsibilities of each planning partner. Leaders and stakeholders need to decide w

is responsible for each aspect of information gathering. What are the specific roles and responsibil

of each partner? For example, the state child care office and education agency might coordinate 

process and send out provider surveys, with community stakeholders encouraging community-bas

organizations to respond. 

Step 3: Identify Available Data

Data on supply and demand exist in a variety of places. Don’t reinvent the wheel; start with any wo

that has been conducted by other state groups and systems. For example, state child care office

or child care resource and referral agencies usually have data on licensed child care centers tha

serve school-age children. Keep in mind that Federal Child Care and Development Fund 

regulations (45 CFR 98.43) require states to conduct a local market rate survey on the cost of child

care at least every two years. Some states use these required surveys to collect more comprehensive information (about providers, technical assistance needs, and so on) in addition to information about payment rates (see Data Resources text box below).5 This data may be a good

starting point for additional collection. 

State education agencies and local school districts may be another source of data, 

especially for school-sponsored programs. Cities and county agencies may also have data to

on an ongoing basis about the wide variety of aftersch

programs and available resources across the state. Th

resulting network, the South Carolina Afterschool All

continues to build upon the important work begun by 

Department of Social Services and their partners.”

Zelda Quiller Waymer, Executive Director, South Carolina 

Afterschool Alliance
ability to document state trends, differences within and between communities, and 

differences within and across the state. Such cooperation will also allow state and local

leaders to more clearly identify best practices.

Data Resources 

Many federal agencies and community organizations have collected information that may be useful in

identifying supply and demand for afterschool.

• Information on federally mandated child care market rate surveys for many states can be accessed

at http://www.nccic.org/poptopics/mrsmethods.html.

• The U.S. Department of Agriculture Summer Food Service Program (SFSP) Map Machine

(http://www.ers.usda.gov/data/sfsp) is an Internet-based mapping utility that profiles SFSP sites by

detailing characteristics both of the census tract in which they exist and of neighboring schools. 

• In conjunction with the Food Research and Action Center (www.frac.org), the Fair Data 2000 project

has developed a resource center for mapping Census 2000 data for the Summer Food Service

Program and the Child and Adult Care Food Program (CACFP). This interactive mapping center was

developed for local groups who need highly detailed (street-level) census information and lack

access to desktop mapping software. The maps can be used to identify neighborhoods and 

communities needing these nutrition programs. Visit http://www.fairdata2000.com/CACFP for

CACFP sites and http://www.fairdata2000.com/SummerFood/index.html for Summer Food Service

Program information. 

• The U.S. Census Bureau makes state-specific data available at http://quickfacts.census.gov/qfd.

Information is available for each state as well as individual counties covering such demographic information as population, educational attainment, median monthly income, race/ethnicity, and homeownership rates. 

• “America After 3 PM”, a report from the Afterschool Alliance, used parent surveys from all 50 states,

finding that parents of over 15.3 million children say their children would participate in afterschool

programs if such opportunities were available. Additional information on national and statespecific demand for availability of afterschool programs is available at http://www.afterschool

alliance.org/ america_3pm.cfm.

14
p 

Most of the time, estimating the supply and demand for afterschool programs will require collecting 

least some new data. Sometimes, it may be necessary to collect only the supply or demand data. T

section provides guidance and concrete tips for gathering new information. In cases where both ty

of data are needed, it is strongly suggested that data collection tools and methodologies for gathe

both supply and demand data be developed simultaneously to avoid any duplication of effort. 

Tips for Collecting Supply Data

In almost all instances, surveying afterschool program providers is the best way to collect informa

about the supply of care. If information about funding, technical assistance activities, or o

relevant activities is desired, it may also be necessary to survey other state or community leaders. 

Determine who will be surveyed. Again, this goes

back to the goals or purposes for collecting this

data. For example, if the goal is to understand

available licensed slots for afterschool programming in your state, program directors will be the

desired respondents. If information on funding or

the reliability of future funding is also needed, it

may be necessary to survey state policymakers or

administrators. If specific information for 

individual programs in a multi-site initiative is

important, it is probable that directors or 

coordinators at each individual site will have to be

surveyed. Depending on what is being asked, the

respondents could be one or all of the following:

program coordinators, site directors, family 

child care providers, informal caregivers, community members, or policymakers.

“It is critically important to ensure you hav

tative and comprehensive group of program

serve as your basis for supply. Developing 

and comprehensive list requires personal eng

the regional and community levels. You nee

contact with individuals or organizations in 

regions and communities across the state tha

you determine who provides afterschool prog

While this is a time-consuming process, it h

the network of people you need to enact sys

Debbie Bretag, Director, Illinois Center for Violence Preventi

Illinois After-School Initiative Task Force 
16

• Population served: age range, number of school-aged children, demographics 

(low-income, populations served), enrollment procedures, available slots, and waiting lists;

• Staffing: number of staff, volunteers, staff credentials, staff/child ratio, training opportunities offered, and parent involvement activities;

• Funding: annual budget, sources of funding, reliability of each funding source, fundraising activities, and what funds support;

• Other program characteristics: program philosophy, purpose, or approach; technical

assistance or training needs; activities provided; connection to schools; expected 

outcomes; program evaluation efforts;

records maintenance; and curricula.

The appendix includes a sample provider survey

that captures the above information as well as

additional questions for those looking to gather

more specific data. State and community leaders

undertaking this work should use the specific

questions from this sample that most accurately

reflect their information needs. 

“The funding information collected by the d

group clarified how different divisions withi

agency oversee programs with some aftersch

nents. In addition, through the process of co

funding data, we found that sometimes it’s h

you expect to put exact figures on funds spe

for afterschool. For example, programs fund

juvenile justice or Title I dollars may use aft

one program strategy, but it is difficult to d

much of those funds support afterschool prog

Paula Corrigan-Halpern, Consultant, Illinois Afterschool P
procedures for developing county profiles and geomaps of schoolage programs and activities as we

surveys and focus group protocols to determine program characteristics and staff training needs. T

also are available for evaluating the demand for school-age care through surveys and focus groups w

families. 

For more information, contact Dr. Christine M. Todd, Department of Child and Family Development, University of Ge

Athens, GA 30602-3622, 706.542.4830, ctodd@fcs.uga.edu. 

Sending out the Survey 

Substantial care and attention should be paid to how the survey will reach respondents. States have

employed a number of strategies to ensure that these surveys reach the right people. 

• In Alabama, the Program for Rural Services and Research developed and mailed postcards inform

providers of the forthcoming survey. A subsequent mailing that included a computer-readable su

form was sent to known providers and potential providers (including many faith-based organizatio

• In addition to using its own lists for licensed day care providers and food and nutrition program s

the South Carolina Department of Social Services obtained mailing lists from other s

agencies and organizations: religious organizations from the Department of Revenue, commu

centers from the Department of Parks and Recreation, schools from the Department of Educat

and member organizations of Communities in Schools of South Carolina, Boys and Girls Clubs, 

YMCA, and the YWCA. Before distributing surveys, the agency checked lists for duplication.

• In New York City, The Afterschool Corporation (TASC) distributed 9,600 questionnaires for elem

tary and middle school students to take home to their parents. 

• The Illinois After-School Initiative Task Force’s data working group created a Web-based prov

survey to allow respondents to complete forms quickly and easily. However, working group mem

found that many providers did not have Internet access or had difficulty completing the su

online. In an effort to increase the response rate, surveyors mailed, faxed, and emailed survey

these providers. 

For more information on use of online survey tools, visit http://www.npowerny.org/tools/online+survey+tools.pdf. This guide from NPow

reviews several available online survey tools for use by nonprofit organizations.
18

survey mechanism; you may choose to develop

more than one way to reach providers. The

Illinois After-School Initiative Task Force used

online surveys that could be filled out easily

and returned by email response, but found that

they missed a number of providers who lacked

Internet access (see Sending out the Survey 

on pg. 17). In Alabama, surveyors provided

respondents with a computer-readable form

that allowed them to easily compile data from

multiple choice questions.

Strive for a sufficient response rate. Good

response rates are also critical to the success of

these efforts. One of the most valuable roles

stakeholders can play is to encourage their 

program networks at the state and community

levels to respond to the survey. The key is to

communicate the importance of documenting the supply of afterschool activities and to detail how

the information will be used to support the work of individual programs. Some strategies include:

• Making follow-up phone calls. Planning partners can help call or can send reminders to a 

subset of respondents to encourage their participation. 

• Engaging community-based, faith-based, and other grassroots leaders. Include these leaders

in the planning process and have them follow up in their individual communities. Again, this

process can be used as an opportunity to engage new partners.

• Offering financial incentives. Sometimes, respondents are offered a small financial reward

for responding to a survey (e.g., $10 for each response). 

“The program data that came from our provider

survey gave us information, collected for the first

time, about the type of activities that were offered

for afterschool and some sense of the broad types

of funding providers used to offer their programs.

The information can provide guidance about best

practices and help others understand what it takes

in terms of financial and other resources to run

quality afterschool programs.” 

Doris Garrett, Illinois Department of Human Services
tionnaires, interviews, and focus groups. When deciding which stakeholders to survey 

interview, keep in mind that those who participate will determine the kind of informat

that is produced—information from parents will produce results that differ from those 

educators. Remember that community members or parents may not be fully knowled

able about afterschool programs and their benefits. Also important to consider are 

cultural context of the community and any possible language barriers.

• Use available data to derive estimates. Another approach is to look at available state or l

data, such as program waiting lists, take-up/enrollment rates, and community needs ass

ment surveys, to inform estimates. 

Some balance of these two approaches may be necessary in order to arrive at good estimates. No m

ter what your approach, keep the following principles in mind when developing a process 

estimate demand:

Clearly define the target population. Be clear

about what information is needed. Is information

needed for all children? Children with working

parents? Children at a particular percentage of

the poverty line? 

Establish what is meant by “demand.” The planning group must also decide how to define

“demand” for survey purposes. One possibility

is a communicated need from parents and families. Another is a documented lack of programs

in a particular neighborhood. 
20

y p pp

Communities and states differ in philosophies and approaches to child care and education.

Understanding the unique characteristics of each community to be surveyed will ensure that estimates are as accurate as possible. For example, in some communities there is a general belief that

children are best served in the home and not in formal programs or care settings. To the extent

these beliefs are held community-wide, they will influence demand for programs. 

Consider ways to foster a sufficient response rate. Due to competing demands, it is often difficult

to elicit a sufficient survey response rate among parents and other stakeholders. Leaders will need

to determine what response rate is needed to allow responses to be generalized to larger communities. To ensure data are representative, consider using small representative samples of larger populations, pursuing aggressive follow-up with non-respondents, or offering incentives for response. If

resources are available, leaders may also consider conducting a small, separate study to compare

respondents and non-respondents, using statistical adjustments to improve reliability of 

conclusions. 

Don’t allow estimating demand to stall other progress. While it is important to create an ongoing

information base and use the data to conduct continuing needs assessments, demand for highquality extra learning opportunities before school, afterschool, on weekends, and in the summer 

is very high in almost every geographical area, and it is important not to hamper progress 

while waiting for the results of supply and demand analysis. Building community support while

simultaneously identifying need is one strategy to avoid this pitfall.

Step 5: Analyzing and Using the Data

While a particular time-limited initiative may have been the impetus for the data collection, keep

in mind that once the information is compiled it may have many more uses. When shared 

broadly, supply and demand data can be used for the following purposes:

• Identifying and addressing gaps in services, including where programs are and are not

available. Data can also help show who uses the services in particular neighborhoods. 
2

• Determining funding needs for programs and systems of care. If the data include informati

on the cost of various programs, this can be used to develop cost estimates for expansion of p

grams or to estimate the fiscal needs for the afterschool infrastructure (e.g., training and techn

assistance, quality standards).

• Understanding the needs and knowledge of parents regarding the quality and availability 

programs. Based on survey results, communities can develop strategies to help parents be

understand their options and how to choose quality afterschool opportunities for their children

• Building public awareness. Solid data are the backbone of effective public awareness campaigns

sharing supply and demand data broadly, public awareness efforts can better demonstrate the n

for programs and services. 

Lessons Learned 

Whether by mandate or as part of an effort to build a statewide or community-wide system of ca

many states and cities are grappling with how to best measure the supply of and demand for aft

school programming. This tool builds on the experiences of those communities and states that ha

already undertaken this process, providing a framework and practical guidance for planning an

implementing a supply and demand analysis.

The following lessons learned are provided by supply and demand pioneers. 

Have a solid plan for using the data. Being clear from the outset about how the data will be used

is a key to success. This clarity will help ensure that, from planning to decision-making, the 

needed information will be available. 

Involve a range of partners. Partnerships are a key to successfully reaching the full range of

providers and truly understanding the afterschool landscape. Engaging key partners from the

beginning also nurtures relationships that can help implement new programs and policies once

the analysis is complete.
22

Additional Resources 

Child Care Demand and Supply Under CALWORKS: The Early Impacts of Welfare Reform for

California’s Children, 1998-2000, PACE, October 2002. http://pace.berkeley.edu/wp_02-3.pdf.

Key Findings, America After 3 PM: A Household Survey on America After 3 PM. The Afterschool

Alliance, 2004. Available at http://www.afterschoolalliance.org/america_3pm.cfm.

Meeting the Challenge: Financing Out-of-School Time Programming in Boston and Massachusetts,

Parents United for Childcare, March 2001.

The Illinois After-School Initiative Task Force Report, Illinois Center for Violence Prevention on behalf

of the Illinois Department of Human Services and the Illinois State Board of Education, 2002.

Available http://www.isbe.net/pdf/afterschool.pdf.

Understanding Child Care Demand and Supply Issues: New Lessons from Los Angeles, policy brief,

PACE, June 2001. Available http://pace.berkeley.edu/policy_brief.01-2.pdf.

For additional information on state legislation pertinent to afterschool programs, visit the National

Conference of State Legislatures searchable database at http://www.ncsl.org/public/leglinks.cfm.
2

Afterschool Investments staff, including Heather Padgette, Michelle Jones, Lucinda Fickel, a

Dionne Dobbins provided feedback on content and structure. Outside reviewers—including Lu

Friedman of The Afterschool Corporation, Elizabeth Reisner of Policy Studies Associates, Christ

Todd of the University of Georgia, Paula Corrigan-Halpern and Debbie Bretag of The Illinois Cen

for Violence Prevention, Janet Bush of the Montana Child Care Resource and Referral Network, 

Zelda Waymer of the South Carolina Afterschool Alliance—helped structure the information for use 

policymakers and leaders in the field. 
24

1. Name of program_____________________________________________________________________

2. Name of person completing survey _____________________________________________________

3. Title or role of person completing survey ________________________________________________

4. Name of director/coordinator of program (if not named above)

________________________________________________________________________________________

5. Mailing address:

Street ______________________________________________________________________________

______________________________________________________________________________

City, state, zip _______________________________________________________________________

6. Phone (______)________________________________________

7. Fax (_______)__________________________________________

8. Email address ________________________________________________________________________

9. Website address (if applicable) _________________________________________________________

10. Name and type of administering agency (e.g., 501(c)(3), public) _____________________________

________________________________________________________________________________________

11. Number of sites _____________________________________________________________________
_____ Income requirement (e.g., low-income children/youth)

_____ Membership requirement 

_____ Formal enrollment process (If this line is checked, please be sure to 

answer questions 2 and 3 in this section.)

_____ All/most children/youth attend on a mandatory basis

_____ All/most children/youth attend on a voluntary basis

2. How many children/youth are enrolled currently (total number)? ____________________________

3. Is enrollment for the program full? ____ Yes ____ No

If yes, can you expand to offer additional slots? ____ Yes ____ No

4. How many children/youth are served? 

_____ Elementary age (grades K-5)

_____ Middle school age (grades 6-8)

_____ High school age (grades 9-12)

_____ Total

5. How many children/youth attend per day, on average?

_____ Elementary

_____ Middle school

_____ High school

_____ Total

2
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How many volunteers? ________________________

2. What is the average adult/child or youth ratio in your program on a daily basis?

_____ 1:5

_____ 1:10

_____ 1:15

_____ 1:20

_____ 1:25 or more

Funding

1. What are the program’s funding sources? Check all that apply. If you check “federal 

government” or “state government,” please also identify specific funding sources. If you check

“local government,” please write in names of specific sources. [Survey administrators: Replace 

general descriptions of state government sources in parentheses with names of sources specific to

your state.]

_____ Federal government (these sources may be administered by the state)

_____ Child Care & Development Fund

_____ Temporary Assistance for Needy Families

_____ 21st Century Community Learning Centers

_____ Title I schoolwide dollars

_____ Title I Supplemental Services

_____ Workforce Investment Act
2

_____ State government 

_____ (state department of education programs)

_____ (state department of human/social services programs)

_____ (governor’s initiatives/programs)

_____ Other _______________________________________________________________________

_____ Local government (e.g., libraries, parks and recreation, county government) 

___________________________________________________________________________________

___________________________________________________________________________________

_____ Private foundation(s)

_____ Business

_____ Public donation/contribution

_____ Student/parent fees

_____ Other

2. What is your annual budget? $_________________________________________________________

Program Structure and Organization

1. What type of organization houses and runs the program (e.g., community organization; faithbased organization; school; college or university; other)? ___________________________________

______________________________________________________________________________________
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_____ Other (please specify) __________________________________________________________

3. When during the week does the program operate? Check the days that apply 

and fill in the hours of operation.

_____ Monday Hours: _________

_____ Tuesday Hours: _________

_____ Wednesday Hours: _________

_____ Thursday Hours: _________

_____ Friday Hours: _________

_____ Saturday Hours: _________

_____ Sunday Hours: _________

4. What are the program components? Check all that apply.

_____ Academic enrichment (curriculum-driven)

_____ Homework help

_____ Tutoring

_____ Cultural enrichment

_____ Arts and crafts

_____ Recreation/sports

_____ Dance

_____ Music
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_____ Mental wellness/counseling

_____ Parental involvement

_____ Religious/spiritual education

_____ Life skills

_____ Violence prevention

_____ Health/nutrition education

_____ Leadership skills

_____ Career

_____ College preparation

_____ Other _______________________________________________________________________

5. Is the program licensed?

_____ Yes

_____ No

If yes, by which agency? _______________________________________________________________
30

_____ Special needs (e.g., physical disability, hearing impairment, asthma)

_____ Specific ethnic group

_____ Gifted and talented

_____ English language learners

_____ Low-income children and youth

_____ Foster children

_____ Homeless children

_____ Alternatively educated youth

_____ Dropouts

_____ Adjudicated youth

_____ Other ________________________________________________________________________

Staffing

[For programs using volunteers] Your volunteers are from which groups? Check all that apply.

_____ Retired teachers

_____ High school students

_____ College students

_____ Parents

_____ Community members

_____ Other ________________________________________________________________________
3

_____ Reflect ethnicity of children/youth

_____ Prior experience working with children/youth

_____ Community resident

_____ Other _______________________________________________________________________

Number or percentage of staff turnover per year (approximate) _____________________________

Average staff wage $_______ /hour

Does the program offer training? ____Yes ____ No If yes, how often? _____________________

______________________________________________________________________________________

Do staff receive training elsewhere? Name professional development/training 

opportunities and requirements. _________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Funding

[For use after Question 1 in Funding section of basic survey] What is the largest source of fund

from the list of checked funding sources? If two or more sources are tied for largest, please list b

or all. _________________________________________________________________________________

How often must you reapply for your largest source(s) of funds? _____________________________
32

_______________________________________________________________________________________

_______________________________________________________________________________________

Program Structure and Organization

Does your program operate during school holidays? ____ Yes ____ No

If the program is school-based, please name all school(s) and district(s) served.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

If the program is not school-based, does the program have a partnership with a school or

schools? ____ Yes ____ No 

If yes, which one(s)? Please list school(s) and district(s). [If the state has a strong county-based 

system, you can ask which county in addition to or instead of which district.]

_______________________________________________________________________________________

_______________________________________________________________________________________

Please check any of the following entities with which your program has a partnership 

(in terms of services provided or funding). Check all that apply.

_____ Community-based organization
3

_____ Business group

_____ Other _______________________________________________________________________

What is/are the purpose(s) of the program? Check all that apply.

_____ Provide recreation

_____ Improve academic skills

_____ Provide cultural enrichment

_____ Provide adult supervision while parents are working

_____ Prevent risky behavior

_____ Other _______________________________________________________________________

Of the above, what is the most important purpose as defined in your mission?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Are the following expected outcomes for your program? Check all that apply.

_____ Increased academic achievement

_____ Increased school attendance
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_____ Increased positive peer relationships

_____ Improved relationships between youth and adults

_____ Improved career skills

_____ Enhanced spiritual development

_____ Other ____________________________________________________________

Is the program formally evaluated?

_____ Yes

_____ No

Are funds appropriated in the program’s budget to conduct periodic program evaluations?

_____ Yes

_____ No

What data are gathered to determine effectiveness of program? Check all that apply.

_____ Attendance records (program)

_____ Attendance records (school)

_____ Test scores

_____ Grades

_____ Disciplinary/behavioral incidents

_____ Teacher reports

_____ Satisfaction questionnaires
3

_____ Other _______________________________________________________________________

Please select the one sentence that best describes the structure of your program. We recognize th

elements of two or more of the following descriptions may match your program, but we ask th

you select only one. 

_____ The program generally follows a specific schedule that includes multiple activities that 

children/youth attend.

_____ All children/youth participate in an academic enrichment activity but can also select fro

a variety of activities based on individual interest or need.

_____ Participants select one or more activities in which to be involved based on their intere

and/or need. There are no required elements in which all children/youth must participat

_____ The program focuses on a particular area or topic. Supplementary activities are availab

but the core program is centered on a particular theme.

Does the program use a particular model or curriculum?

_____ Yes

_____ No

Is the program designed to meet state academic standards?

_____ Yes

_____ No
36

_____ Yes

_____ No

What are your program needs? Please take as much space as needed, and be specific—what types

of training, when, and for whom; what types of technical assistance (on program quality, evaluation

fundraising, and so forth); and what types of materials.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Contact us:

email afterschool@financeproject.org

web www.nccic.org/afterschool 

The Finance Project

1401 New York Ave., NW 

Suite 800 

Washington, DC 20005 

phone 202 628 4200 

web www.financeproject.org

National Governors Association

Center for Best Practices

444 North Capitol, NW

Washington, DC 20001-1512

phone 202 624 5300

web www.nga.org

U.S. Department of Health and Human Services

Administration for Children and Families

Child Care Bureau