U.S. Department of Education 

NCES 2006-076 

National Household 

Education Surveys 

Program of 2005 

After-School 

Programs and 

Activities: 2005

E.D. TAB 

May 2006 

Priscilla R. Carver 

Iheoma U. Iruka 

Westat 

Chris Chapman 

Project Officer 

National Center for 

Education Statistics 
U.S. Department of Education

Margaret Spellings 

Secretary

Institute of Education Sciences

Grover J. Whitehurst 

Director

National Center for Education Statistics

Mark Schneider 

Commissioner

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Suggested Citation

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

U.S. Department of Education. Washington, DC: National Center for Education Statistics. 

For ordering information on this report, write to 

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ED Pubs 

P.O. Box 1398 

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

Content Contact 

Chris Chapman 

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nhes@ed.gov

http://nces.ed.gov/nhes/
iii

Acknowledgments 

The authors would like to thank Chris Chapman and Gail Mulligan, of the National Center for Education 

Statistics, and Stacey Bielick, Aparna Sundaram, Kevin Bromer, and Robert Stillwell of the American 

Institutes for Research. We would also like to thank Bernie Green, Renée Roland, Bruce Taylor, and 

Valena Plisko for their invaluable help in reviewing this document. At Westat, we would also like to 

thank Mary Hagedorn, the director of the NHES Program at Westat, Kevin O’Donnell, Patty Nicchitta, 

and Ying Long. Finally, we would like to thank the parents who provided the data upon which the report 

is based. 
iv

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v

CONTENTS 

Page 

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

Contents ................................................................................................................................................. v 

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

Highlights ....................................................................................................................................... 1 

References ............................................................................................................................................. 5 

Appendix A: Technical Notes ............................................................................................................... 61 

Appendix B: Glossary ........................................................................................................................... 65 
vi

LIST OF TABLES 

Table Page 

1 Percentage distribution of the participation of students from kindergarten 

through eighth grade in various weekly after-school care arrangements, 

by type of arrangement and student and family characteristics: 2005 ........................ 7 

1-A Standard errors for the percentage distribution of the participation of 

students from kindergarten through eighth grade in various weekly afterschool care arrangements, by type of arrangement and student and family 

characteristics: 2005 .................................................................................................. 9 

2 Percentage distribution of students from kindergarten through eighth 

grade with at least one weekly nonparental care arrangement whose 

parents reported various combinations of after-school arrangements, by 

type of arrangement and student and family characteristics: 2005 ............................ 11 

2-A Standard errors for the percentage distribution of students from 

kindergarten through eighth grade with at least one weekly nonparental 

care arrangement whose parents reported various combinations of afterschool arrangements, by type of arrangement and student and family 

characteristics: 2005 .................................................................................................. 13 

3 Percentage of students from kindergarten through eighth grade receiving afterschool care from a relative, by type of relative and student and family 

characteristics: 2005 .................................................................................................. 15 

3-A Standard errors for the percentage of students from kindergarten through 

eighth grade receiving after-school care from a relative, by type of 

relative and student and family characteristics: 2005 ................................................ 17 

4 Mean number of hours per week students from kindergarten through 

eighth grade spent in after-school care arrangements, by type of 

arrangement and student and family characteristics: 2005 ........................................ 19 

4-A Standard errors for the mean number of hours per week students from 

kindergarten through eighth grade spent in after-school care 

arrangements, by type of arrangement and student and family 

characteristics: 2005 .................................................................................................. 21 

5 Mean hourly out-of-pocket expense for current after-school 

arrangements that have any out-of-pocket expense for students in 

kindergarten through eighth grade, by type of arrangement and student 

and family characteristics: 2005 ................................................................................ 23 

5-A Standard errors for the mean hourly out-of-pocket expense for current 

after-school arrangements that have any out-of-pocket expense for 

students in kindergarten through eighth grade, by type of arrangement 

and student and family characteristics: 2005 ............................................................. 25 
vii

LIST OF TABLES (Continued) 

Table Page 

6 Mean weekly out-of-pocket expense for current after-school 

arrangements that have any out-of-pocket expense for students in 

kindergarten through eighth grade, by type of arrangement and student 

and family characteristics: 2005 ................................................................................ 27 

6-A Standard errors for the mean weekly out-of-pocket expense for current 

after-school arrangements that have any out-of-pocket expense for 

students in kindergarten through eighth grade, by type of arrangement 

and student and family characteristics: 2005 ............................................................. 29 

7 Percentage of students from kindergarten through eighth grade in weekly 

after-school arrangements that have a fee whose families are receiving 

assistance for after-school care fees, by type of arrangement and student 

and family characteristics: 2005 ................................................................................ 31 

7-A Standard errors for the percentage of students from kindergarten through 

eighth grade in weekly after-school arrangements that have a fee whose 

families are receiving assistance for after-school care fees, by type of 

arrangement and student and family characteristics: 2005 ........................................ 33 

8 Mean child-to-care provider ratio for students from kindergarten through 

eighth grade in weekly nonparental after-school care arrangements, by 

type of arrangement and student and family characteristics: 2005 ............................ 35 

8-A Standard errors for the mean child-to-care provider ratio for students 

from kindergarten through eighth grade in weekly nonparental afterschool care arrangements, by type of arrangement and student and family 

characteristics: 2005 .................................................................................................. 37 

9 Percentage of students from kindergarten through eighth grade 

participating in weekly nonparental after-school care arrangements, by 

activities, arrangement type, and student and family characteristics: 

 2005 ........................................................................................................................... 39 

9-A Standard errors for the percentage of students from kindergarten through 

eighth grade participating in weekly nonparental after-school care 

arrangements, by activities, arrangement type, and student and family 

characteristics: 2005 .................................................................................................. 41 

10 Percentage of students in a school- or center-based program at a 

specified location on a weekly basis, by student and family 

characteristics: 2005 .................................................................................................. 43 

10-A Standard errors for the percentage of students in a school- or centerbased program at a specified location on a weekly basis, by student and 

family characteristics: 2005 ....................................................................................... 45 
viii

LIST OF TABLES (Continued) 

Table Page 

11 Percentage of students from kindergarten through eighth grade who use 

various methods of transportation to get to their school- or center-based 

program, by student and family characteristics: 2005 ............................................... 47 

11-A Standard errors for the percentage of students from kindergarten through 

eighth grade who use various methods of transportation to get to their 

school- or center-based program, by student and family characteristics: 

2005 ........................................................................................................................... 49 

12 Percentage of students from kindergarten through eighth grade whose 

parents rate factors used to select a weekly after-school care arrangement 

as “very important,” by student and family characteristics: 2005 ............................. 51 

12-A Standard errors for the percentage of students from kindergarten through 

eighth grade whose parents rate factors used to select a weekly afterschool care arrangement as “very important,” by student and family 

characteristics: 2005 .................................................................................................. 53 

13 Percentage of students participating in after-school activities, by school 

activity and student and family characteristics: 2005 ................................................ 55 

13-A Standard errors for the percentage of students participating in afterschool activities, by school activity and student and family 

characteristics: 2005 .................................................................................................. 57 

14 Percentage of students from kindergarten through eighth grade whose 

schools sponsored at least some of the after-school activities in which 

they participated, by school activity: 2005 ................................................................ 59 

14-A Standard errors for the percentage of students from kindergarten through 

eighth grade whose schools sponsored at least some of the after-school 

activities in which they participated, by school activity: 2005 .................................. 60 
1

Highlights 

This report presents data on participation in after-school activities and programs in the United States. The 

data are from the After-School Programs and Activities Survey (ASPA), a nationally representative 

survey of the 2005 National Household Education Surveys Program (NHES:2005). The data presented in 

the report are based on a sample of 11,684 students in kindergarten through grade 8 representing a 

weighted total of 36,185,760 students. The weighted unit response rate for the ASPA survey was 84 

percent; the overall unit response rate for the survey was 56 percent.1

 Additional details about the survey, 

response rates, and data reliability are provided in appendix A. 

After-school programs and activities addressed in the survey include information about student 

participation in care arrangements in private homes with relatives and with care providers not related to 

them, participation in school-based or center-based after-school programs, participation in after-school 

activities that were not part of a school- or center-based program, and self-care (for a definition of selfcare, please refer to the glossary in Appendix B of this document). The ASPA survey conducted in 2005 

was the second time this topic was fielded as a separate NHES survey. The previous ASPA collection 

was conducted in NHES:2001. The data can be used to study after-school programs and activities in 2005 

and to study changes from 2001 to 2005. 

Results reported in the tables and bullets are weighted means and proportions generated by bivariate 

cross-tabulation procedures. All statements of comparison made in this report have been tested for 

statistical significance using two-tailed t-tests and are significant at the 95 percent confidence level or 

better. Additional details about statistical procedures used in this report are provided in the Statistical 

Tests section of appendix A. 

The purpose of this E.D. TAB is to introduce new NCES survey data through the presentation of selected 

descriptive information. The E.D. TAB is purely descriptive in nature. Readers are cautioned not to draw 

causal inferences based solely on the results presented in this E.D. TAB. It is important to note that many 

of the variables examined in this report are related to one another, and complex interactions and 

relationships have not been explored here. The variables examined here are also just a few of the variables 

that can be examined in these data and were selected to demonstrate the range of information that helped 

shape the design and now is available from the study. The selected findings are examples of comparisons 

that can be made using the data and are not designed to emphasize any particular issue. Release of the 

E.D. TAB is intended to encourage more in-depth analysis of the data, using more sophisticated statistical 

methods.

The following are highlights of some of the significant differences observed in the ASPA survey. These 

highlights do not include all differences; rather, they have been selected to demonstrate the range of data 

available from the study.

Participation in After-School Programs and Activities 

Parents of sampled students in kindergarten through eighth grade2

 were asked about their children’s 

participation in after-school care arrangements, programs, and activities. After-school arrangements 

included care received from a relative, care received from a nonrelative in either the student’s home or 

 

1

 The overall unit response rate is the product of the unit response rate at the household screening stage and the ASPA unit 

response rate. 

2

 Students included in this report are those in kindergarten through eighth grade, not older than 15 years, and not homeschooled. 

The total ASPA sample also included 269 homeschooled children.
2

another home, school- or center-based programs, participation in after-school activities with adult 

supervision (other than those in a school- or center-based program), and self-care. 

 In 2005, 40 percent of students in kindergarten through eighth grade were in at least one weekly 

nonparental after-school care arrangement (table 1). 

 Students in kindergarten through eighth grade who were in at least one weekly nonparental afterschool care arrangement were more likely to be in a school- or center-based program (20 percent) 

than any other type of arrangement (6–15 percent) (table 1). 

 Students in kindergarten through eighth grade whose mothers worked 35 or more hours per week 

were more likely to have at least one weekly nonparental after-school care arrangement (57 

percent) than their peers whose mothers worked less than 35 hours per week (32 percent), were 

looking for work (32 percent), or were not in the labor force (20 percent) (table 1). 

Relative Care 

Parents of sampled students in kindergarten through eighth grade were asked a number of questions 

about relative care arrangements, including the relationship of the care provider to the student and the 

characteristics of the relative care provider. 

 The percentage of students whose only after-school nonparental care arrangement was with a 

relative decreased as grade in school increased (table 2). Twenty-three percent of students in 

kindergarten through second grade were cared for only by a relative after school. This estimate 

decreased to 19 percent for students in third through fifth grade and 12 percent for students in 

sixth through eighth grade. 

 Students in kindergarten through eighth grade were more likely to receive after-school care from 

a grandparent (58 percent) than from an aunt or uncle (18 percent), sibling (23 percent), or any 

other relative (7 percent) (table 3). 

Child and Family Characteristics in Relation to Participation in After-School Activities and Care 

Arrangements 

Parents of sampled students in kindergarten through eighth grade were asked a number of questions 

regarding characteristics of their children and household. 

 Black, non-Hispanic students in kindergarten through eighth grade spent more hours per week in 

after-school care on average (9.8 hours) than White, non-Hispanic students (6.3 hours), Hispanic 

students (8.0 hours), and students of Asian or Pacific Island (non-Hispanic) origin (7.6 hours) 

(table 4). Also, White non-Hispanic students spent less time in after-school care on average than 

Hispanic students (6.3 hours vs. 8.0 hours). 

 Students in kindergarten through eighth grade whose families were below the poverty line3

 spent 

more hours per week in an after-school care arrangement on average (10.7 hours) than students of 

families at or above the poverty line (8.5 hours) (table 4). 

 

3 For more information on the calculation of poverty, refer to the glossary.
3

Out-of-Pocket Expenses and Cost Assistance for Fees Associated With After-School Activities and 

Care Arrangements 

Parents of sampled students in kindergarten through eighth grade were asked to report any out-ofpocket expenses associated with after-school care or programs and whether any financial assistance 

was received to help with expenses for those arrangements. 

 The mean hourly out-of-pocket expense for students at or above the poverty threshold was greater 

than the hourly out-of-pocket expense for those below the poverty threshold for after-school care 

with a nonrelative ($10.15 vs. $4.43) and after-school care at a school- or center-based program 

($7.57 vs. $4.50) (table 5). 

 For students in kindergarten through eighth grade for whom there was an out-of-pocket expense, 

the mean weekly out-of-pocket expense was greater for students in nonrelative care than for those 

in school- or center-based care. Specifically, the average weekly cost for nonrelative care was 

$67.83, compared to $40.12 for school- or center-based programs (table 6). 

 Students living in two-parent families were less likely to receive assistance with expenses for 

after-school arrangements than were students who lived in one-parent families (11 percent vs. 35 

percent) or those who lived with nonparent guardians (11 percent vs. 59 percent) (table 7). 

Characteristics of After-School Programs or Care Arrangements

Parents of sampled students in kindergarten through eighth grade were asked to report on 

characteristics of after-school programs or care arrangements. Those characteristics include, but are 

not limited to, the number of adults and the number of children in the room or group with the student, 

the types of activities the student participates in while at a care arrangement, and the location of the 

school- or center-based care arrangement. 

 For students in kindergarten through eighth grade, the average ratio of the number of children to 

the number of care providers was lower in after-school care with a relative than in nonrelative 

care (1.8 vs. 2.9 children per care provider) or in school- or center-based after-school programs 

(1.8 vs. 8.6 children per care provider) (table 8). Likewise, the child-to-care provider ratio was 

lower in nonrelative after-school care arrangements than in school- or center-based programs (2.9 

vs. 8.6 children per care providers). 

 Students in kindergarten through eighth grade were more likely to engage in educational activities 

(including homework, reading, or writing) when receiving after-school care from a relative than 

when receiving after-school care from a nonrelative (81 vs. 71 percent) or in a school- or centerbased after-school care program (81 vs. 70 percent) (table 9). Also, a greater percentage of 

students participated in educational activities while in self-care than at a school- or center-based 

after-school program (76 vs. 70 percent). 

 Students in kindergarten through eighth grade were more likely to attend a school- or centerbased after-school program at a public school (61 percent) than at a church or other place of 

worship (9 percent), private school (10 percent), community center (8 percent), a program in its 

own building (15 percent), or any other location (5 percent) (table 10). 
4

Factors Related to Arrangement Choice 

Students are placed in various child care arrangements for a number of reasons. Parents of sampled 

students were asked to report how students were transported to their care arrangements, and to rate 

the importance of various care selection factors. 

 Students in kindergarten through eighth grade who go to a school- or center-based arrangement in 

a location other than the place where they attended school were more likely to be transported to 

their school- or center-based arrangement by their parents or guardians (15 percent) than by the 

school district (6 percent), the school- or center-based program (9 percent), or any other 

transportation source (11 percent) (table 11). 

 Parents of sampled students in kindergarten through eighth grade were more likely to report 

reliability4

 as "very important" in selecting an after-school care arrangement (90 percent) than to 

report that the location of the arrangement (78 percent), cost (44 percent), learning activities at 

the arrangement (61 percent), time spent with other students (55 percent), availability of the care 

provider (81 percent), or the number of children in the group (37 percent) were very important 

(table 12). 

After-School Activities That Are Not Part of an After-School Program and Sponsorship of those 

Activities 

Parents of sampled students in kindergarten through eighth grade were asked to report the types of 

activities that students engaged in after school that were not part of an after-school program or other 

care arrangement. Parents were also asked to identify whether those activities were sponsored by the 

student’s school. 

 Students in kindergarten through eighth grade were more likely to participate in sports after 

school than in any other after-school activity (table 13). Specifically, 73 percent of students 

participated in sports, compared to 46 percent in religious activities, 42 percent in arts, 22 percent 

in scouts,5

 19 percent in volunteering, 16 percent in academic activities, and 13 percent in clubs.6

 For students who were in kindergarten through eighth grade and participating in at least one 

weekly after-school activity, clubs were more likely to be sponsored by the school (87 percent) 

than any other after-school activity (table 14), including arts (27 percent), sports (32 percent), 

academic activities (68 percent), volunteering (33 percent), and religious activities (5 percent). 

 

4

 The meaning of “reliability” was not provided unless a respondent specifically asked for clarification. If a respondent asked for 

clarification, he or she was told that reliability might include timeliness of the caregiver, ability to care for the child on the agreed 

upon dates and times, and carrying out care taking duties while the child was in care. 5

 This estimate is based on responses to the following question, “Since the beginning of the school year, has (child) participated 

in any of the following kinds of after-school activities? How about scouts?” 6 This estimate is based on responses to the following question, “Since the beginning of the school year, has (child) participated in any 

of the following kinds of after-school activities? How about Clubs, like yearbook, debate, or a book club?”
5

References 

Brick, J.M., Montaquila, J.M., Hagedorn, M., Li, L., and Seastrom, M. (forthcoming). An Analysis of 

Nonresponse Bias in the 2001 National Household Education Surveys Program (NHES:2001). 

Technical Report. (NCES 2006-xxx). U.S. Department of Education, National Center for 

Education Statistics. Washington, D.C.: U.S. Government Printing Office. 

Demaio, T.J. (1984). Social Desirability and Survey Measurement: A Review. In C.F. Turner and E. 

Martin (Eds.), Surveying Subjective Phenomena (pp. 257-281). New York: Russell Sage. 

Montaquila, J.M., Brick, J.M., and Brock, S.P. (1997). Undercoverage Bias in Estimates of 

Characteristics of Households and Adults in the 1996 National Household Education Survey 

(NCES 97-39). U.S. Department of Education. Washington, D.C.: National Center for Education 

Statistics. 

Rao, J.N.K., and Shao, J. (1992). Jackknife Variance Estimation with Survey Data under Hot Deck 

Imputation. Biometrika, 79(4), 811–822. 

Westat. (2000). WesVar 4.0 User's Guide. Rockville, MD: Author.
6

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7

Table 1. Percentage distribution of the participation of students from kindergarten through eighth grade in variou

care arrangements, by type of arrangement and student and family characteristics: 2005 

Type of weekly nonparental after-schoo

Characteristic 

Number of 

students 

(thousands) 

No weekly 

nonparental 

after-school care 

arrangement 

At least 

one weekly 

nonparental 

after-school care 

arrangement 

At least one 

arrangement 

with relatives 

At least one 

arrangement 

with 

nonrelatives 

At least one 

school- or 

center-based 

arrangement 

Total ................................................................................. 35,311 60 40 15 6 20 

Student’s grade  K–2 ..................................................................................... 11,437 57 43 16 8 21  3–5 ...................................................................................... 11,690 55 45 17 6 25  6–8 ...................................................................................... 12,183 67 33 12 3 14 Student’s sex Male .................................................................................... 18,418 60 40 15 6 21  Female ................................................................................ 16,894 60 40 15 5 19 Student’s race/ethnicity  White, non-Hispanic ......................................................... 20,229 65 35 13 6 15  Black, non-Hispanic .......................................................... 5,457 45 55 22 5 32  Hispanic ............................................................................. 6,580 59 41 14 6 23  Asian or Pacific Islander, non-Hispanic .......................... 958 60 40 14 5 20  Other race, non-Hispanic2 ................................................. 2,087 54 46 17 6 23 

Family type  Two parents ........................................................................ 25,229 65 35 11 5 18  One parent .......................................................................... 8,854 47 53 24 8 26 

 Nonparent guardian(s) ....................................................... 1,228 51 49 25 3 26 Parents’ language spoken most at home3

 Both/only parent(s) speak(s) English ............................... 31,216 59 41 15 6 20  One of two parents speaks English .................................. 851 60 40 17 2 20 

 No parent speaks English .................................................. 3,244 67 33 11 3 20 Mother’s level of education4

 Less than a high school diploma ...................................... 3,482 68 32 11 3 19 

 High school/GED .............................................................. 10,062 60 40 17 4 19  Vocational/technical or some college .............................. 10,146 58 42 18 6 20  Bachelor’s degree .............................................................. 6,459 63 37 10 6 19  Graduate or professional degree ....................................... 3,740 55 45 12 8 24 Mother’s school enrollment status4

 Enrolled .............................................................................. 3,918 50 50 20 7 24  Not enrolled ....................................................................... 29,972 62 38 14 5 19 

See notes at end of table. 
8

Table 1. Percentage distribution of the participation of students from kindergarten through eighth grade in vario

care arrangements, by type of arrangement and student and family characteristics: 2005—Continued 

Type of weekly nonparental after-schoo

Characteristic 

Number of 

students 

(thousands) 

No weekly 

nonparental 

after-school care 

arrangement 

At least 

one weekly 

nonparental 

after-school care 

arrangement 

At least one 

arrangement 

with relatives 

At least one 

arrangement 

with 

nonrelatives 

At least one 

school- or 

center-based 

arrangement 

Mother’s employment status4

 35 or more hours per week ............................................... 14,744 43 57 24 9 27  Less than 35 hours per week ............................................. 7,853 68 32 11 5 15  Looking for work ............................................................... 1,798 68 32 12 3 23 

 Not in the labor force ........................................................ 9,495 80 20 4 1 12 Mother’s work shift4, 5

 Regular shift ....................................................................... 20,251 51 49 20 8 23  Variable shift ...................................................................... 2,346 59 41 18 6 19 Neighborhood conditions6

 Concern regarding neighborhood health and safety 

conditions ................................................................... 5,421 54 46 18 6 25 

 No concern regarding neighborhood health and 

safety conditions ........................................................ 29,890 61 39 14 5 19 

Household income  $25,000 or less ................................................................... 8,827 58 42 16 5 23  $25,001 to $50,000 ............................................................ 8,895 59 41 18 5 19 

 $50,001 to $75,000 ............................................................ 7,258 60 40 16 5 18 

 $75,001 to $100,000 .......................................................... 4,405 60 40 13 7 20 

 $100,001 or more .............................................................. 5,928 64 36 8 6 19 Poverty status7

 At or above poverty threshold .......................................... 28,142 60 40 15 6 20 

 Below poverty threshold ................................................... 7,169 60 40 15 5 22 

1Students may have more than one after-school care arrangement of the same type or more than one after-school care arrangement of different types. 2“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

3Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

4Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 5Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

6Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

7Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include all students in kindergarten through eighth grade, not older than 15 years, and who are not homeschooled. Detail may not sum to totals because 

SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Househ(ASPA-NHES: 2005). 
9

Table 1-A. Standard errors for the percentage distribution of the participation of students from kindergarten thr

various weekly after-school care arrangements, by type of arrangement and student and family charac

Type of weekly nonparental after-schoo

Characteristic 

Number of 

students 

(thousands) 

No weekly 

nonparental 

after-school care 

arrangement 

At least 

one weekly 

nonparental 

after-school care 

arrangement 

At least one 

arrangement 

with relatives 

At least one 

arrangement 

with 

nonrelatives 

At least one 

school- or 

center-based 

arrangement 

Total ................................................................................. 169.3 0.6 0.6 0.5 0.3 0.6 

Student’s grade  K–2 ..................................................................................... 100.6 1.2 1.2 0.9 0.7 1.0  3–5 ...................................................................................... 111.0 1.2 1.2 0.9 0.5 1.1  6–8 ...................................................................................... 81.6 0.8 0.8 0.7 0.3 0.6 Student’s sex Male .................................................................................... 122.8 0.9 0.9 0.7 0.4 0.8  Female ................................................................................ 139.3 0.9 0.9 0.8 0.4 0.8 Student’s race/ethnicity  White, non-Hispanic ......................................................... 106.3 0.7 0.7 0.5 0.4 0.6  Black, non-Hispanic .......................................................... 104.4 2.0 2.0 1.9 0.9 2.1  Hispanic ............................................................................. 58.9 1.4 1.4 0.9 0.7 1.3  Asian or Pacific Islander, non-Hispanic .......................... 23.3 3.3 3.3 2.2 1.5 2.8  Other race, non-Hispanic2 ................................................. 57.0 2.9 2.9 2.5 1.2 3.0 

Family type  Two parents ........................................................................ 135.2 0.7 0.7 0.5 0.4 0.6  One parent .......................................................................... 116.5 1.2 1.2 1.2 0.7 1.3  Nonparent guardian(s) ....................................................... 52.4 4.2 4.2 3.6 1.1 3.9 Parents’ language spoken most at home3

Both/only parent(s) speak(s) English ............................... 169.1 0.6 0.6 0.5 0.4 0.6 One of two parents speaks English ................................... 29.0 3.2 3.2 3.1 0.8 3.2 No parent speaks English .................................................. 34.5 1.8 1.8 1.1 0.5 1.7 

Mother’s level of education4

 Less than a high school diploma ...................................... 44.6 2.0 2.0 1.3 0.8 1.8  High school/GED .............................................................. 102.9 1.4 1.4 1.0 0.5 1.2  Vocational/technical or some college .............................. 127.2 1.4 1.4 1.2 0.7 1.1 

 Bachelor’s degree .............................................................. 57.7 1.4 1.4 0.9 0.7 1.0  Graduate or professional degree ....................................... 52.7 1.7 1.7 1.3 1.0 1.6 Mother’s school enrollment status4

 Enrolled .............................................................................. 90.4 2.1 2.1 2.0 0.9 1.9 

 Not enrolled ....................................................................... 153.0 0.6 0.6 0.5 0.3 0.6 

See notes at end of table. 
10

Table 1-A. Standard errors for the percentage distribution of the participation of students from kindergarten thr

various weekly after-school care arrangements, by type of arrangement and student and family characContinued 

Type of weekly nonparental after-schoo

Characteristic 

Number of 

students 

(thousands) 

No weekly 

nonparental 

after-school care 

arrangement 

At least 

one weekly 

nonparental 

after-school care 

arrangement 

At least one 

arrangement 

with relatives 

At least one 

arrangement 

with 

nonrelatives 

At least one 

school- or 

center-based 

arrangement 

Mother’s employment status4

 35 or more hours per week ............................................... 137.3 1.1 1.1 0.8 0.7 1.0 

 Less than 35 hours per week ............................................. 57.0 1.1 1.1 0.7 0.6 1.1 

 Looking for work ............................................................... 71.7 3.5 3.5 3.8 1.1 3.6 

 Not in the labor force ........................................................ 36.1 1.0 1.0 0.4 0.2 0.9 

Mother’s work shift4, 5

 Regular shift ....................................................................... 157.4 0.8 0.8 0.7 0.5 0.8 

 Variable shift ...................................................................... 54.8 2.2 2.2 2.0 1.1 2.1 

Neighborhood conditions6

 Concern regarding neighborhood health and safety 

conditions .................................................................... 100.0 1.7 1.7 1.6 0.8 1.6 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 140.4 0.7 0.7 0.5 0.3 0.6 

Household income 

 $25,000 or less ................................................................... 97.0 1.4 1.4 1.1 0.7 1.2 

 $25,001 to $50,000 ............................................................ 94.8 1.3 1.3 1.0 0.5 1.3 

 $50,001 to $75,000 ............................................................ 84.7 1.3 1.3 1.1 0.5 1.1 

 $75,001 to $100,000 .......................................................... 65.0 1.6 1.6 1.4 0.9 1.5 

 $100,001 or more ............................................................... 43.4 1.3 1.3 0.7 0.7 1.1 

Poverty status7

 At or above poverty threshold ........................................... 155.8 0.7 0.7 0.5 0.3 0.6 

 Below poverty threshold .................................................... 84.9 1.8 1.8 1.2 0.8 1.5 

1Students may have more than one after-school care arrangement of the same type or more than one after-school care arrangement of different types. 2“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

3Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

4Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 5Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

6Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

7Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include all students in kindergarten through eighth grade, not older than 15 years, and who are not homeschooled. Detail may not sum to totals because 

SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Househ

(ASPA-NHES: 2005). 
11

Table 2. Percentage distribution of students from kindergarten through eighth grade with at least one weekly non

arrangement whose parents reported various combinations of after-school arrangements, by type of arra

and family characteristics: 2005 

Characteristic 

Number of 

students 

(thousands) 

One relative 

arrangement 

only 

One 

nonrelative 

arrangement 

only 

One schoolor centerbased 

program 

only 

One activity 

only, used 

for adult 

supervision 

Self-care 

only 

More than one 

nonparental 

arrangement of 

a single type1

Total ................................................................................. 17,012 18 7 23 6 17 7 

Student’s grade  K–2 ..................................................................................... 5,073 23 12 32 5 3 9  3–5 ...................................................................................... 5,651 19 7 27 5 7 9 

 6–8 ...................................................................................... 6,288 12 3 12 8 37 5 

Student’s sex Male .................................................................................... 9,049 17 7 24 5 18 7  Female ................................................................................ 7,963 18 7 22 7 16 8 Student’s race/ethnicity  White, non-Hispanic .......................................................... 8,740 19 8 20 7 19 8 

 Black, non-Hispanic .......................................................... 3,475 17 4 24 4 14 7 

 Hispanic .............................................................................. 3,193 18 7 29 4 15 6  Asian or Pacific Islander, non-Hispanic ........................... 447 13 4 27 10 14 9 

 Other race, non-Hispanic4 ................................................. 1,157 13 7 23 6 16 8 

Family type  Two parents ........................................................................ 10,817 16 7 24 7 19 7  One parent .......................................................................... 5,495 21 7 21 3 14 8 

 Nonparent guardian(s) ....................................................... 699 18 2 20 6 13 10 

Parents’ language spoken most at home5

Both/only parent(s) speak(s) English ............................... 15,257 18 7 22 6 17 8 One of two parents speaks English ................................... 398 17 2 24 9 15 2 No parent speaks English .................................................. 1,357 17 4 33 6 20 5 

Mother’s level of education 6

 Less than a high school diploma ....................................... 1,427 16 5 30 3 22 5 

 High school/GED .............................................................. 4,868 21 5 21 7 17 8 

 Vocational/technical or some college ............................... 5,094 20 7 21 5 16 8 

 Bachelor’s degree .............................................................. 2,786 13 9 26 8 15 8 

 Graduate or professional degree ....................................... 1,997 12 8 27 6 16 7 

Mother’s school enrollment status6

 Enrolled .............................................................................. 2,336 19 7 26 4 16 8  Not enrolled ........................................................................ 13,836 18 7 23 6 17 7 Mother’s employment status6

 35 or more hours per week ................................................ 9,945 20 8 21 4 15 7  Less than 35 hours per week ............................................. 3,159 18 8 23 7 20 8  Looking for work ............................................................... 696 7 3 25 6 17 6  Not in the labor force ......................................................... 2,372 10 3 31 13 20 10 

See notes at end of table. 
12

Table 2. Percentage distribution of students from kindergarten through eighth grade with at least one weekly non

arrangement whose parents reported various combinations of after-school arrangements, by type of arra

and family characteristics: 2005—Continued 

Characteristic 

Number of 

students 

(thousands) 

One relative 

arrangement 

only 

One 

nonrelative 

arrangement 

only 

One schoolor centerbased 

program 

only 

One activity 

only, used 

for adult 

supervision 

Self-care 

only 

More than one 

nonparental 

arrangement of 

a single type1

Mother’s work shift6, 7

 Regular shift ....................................................................... 11,974 20 8 22 5 16 7  Variable shift ...................................................................... 1,131 19 8 15 6 15 11 Neighborhood conditions8

 Concern regarding neighborhood health and safety 

conditions .................................................................... 2,875 16 5 25 6 13 9 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 14,137 18 7 23 6 18 7 

Household income  $25,000 or less ................................................................... 4,463 18 5 25 5 17 7  $25,001 to $50,000 ............................................................ 4,315 21 7 21 5 16 7 

 $50,001 to $75,000 ............................................................ 3,488 20 6 21 7 17 8 

 $75,001 to $100,000 .......................................................... 2,144 16 10 25 6 18 7 

 $100,001 or more ............................................................... 2,602 10 8 25 8 18 9 

Poverty status9

 At or above poverty threshold ........................................... 13,536 18 7 22 6 17 8  Below poverty threshold .................................................... 3,476 17 5 26 5 18 7 

1Estimates include more than one arrangement of a given type (e.g., two relative arrangements). 2Estimates include any combination of relative care, nonrelative care, school- or center-based after-school programs, or activities used for supervision, but only one arran

nonrelative after-school arrangement, one school- or center-based program, or activities used for supervision). Estimates do not include self-care. 3Estimates include self-care in combination with one or more arrangements including relative care, nonrelative care, center-or school-based after-school programs, or act

4“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

5Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

6Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 7Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 8Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

9Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and with at least one weekly relative, nonrelativ

school care arrangement, a weekly activity used for supervision, or self-care. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Househ(ASPA-NHES: 2005). 
13

Table 2-A. Standard errors for the percentage distribution of students from kindergarten through eighth grade w

nonparental care arrangement whose parents reported various combinations of after-school arrangemarrangement and student and family characteristics: 2005 

Characteristic 

Number of 

students 

(thousands) 

One relative 

arrangement 

only 

One 

nonrelative 

arrangement 

only 

One schoolor centerbased 

program only 

One activity 

only, used 

for adult 

supervision 

Self-care 

only 

More than one 

nonparental 

arrangement of 

a single type1

Total ................................................................................. 245.0 0.7 0.5 0.8 0.4 0.6 0.5 

Student’s grade  K–2 ..................................................................................... 138.3 1.2 1.2 1.8 0.8 0.7 0.9  3–5 ...................................................................................... 149.2 1.3 0.6 1.6 0.7 0.7 0.9 

 6–8 ...................................................................................... 107.2 0.9 0.4 0.8 0.6 1.3 0.5 

Student’s sex Male .................................................................................... 211.0 1.0 0.6 1.1 0.5 0.9 0.7  Female ................................................................................ 210.0 1.1 0.8 1.1 0.7 1.0 0.6 Student’s race/ethnicity  White, non-Hispanic .......................................................... 177.6 1.1 0.6 1.0 0.6 0.8 0.7  Black, non-Hispanic .......................................................... 108.5 1.8 0.9 2.1 0.9 1.5 1.1  Hispanic .............................................................................. 86.2 1.3 1.2 2.1 0.7 1.3 0.8  Asian or Pacific Islander, non-Hispanic ........................... 40.7 2.8 1.6 4.8 3.3 3.2 2.3  Other race, non-Hispanic4 ................................................. 93.6 2.2 1.6 4.1 2.1 2.5 1.6 

Family type  Two parents ........................................................................ 224.2 0.8 0.7 1.0 0.6 0.7 0.5  One parent .......................................................................... 176.4 1.3 0.9 1.6 0.5 1.1 0.9  Nonparent guardian(s) ....................................................... 73.2 3.1 0.9 4.4 1.8 3.0 2.5 Parents’ language spoken most at home5

 Both/only parent(s) speak(s) English ............................... 251.3 0.7 0.5 0.8 0.5 0.6 0.5  One of two parents speaks English ................................... 55.8 4.6 1.5 5.2 5.7 4.0 1.2  No parent speaks English .................................................. 75.7 2.1 0.8 3.6 1.4 2.2 1.0 Mother’s level of education 6

 Less than a high school diploma ....................................... 90.7 2.1 1.8 3.2 0.8 2.6 1.0  High school/GED .............................................................. 170.6 1.6 0.8 1.7 0.9 1.2 0.9 

 Vocational/technical or some college ............................... 168.1 1.4 0.9 1.4 0.7 1.1 0.7 

 Bachelor’s degree .............................................................. 128.9 1.4 1.1 1.8 1.2 1.3 1.0  Graduate or professional degree ....................................... 87.5 1.7 1.7 2.2 1.0 1.7 1.0 Mother’s school enrollment status6

 Enrolled .............................................................................. 137.0 2.4 1.2 2.6 0.9 1.9 1.1  Not enrolled ........................................................................ 228.6 0.8 0.5 0.8 0.5 0.6 0.5 

Mother’s employment status6

 35 or more hours per week ................................................ 241.6 0.9 0.7 1.0 0.4 0.8 0.5  Less than 35 hours per week ............................................. 120.4 1.5 1.3 2.1 1.1 1.5 1.1  Looking for work ............................................................... 78.3 2.2 1.3 4.7 2.0 4.2 2.4  Not in the labor force ......................................................... 108.8 1.4 0.5 2.4 1.6 1.9 1.5  Graduate or professional degree ....................................... 241.6 1.7 1.7 2.2 1.0 1.7 1.0 

See notes at end of table. 
14

Table 2-A. Standard errors for the percentage distribution of students from kindergarten through eighth grade w

nonparental care arrangement whose parents reported various combinations of after-school arrangemarrangement and student and family characteristics: 2005—Continued 

Characteristic 

Number of 

students 

(thousands) 

One relative 

arrangement 

only 

One 

nonrelative 

arrangement 

only 

One schoolor centerbased 

program only 

One activity 

only, used 

for adult 

supervision 

Self-care 

only 

More than one 

nonparental 

arrangement of 

a single type1

Mother’s work shift6, 7

 Regular shift ....................................................................... 227.0 0.9 0.6 0.9 0.4 0.7 0.5  Variable shift ...................................................................... 82.5 2.4 2.1 2.3 1.7 2.8 2.1 

Neighborhood conditions8

 Concern regarding neighborhood health and safety 

conditions .................................................................... 143.3 1.5 0.8 1.8 0.9 1.2 1.2 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 234.3 0.8 0.6 0.9 0.5 0.7 0.5 

Household income  $25,000 or less ................................................................... 133.0 1.5 0.9 1.7 0.7 1.3 1.0  $25,001 to $50,000 ............................................................ 140.5 1.5 0.9 1.8 0.9 1.6 0.8 

 $50,001 to $75,000 ............................................................ 139.0 1.5 0.7 1.8 1.0 1.3 1.3 

 $75,001 to $100,000 .......................................................... 105.0 2.0 1.6 2.2 0.9 1.7 1.0 

 $100,001 or more ............................................................... 101.4 1.1 1.2 1.9 1.2 1.4 1.1 Poverty status9

 At or above poverty threshold ........................................... 218.9 0.8 0.5 0.8 0.5 0.7 0.5  Below poverty threshold .................................................... 140.8 1.7 1.2 2.0 0.9 1.6 1.1 

1Estimates include more than one arrangement of a given type (e.g., two relative arrangements). 2Estimates include any combination of relative care, nonrelative care, school- or center-based after-school programs, or activities used for supervision, but only one arran

nonrelative after-school arrangement, one school- or center-based program, or activities used for supervision). Estimates do not include self-care. 

3Estimates include self-care in combination with one or more arrangements including relative care, nonrelative care, school- or center-based after-school programs, or ac4“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

5Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

6Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 7Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

8Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

9Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and with at least one weekly relative, nonrelativ

school care arrangement, a weekly activity used for supervision, or self-care. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Househ(ASPA-NHES: 2005). 
15

Table 3. Percentage of students from kindergarten through eighth grade receiving after-school care from a relativ

and student and family characteristics: 2005 

Relative who provides after-school care Characteristic Number of students (thousands) Grandparent1 Aunt or uncle Sib

Total ................................................................................. 5,274 58 18 

Student’s grade  K–2 ..................................................................................... 1,852 68 19  3–5 ...................................................................................... 1,966 54 18 

 6–8 ...................................................................................... 1,455 51 16 

Student’s sex Male .................................................................................... 2,730 59 18  Female ................................................................................ 2,544 57 18 Student’s race/ethnicity  White, non-Hispanic .......................................................... 2,632 61 12  Black, non-Hispanic .......................................................... 1,215 52 30  Hispanic .............................................................................. 941 59 23  Asian or Pacific Islander, non-Hispanic ........................... 130 69 21  Other race, non-Hispanic3 ................................................. 357 48 11 

Family type  Two parents ........................................................................ 2,864 56 15  One parent .......................................................................... 2,101 62 21  Nonparent guardian(s) ....................................................... 309 49 27 

Parents’ language spoken most at home4

Both/only parent(s) speak(s) English ................................ 4,778 59 17 One of two parents speaks English ................................... 147 46 18 No parent speaks English .................................................. 349 43 37 

Mother’s level of education5

 Less than a high school diploma ....................................... 378 50 26 

 High school/GED .............................................................. 1,680 58 23  Vocational/technical or some college ............................... 1,808 56 16  Bachelor’s degree .............................................................. 646 65 12  Graduate or professional degree ....................................... 465 62 10 Mother’s school enrollment status5

 Enrolled .............................................................................. 767 64 19 

 Not enrolled ........................................................................ 4,210 57 18 

See notes at end of table. 
16

Table 3. Percentage of students from kindergarten through eighth grade receiving after-school care from a relativ

and student and family characteristics: 2005—Continued 

Relative who provides after-school care Characteristic Number of students (thousands) Grandparent1 Aunt or uncle Sib

Mother’s employment status5

 35 or more hours per week ............................................... 3,567 57 17  Less than 35 hours per week ............................................. 852 61 17  Looking for work ............................................................... 207 51 39  Not in the labor force ......................................................... 351 66 19 Mother’s work shift5, 6

 Regular shift ....................................................................... 3,994 57 17  Variable shift ...................................................................... 426 71 15 Neighborhood conditions7

 Concern regarding neighborhood health and safety 

conditions .................................................................... 949 54 25 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 4,324 59 17 

Household income  $25,000 or less ................................................................... 1,448 58 27 

 $25,001 to $50,000 ............................................................ 1,624 55 19 

 $50,001 to $75,000 ............................................................ 1,130 60 13 

 $75,001 to $100,000 .......................................................... 588 61 8 

 $100,001 or more ............................................................... 483 58 12 

Poverty status8

 At or above poverty threshold ........................................... 4,175 59 15 

 Below poverty threshold .................................................... 1,098 55 30 

1Estimates include students who receive care from grandmothers or grandfathers. 2Estimates include students who receive care from a biological, step, foster, or adopted sister or brother. 3“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

4Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

5Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 6Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

7Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

8Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and with at least one weekly relative care arrangembecause of rounding. Percentages may sum to more than 100 percent because students may have had more than one relative care arrangement. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
17

Table 3-A. Standard errors for the percentage of students from kindergarten through eighth grade receiving after

relative, by type of relative and student and family characteristics: 2005 

Relative who provides after-school care Characteristic Number of students (thousands) Grandparent1 Aunt or uncle Sib

Total ................................................................................. 169.3 1.8 1.6 

Student’s grade  K–2 ..................................................................................... 100.6 3.1 2.3  3–5 ...................................................................................... 111.0 3.6 4.0 

 6–8 ...................................................................................... 81.6 2.5 1.7 

Student’s sex

 Male .................................................................................... 122.8 2.3 1.8 

 Female ................................................................................ 139.3 3.0 2.8 Student’s race/ethnicity 

 White, non-Hispanic .......................................................... 106.3 2.4 1.7  Black, non-Hispanic .......................................................... 104.4 4.8 5.4  Hispanic .............................................................................. 58.9 3.4 2.5  Asian or Pacific Islander, non-Hispanic ........................... 23.3 8.9 7.2  Other race, non-Hispanic3 ................................................. 57.0 9.1 4.6 

Family type 

 Two parents ........................................................................ 135.2 2.3 1.9  One parent .......................................................................... 116.5 3.1 3.4  Nonparent guardian(s) ....................................................... 52.4 7.1 6.4 Parents’ language spoken most at home4

Both/only parent(s) speak(s) English ................................ 169.1 1.9 1.8 

One of two parents speaks English ................................... 29.0 11.7 6.6 

No parent speaks English .................................................. 34.5 4.6 4.9 

Mother’s level of education5

 Less than a high school diploma ....................................... 44.6 5.8 5.2 

 High school/GED .............................................................. 102.9 3.4 3.0 

 Vocational/technical or some college ............................... 127.2 3.7 3.6 

 Bachelor’s degree .............................................................. 57.7 4.3 2.8  Graduate or professional degree ....................................... 52.7 5.0 2.5 Mother’s level of education5

 Less than a high school diploma ....................................... 90.4 5.8 5.2 

 High school/GED .............................................................. 153.0 3.4 3.0 

Mother’s school enrollment status5

 Enrolled .............................................................................. 137.3 5.7 3.2 

 Not enrolled ........................................................................ 57.0 2.1 2.0 

See notes at end of table. 
18

Table 3-A. Standard errors for the percentage of students from kindergarten through eighth grade receiving after

relative, by type of relative and student and family characteristics: 2005—Continued 

Relative who provides after-school care Characteristic Number of students (thousands) Grandparent1 Aunt or uncle Sib

Mother’s employment status5

 35 or more hours per week ............................................... 137.3 2.3 1.6 

 Less than 35 hours per week ............................................. 57.0 4.6 2.7  Looking for work ............................................................... 71.7 25.3 29.1  Not in the labor force ......................................................... 36.1 5.5 5.0 Mother’s work shift5, 6

 Regular shift ....................................................................... 157.4 2.0 1.6 

 Variable shift ...................................................................... 54.8 5.0 3.5 Neighborhood conditions7

 Concern regarding neighborhood health and safety 

conditions .................................................................... 100.0 5.3 6.3 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 140.4 2.0 1.5 

Household income 

 $25,000 or less ................................................................... 97.0 4.5 4.5  $25,001 to $50,000 ............................................................ 94.8 2.9 2.4 

 $50,001 to $75,000 ............................................................ 84.7 4.5 3.1 

 $75,001 to $100,000 .......................................................... 65.0 5.9 2.8 

 $100,001 or more ............................................................... 43.4 5.1 3.1 Poverty status8

 At or above poverty threshold ........................................... 155.8 2.1 1.3 

 Below poverty threshold .................................................... 84.9 5.2 5.5 

1Estimates include students who receive care from grandmothers or grandfathers. 2Estimates include students who receive care from a biological, step, foster, or adopted sister or brother. 3“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

4Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

5Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 6Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

7Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

8Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and with at least one weekly relative care arrangembecause of rounding. Percentages may sum to more than 100 percent because students may have had more than one relative care arrangement. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
19

Table 4. Mean number of hours per week students from kindergarten through eighth grade spent in after-school c

type of arrangement and student and family characteristics: 2005 

Hours spent per week in different types of nonparental 

Characteristic 

Number of 

students 

(thousands) 

At least one weekly 

nonparental afterschool arrangement1 Relative Nonrelative School- or center-based 

Total ................................................................................. 17,012 7.5 10.6 10.2 7.3 

Student’s grade  K–2 ..................................................................................... 5,073 9.9 11.0 11.2 8.1  3–5 ...................................................................................... 5,651 8.3 10.0 9.4 7.2  6–8 ...................................................................................... 6,288 4.7 10.7 9.1 6.3 Student’s sex Male .................................................................................... 9,049 7.5 10.3 10.6 7.5  Female ................................................................................ 7,963 7.4 10.9 9.8 7.0 Student’s race/ethnicity  White, non-Hispanic .......................................................... 8,740 6.3 8.9 9.0 6.8  Black, non-Hispanic .......................................................... 3,475 9.8 12.7 14.5 8.3  Hispanic .............................................................................. 3,193 8.0 12.0 9.9 7.0  Asian or Pacific Islander, non-Hispanic ........................... 447 7.6 12.0 11.0 7.2  Other race, non-Hispanic3 ................................................. 1,157 7.9 11.0 11.4 7.8 

Family type  Two parents ........................................................................ 10,817 6.1 8.2 9.6 6.9  One parent .......................................................................... 5,495 9.9 13.1 11.2 8.2  Nonparent guardian(s) ....................................................... 699 10.2 15.2 9.9 6.3 

Parents’ language spoken most at home4

Both/only parent(s) speak(s) English ................................ 15,257 7.5 10.3 10.2 7.4 One of two parents speaks English ................................... 398 7.3 12.5 12.5 5.3 No parent speaks English .................................................. 1,357 7.2 13.2 10.0 6.8 

Mother’s level of education5

 Less than a high school diploma ....................................... 1,427 7.2 13.6 12.7 6.1 

 High school/GED .............................................................. 4,868 8.0 11.2 11.6 7.7 

 Vocational/technical or some college ............................... 5,094 7.7 9.9 10.0 7.3 

 Bachelor’s degree .............................................................. 2,786 6.7 9.2 9.6 7.1  Graduate or professional degree ....................................... 1,997 6.6 8.5 8.8 7.6 Mother’s school enrollment status5

 Enrolled .............................................................................. 2,336 7.3 9.4 9.8 7.6 

 Not enrolled ........................................................................ 13,836 7.4 10.6 10.3 7.3 

Mother’s employment status5

 35 or more hours per week ................................................ 9,945 8.4 10.2 11.3 8.0  Less than 35 hours per week ............................................. 3,159 5.9 9.2 7.7 6.7  Looking for work ............................................................... 696 8.9 13.7 8.9 6.7  Not in the labor force ......................................................... 2,372 5.1 13.1 7.3 5.7 

See notes at end of table. 
20

Table 4. Mean number of hours per week students from kindergarten through eighth grade spent in after-school c

type of arrangement and student and family characteristics: 2005—Continued 

Hours spent per week in different types of nonparental 

Characteristic 

Number of 

students 

(thousands) 

At least one weekly 

nonparental afterschool arrangement1 Relative Nonrelative School- or center-based 

Mother’s work shift5, 6

 Regular shift ....................................................................... 11,974 7.6 9.4 10.4 7.9  Variable shift ...................................................................... 1,131 9.8 15.9 11.3 6.1 Neighborhood conditions7

 Concern regarding neighborhood health and safety 

conditions .................................................................... 2,875 8.9 12.7 10.9 7.1 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 14,137 7.2 10.1 10.0 7.3 

Household income  $25,000 or less ................................................................... 4,463 9.0 13.4 12.4 7.6 

 $25,001 to $50,000 ............................................................ 4,315 8.2 10.7 11.0 7.4 

 $50,001 to $75,000 ............................................................ 3,488 6.2 8.8 7.9 6.7 

 $75,001 to $100,000 .......................................................... 2,144 6.5 8.2 8.4 7.7 

 $100,001 or more ............................................................... 2,602 6.1 8.5 9.9 7.0 

Poverty status8

 At or above poverty threshold ........................................... 13,536 7.1 9.8 9.6 7.3 

 Below poverty threshold .................................................... 3,476 8.8 13.5 13.2 7.2 

1Estimate indicates hours per week, per student, across all weekly arrangements of all types. For students with more than one arrangement, the hours for each arrangem

total amount of time in after-school care per week. 

2Estimates indicate hours per week for after-school care of a given type, per student. For students with more than one arrangement of a given type, the hours for e

summed to calculate the total amount of time in after-school care per week.

3“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

4Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

5Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 6Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

7Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

8Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include all students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and with at least one weekly nonparental care multiple arrangements. The sum of hours in nonparental arrangements is taken for each student. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
21

Table 4-A. Standard errors for the mean number of hours per week students from kindergarten through eighth gr

school care arrangements, by type of arrangement and student and family characteristics: 2005 

Hours spent per week in different types of nonparental 

Characteristic 

Number of 

students 

(thousands) 

At least one weekly 

nonparental afterschool arrangement1 Relative Nonrelative School- or center-based 

Total ................................................................................. 245.0 0.18 0.39 0.45 0.19 

Student’s grade  K–2 ..................................................................................... 138.3 0.37 0.62 0.70 0.28 

 3–5 ...................................................................................... 149.2 0.35 0.73 0.53 0.32 

 6–8 ...................................................................................... 107.2 0.20 0.49 0.69 0.25 

Student’s sex Male .................................................................................... 211.0 0.23 0.38 0.60 0.26 

 Female ................................................................................ 210.0 0.31 0.70 0.71 0.26 

Student’s race/ethnicity  White, non-Hispanic .......................................................... 177.6 0.19 0.43 0.44 0.21 

 Black, non-Hispanic .......................................................... 108.5 0.58 1.05 2.04 0.48 

 Hispanic .............................................................................. 86.2 0.33 0.56 0.96 0.33 

 Asian or Pacific Islander, non-Hispanic ........................... 40.7 0.91 2.39 2.06 0.79  Other race, non-Hispanic3 ................................................. 93.6 0.78 1.72 2.06 0.83 

Family type  Two parents ........................................................................ 224.2 0.15 0.30 0.50 0.17 

 One parent .......................................................................... 176.4 0.42 0.72 0.86 0.39 

 Nonparent guardian(s) ....................................................... 73.2 0.93 1.33 2.76 0.59 

Parents’ language spoken most at home4

Both/only parent(s) speak(s) English ................................ 251.3 0.18 0.39 0.47 0.21 

One of two parents speaks English ................................... 55.8 1.39 2.83 4.56 0.58 

No parent speaks English .................................................. 75.7 0.46 0.98 1.31 0.47 

Mother’s level of education5

 Less than a high school diploma ....................................... 90.7 0.54 1.37 1.41 0.51 

 High school/GED .............................................................. 170.6 0.38 0.68 1.29 0.35 

 Vocational/technical or some college ............................... 168.1 0.39 0.79 1.02 0.37 

 Bachelor’s degree .............................................................. 128.9 0.29 0.83 0.61 0.37 

 Graduate or professional degree ....................................... 87.5 0.31 0.70 0.66 0.35 

Mother’s school enrollment status5

 Enrolled .............................................................................. 137.0 0.37 0.77 1.23 0.51 

 Not enrolled ........................................................................ 228.6 0.21 0.47 0.53 0.21 

Mother’s employment status5

 35 or more hours per week ................................................ 241.6 0.24 0.42 0.61 0.20 

 Less than 35 hours per week ............................................. 120.4 0.30 0.61 0.67 0.38 

 Looking for work ............................................................... 78.3 1.87 5.56 2.04 1.44 

 Not in the labor force ......................................................... 108.8 0.35 1.40 0.95 0.41 

See notes at end of table. 
22

Table 4-A. Standard errors for the mean number of hours per week students from kindergarten through eighth gr

school care arrangements, by type of arrangement and student and family characteristics: 2005—Cont

Hours spent per week in different types of nonparental 

Characteristic 

Number of 

students 

(thousands) 

At least one weekly 

nonparental afterschool arrangement1 Relative Nonrelative School- or center-based 

Mother’s work shift5, 6

 Regular shift ....................................................................... 227.0 0.19 0.29 0.56 0.19 

 Variable shift ...................................................................... 82.5 1.16 1.87 1.52 0.52 

Neighborhood conditions7

 Concern regarding neighborhood health and safety 

conditions .................................................................... 143.3 0.55 1.32 1.07 0.52 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 234.3 0.18 0.36 0.52 0.17 

Household income  $25,000 or less ................................................................... 133.0 0.47 1.08 1.08 0.42 

 $25,001 to $50,000 ............................................................ 140.5 0.40 0.49 1.28 0.37 

 $50,001 to $75,000 ............................................................ 139.0 0.26 0.58 0.49 0.32 

 $75,001 to $100,000 .......................................................... 105.0 0.30 0.68 0.75 0.42 

 $100,001 or more ............................................................... 101.4 0.26 0.61 0.55 0.28 Poverty status8

 At or above poverty threshold ........................................... 218.9 0.18 0.33 0.48 0.18  Below poverty threshold .................................................... 140.8 0.54 1.19 1.47 0.53 

1Estimate indicates hours per week, per student, across all weekly arrangements of all types. For students with more than one arrangement, the hours for each arrangem

total amount of time in after-school care per week. 

2Estimates indicate hours per week for after-school care of a given type, per student. For students with more than one arrangement of a given type, the hours for e

summed to calculate the total amount of time in after-school care per week.

3“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

4Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

5Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 6Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

7Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

8Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include all students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and with at least one weekly nonparental care multiple arrangements. The sum of hours in nonparental arrangements is taken for each student. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Househ(ASPA-NHES: 2005). 
23

Table 5. Mean hourly out-of-pocket expense for current after-school arrangements that have any out-of-pocket ex

kindergarten through eighth grade, by type of arrangement and student and family characteristics: 2005 

Hourly out-of-pocket expense by type of weekly nonparental afte

Characteristic Number of students (thousands) Relative Nonrelative 

Total ........................................................... 5,863 $7.09 $9.30 

Student’s grade  K–2 ..................................................................................... 2,649 8.57 8.72 

 3–5 ...................................................................................... 2,210 5.90 10.17  6–8 ...................................................................................... 1,005 5.49 9.27 

Student’s sex Male .................................................................................... 3,154 8.18 11.40  Female ................................................................................ 2,709 6.18 6.78 

Student’s race/ethnicity  White, non-Hispanic .......................................................... 3,100 7.00 10.18  Black, non-Hispanic .......................................................... 1,099 6.34 6.73 

 Hispanic .............................................................................. 1,083 8.69 9.08 

 Asian or Pacific Islander, non-Hispanic ........................... 137 5.14 14.55 

 Other race, non-Hispanic2 ................................................. 445 6.73 6.39 

Family type  Two parents ........................................................................ 3,938 7.49 10.62 

 One parent .......................................................................... 1,823 6.74 6.27 

 Nonparent guardian(s) ....................................................... 102 7.02 14.16! 

Parents’ language spoken most at home3

 Both/only parent(s) speak(s) English ............................... 5,431 6.95 9.40 

 One of two parents speaks English ................................... 74 5.01 5.29 

 No parent speaks English .................................................. 359 8.61 7.98 

Mother’s level of education4

 Less than a high school diploma ....................................... 277 14.12 4.37 

 High school/GED .............................................................. 1,363 8.08 5.40 

 Vocational/technical or some college ............................... 1,858 4.64 12.84 

 Bachelor’s degree .............................................................. 1,214 6.21 9.09 

 Graduate or professional degree ....................................... 912 9.04 10.36 

Mother’s school enrollment status4

 Enrolled .............................................................................. 766 10.67 14.99 

 Not enrolled ........................................................................ 4,858 6.54 8.57 

Mother’s employment status4

 35 or more hours per week ................................................ 3,867 7.30 8.73 

 Less than 35 hours per week ............................................. 1,023 6.61 12.15 

 Looking for work ............................................................... 195 3.20! 6.17 

 Not in the labor force ......................................................... 538 15.44! 10.57 

See notes at end of table. 
24

Table 5. Mean hourly out-of-pocket expense for current after-school arrangements that have any out-of-pocket ex

kindergarten through eighth grade, by type of arrangement and student and family characteristics: 2005

Hourly out-of-pocket expense by type of weekly nonparental afte

Characteristic Number of students (thousands) Relative Nonrelative Mother’s work shift4, 5

 Regular shift ....................................................................... 4,545 $7.51 $9.50 

 Variable shift ...................................................................... 345 4.30 8.48 

Neighborhood conditions6

 Concern regarding neighborhood health and safety 

conditions .................................................................... 1,101 5.56 7.21 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 4,763 7.70 9.74 

Household income  $25,000 or less ................................................................... 1,140 6.35 4.54 

 $25,001 to $50,000 ............................................................ 1,394 6.68 6.61 

 $50,001 to $75,000 ............................................................ 1,182 9.47 9.13 

 $75,001 to $100,000 .......................................................... 858 4.61 15.74 

 $100,001 or more ............................................................... 1,289 8.46 13.50 

Poverty status7

 At or above poverty threshold .......................................... 5,082 8.10 10.15 

 Below poverty threshold ................................................... 781 4.53 4.43 

!Interpret data with caution; coefficient of variation is 50 percent or more. 1Estimates indicate out-of-pocket expenses per hour for after-school care of a given type, per student. For students with more than one arrangement of a given type, the 

that type are summed to calculate the total spent per hour for that type of after-school care. 

2“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

3Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

4Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 5Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

6Parent’s or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

7Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade and not homeschooled, not older than 15 years, who have at least one weekly after-school carpocket expense. Students for whom no fee was charged, for whom another source paid the entire fee for after-school care, or for whom the period of time covered by the per week, etc.) could not be determined are exclude from the estimates. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
25

Table 5-A. Standard errors for the mean hourly out-of-pocket expense for current after-school arrangements that 

pocket expense for students in kindergarten through eighth grade, by type of arrangement and student characteristics: 2005 

Hourly out-of-pocket expense by type of weekly nonparental afte

Characteristic Number of students (thousands) Relative Nonrelative 

Total ................................................................................. 190.8 $1.016 $1.143 

Student’s grade 

 K–2 ..................................................................................... 125.5 1.766 1.658 

 3–5 ...................................................................................... 110.7 1.528 2.271 

 6–8 ...................................................................................... 56.3 0.917 1.024 

Student’s sex

 Male .................................................................................... 135.7 1.531 1.983 

 Female ................................................................................ 153.0 1.442 0.614 

Student’s race/ethnicity 

 White, non-Hispanic .......................................................... 122.6 1.700 1.625 

 Black, non-Hispanic .......................................................... 95.9 2.510 1.283 

 Hispanic .............................................................................. 72.7 1.476 2.507 

 Asian or Pacific Islander, non-Hispanic ........................... 22.1 1.034 6.569 

 Other race, non-Hispanic2 ................................................. 72.0 0.809 1.260 

Family type 

 Two parents ........................................................................ 159.8 1.194 1.594 

 One parent .......................................................................... 106.7 1.626 0.575 

 Nonparent guardian(s) ....................................................... 24.1 2.601 11.394! 

Parents’ language spoken most at home3

 Both/only parent(s) speak(s) English ............................... 185.7 1.226 1.209 

 One of two parents speaks English ................................... 17.5 1.445 2.275 

 No parent speaks English .................................................. 59.6 2.993 2.065 

Mother’s level of education4

 Less than a high school diploma ....................................... 42.3 4.878 0.694 

 High school/GED .............................................................. 86.7 1.990 0.937 

 Vocational/technical or some college ............................... 140.5 1.512 3.421 

 Bachelor’s degree .............................................................. 82.2 1.208 1.072 

 Graduate or professional degree ....................................... 69.6 4.211 0.687 

Mother’s school enrollment status4

 Enrolled .............................................................................. 78.5 4.352 6.290 

 Not enrolled ........................................................................ 183.6 1.006 0.992 

Mother’s employment status4

 35 or more hours per week ................................................ 160.2 0.974 1.311 

 Less than 35 hours per week ............................................. 84.4 1.588 3.952 

 Looking for work ............................................................... 69.5 9.302! 2.031 

 Not in the labor force ......................................................... 51.8 12.059! 1.907 

See notes at end of table. 
26

Table 5-A. Standard errors for the mean hourly out-of-pocket expense for current after-school arrangements that 

pocket expense for students in kindergarten through eighth grade, by type of arrangement and student characteristics: 2005—Continued 

Hourly out-of-pocket expense by type of weekly nonparental afte

Characteristic Number of students (thousands) Relative Nonrelative Mother’s work shift4, 5

 Regular shift ....................................................................... 175.6 $0.939 $1.410 

 Variable shift ...................................................................... 41.3 0.757 2.071 

Neighborhood conditions6

 Concern regarding neighborhood health and safety 

conditions .................................................................... 103.5 2.225 0.738 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 165.6 1.074 1.408 

Household income 

 $25,000 or less ................................................................... 95.0 2.400 0.618 

 $25,001 to $50,000 ............................................................ 101.0 1.220 0.927 

 $50,001 to $75,000 ............................................................ 94.0 3.011 2.080 

 $75,001 to $100,000 .......................................................... 63.9 1.488 5.853 

 $100,001 or more ............................................................... 74.8 1.948 3.462 

Poverty status7

 At or above poverty threshold .......................................... 163.8 1.194 1.301 

 Below poverty threshold ................................................... 90.6 1.876 0.848 

!Interpret data with caution; coefficient of variation is 50 percent or more. 1Estimates indicate out-of-pocket expenses per hour for after-school care of a given type, per student. For students with more than one arrangement of a given type, the 

that type are summed to calculate the total spent per hour for that type of after-school care. 

2“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

3Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

4Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 5Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

6Parent’s or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

7Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade and not homeschooled, not older than 15 years, who have at least one weekly after-school carpocket expense. Students for whom no fee was charged, for whom another source paid the entire fee for after-school care, or for whom the period of time covered by the per week, etc.) could not be determined are exclude from the estimates. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
27

Table 6. Mean weekly out-of-pocket expense for current after-school arrangements that have any out-of-pocket ex

kindergarten through eighth grade, by type of arrangement and student and family characteristics: 2005 

Weekly out-of-pocket expense by type of weekly nonparental afte

Characteristic Number of students (thousands) Relative Nonrelative 

Total ................................................................................. 5,863 $54.96 $67.83 

Student’s grade  K–2 ..................................................................................... 2,649 62.77 68.38 

 3–5 ...................................................................................... 2,210 46.13 62.74 

 6–8 ...................................................................................... 1,005 50.62 76.61 

Student’s sex Male .................................................................................... 3,154 54.99 78.13 

 Female ................................................................................ 2,709 54.93 55.42 

Student’s race/ethnicity  White, non-Hispanic .......................................................... 3,100 63.37 68.01 

 Black, non-Hispanic .......................................................... 1,099 50.99 82.60 

 Hispanic .............................................................................. 1,083 55.45 53.50 

 Asian or Pacific Islander, non-Hispanic ........................... 137 61.59 126.29 

 Other race, non-Hispanic2 ................................................. 445 39.18! 66.19 

Family type  Two parents ........................................................................ 3,938 48.24 71.55 

 One parent .......................................................................... 1,823 61.62 58.92 

 Nonparent guardian(s) ....................................................... 102 36.84 89.48! 

Parents’ language spoken most at home3

 Both/only parent(s) speak(s) English ............................... 5,431 55.45 68.50 

 One of two parents speaks English ................................... 74 70.76 59.82 

 No parent speaks English .................................................. 359 47.83 56.07 

Mother’s level of education4

 Less than a high school diploma ....................................... 277 63.78 50.05 

 High school/GED .............................................................. 1,363 66.09 39.87 

 Vocational/technical or some college ............................... 1,858 35.71 66.46 

 Bachelor’s degree .............................................................. 1,214 70.11 82.19 

 Graduate or professional degree ....................................... 912 73.45 94.13 

Mother’s school enrollment status4

 Enrolled .............................................................................. 766 61.64 69.77 

 Not enrolled ........................................................................ 4,858 53.26 67.34 

Mother’s employment status4

 35 or more hours per week ................................................ 3,867 58.33 73.50 

 Less than 35 hours per week ............................................. 1,023 53.36 53.94 

 Looking for work ............................................................... 195 22.66! 33.91 

 Not in the labor force ......................................................... 538 75.53! 58.69 

See notes at end of table. 
28

Table 6. Mean weekly out-of-pocket expense for current after-school arrangements that have any out-of-pocket ex

kindergarten through eighth grade, by type of arrangement and student and family characteristics: 2005

Weekly out-of-pocket expense by type of weekly nonparental afte

Characteristic Number of students (thousands) Relative Nonrelative Mother’s work shift4, 5

 Regular shift ....................................................................... 4,545 $51.97 $68.46 

 Variable shift ...................................................................... 345 106.01! 84.73 

Neighborhood conditions6

 Concern regarding neighborhood health and safety 

conditions .................................................................... 1,101 39.85 75.69 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 4,763 60.97 66.20 

Household income  $25,000 or less ................................................................... 1,140 59.82 42.51 

 $25,001 to $50,000 ............................................................ 1,394 51.98 64.96 

 $50,001 to $75,000 ............................................................ 1,182 43.65 57.76 

 $75,001 to $100,000 .......................................................... 858 46.08 78.08 

 $100,001 or more ............................................................... 1,289 76.52 98.82 

Poverty status7

 At or above poverty threshold .......................................... 5,082 61.86 72.27 

 Below poverty threshold ................................................... 781 37.41 42.21 

!Interpret data with caution; coefficient of variation is 50 percent or more. 1Estimates indicates out-of-pocket expenses per week for after-school care of a given type, per student. For students with more than one arrangement of a given type, th

of that type are summed to calculate the total spent per week for that type of after-school care. 

2“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

3Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

4Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 5Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

6Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

7Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and with at least one weekly after-school care 

expense. Students for whom no fee was charged, for whom another source paid the entire fee for after-school care, or for whom the period of time covered by the amo

week, etc.) could not be determined are exclude from the estimates. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
29

Table 6-A. Standard errors for the mean weekly out-of-pocket expense for current after-school arrangements that 

pocket expense for students in kindergarten through eighth grade, by type of arrangement and student characteristics: 2005 

Weekly out-of-pocket expense by type of weekly nonparental afte

Characteristic Number of students (thousands) Relative Nonrelative 

Total ................................................................................. 190.8 $7.724 $4.518 

Student’s grade 

 K–2 ..................................................................................... 125.5 14.005 6.874 

 3–5 ...................................................................................... 110.7 11.574 6.047 

 6–8 ...................................................................................... 56.3 5.653 10.790 

Student’s sex

 Male .................................................................................... 135.7 5.870 7.220 

 Female ................................................................................ 153.0 13.760 4.654 

Student’s race/ethnicity 

 White, non-Hispanic .......................................................... 122.6 17.743 4.698 

 Black, non-Hispanic .......................................................... 95.9 12.356 22.306 

 Hispanic .............................................................................. 72.7 5.947 9.627 

 Asian or Pacific Islander, non-Hispanic ........................... 22.1 15.302 45.991 

 Other race, non-Hispanic2 ................................................. 72.0 39.817! 21.767 

Family type 

 Two parents ........................................................................ 159.8 7.995 6.142 

 One parent .......................................................................... 106.7 13.817 6.658 

 Nonparent guardian(s) ....................................................... 24.1 6.851 61.286! Parents’ language spoken most at home3

 Both/only parent(s) speak(s) English ............................... 185.7 8.880 4.753 

 One of two parents speaks English ................................... 17.5 26.489 20.204 

 No parent speaks English .................................................. 59.6 10.583 10.307 

Mother’s level of education4

 Less than a high school diploma ....................................... 42.3 11.090 7.276 

 High school/GED .............................................................. 86.7 15.852 5.311 

 Vocational/technical or some college ............................... 140.5 7.714 11.296 

 Bachelor’s degree .............................................................. 82.2 21.790 9.489 

 Graduate or professional degree ....................................... 69.6 29.174 11.289 

Mother’s school enrollment status4

 Enrolled .............................................................................. 78.5 28.703 15.437 

 Not enrolled ........................................................................ 183.6 8.596 4.730 

Mother’s employment status4

 35 or more hours per week ................................................ 160.2 9.203 5.765 

 Less than 35 hours per week ............................................. 84.4 12.891 7.673 

 Looking for work ............................................................... 69.5 18.192! 8.643 

 Not in the labor force ......................................................... 51.8 40.578! 9.228 

See notes at end of table. 
30

Table 6-A. Standard errors for the mean weekly out-of-pocket expense for current after-school arrangements that 

pocket expense for students in kindergarten through eighth grade, by type of arrangement and student characteristics: 2005—Continued 

Weekly out-of-pocket expense by type of weekly nonparental afte

Characteristic Number of students (thousands) Relative Nonrelative Mother’s work shift4, 5

 Regular shift ....................................................................... 175.6 $5.721 $5.493 

 Variable shift ...................................................................... 41.3 65.927! 23.986 

Neighborhood conditions6

 Concern regarding neighborhood health and safety 

conditions .................................................................... 103.5 10.767 13.147 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 165.6 9.233 4.896 

Household income 

 $25,000 or less ................................................................... 95.0 18.842 8.593 

 $25,001 to $50,000 ............................................................ 101.0 7.248 12.745 

 $50,001 to $75,000 ............................................................ 94.0 12.684 8.733 

 $75,001 to $100,000 .......................................................... 63.9 22.568 11.349 

 $100,001 or more ............................................................... 74.8 24.574 7.250 

Poverty status7

 At or above poverty threshold .......................................... 163.8 9.141 5.018 

 Below poverty threshold ................................................... 90.6 9.320 13.262 

!Interpret data with caution; coefficient of variation is 50 percent or more. 1Estimates indicates out-of-pocket expenses per week for after-school care of a given type, per student. For students with more than one arrangement of a given type, th

of that type are summed to calculate the total spent per week for that type of after-school care. 

2“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

3Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

4Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 5Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

6Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

7Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and with at least one weekly after-school care 

expense. Students for whom no fee was charged, for whom another source paid the entire fee for after-school care, or for whom the period of time covered by the amo

week, etc.) could not be determined are exclude from the estimates. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
31

Table 7. Percentage of students from kindergarten through eighth grade in weekly after-school arrangements that 

families are receiving assistance for after-school care fees, by type of arrangement and student and family 2005 

Characteristic Number of students (thousands) 

P

Total .......................................................................................................................... 4,388 

Arrangement type1 

 Relative ........................................................................................................................ 867 

 Nonrelative .................................................................................................................. 1,509 

 School- or center-based .............................................................................................. 4,046 Student’s grade  K–2 .............................................................................................................................. 1,846 

3–5 ............................................................................................................................... 1,808 6–8 ............................................................................................................................... 734 

Student’s sex Male ............................................................................................................................. 2,372  Female ......................................................................................................................... 2,016 Student’s race/ethnicity  White, non-Hispanic ................................................................................................... 2,237  Black, non-Hispanic ................................................................................................... 905  Hispanic ....................................................................................................................... 829  Asian or Pacific Islander, non-Hispanic .................................................................... 120  Other race, non-Hispanic2 .......................................................................................... 297 

Family type  Two parents ................................................................................................................. 2,907  One parent ................................................................................................................... 1,339  Nonparent guardian(s) ................................................................................................ 142 

Parents’ language spoken most at home3

 Both/only parent(s) speak(s) English ........................................................................ 4,100  One of two parents speaks English ............................................................................ 53  No parent speaks English ........................................................................................... 236 

Mother’s level of education4

 Less than a high school diploma ................................................................................ 160 

 High school/GED ....................................................................................................... 1,001  Vocational/technical or some college ........................................................................ 1,454 

 Bachelor’s degree ....................................................................................................... 890  Graduate or professional degree ................................................................................ 730 Mother’s school enrollment status4

 Enrolled ....................................................................................................................... 570 

 Not enrolled ................................................................................................................. 3,665 

See notes at end of table. 
32

Table 7. Percentage of students from kindergarten through eighth grade in weekly after-school arrangements that 

families are receiving assistance for after-school care fees, by type of arrangement and student and family 2005—Continued 

Characteristic Number of students (thousands) 

P

Mother’s employment status4

 35 or more hours per week ........................................................................................ 2,758 

 Less than 35 hours per week ...................................................................................... 777 

 Looking for work ........................................................................................................ 197 

 Not in the labor force .................................................................................................. 502 Mother’s work shift4, 5

 Regular shift ................................................................................................................ 3,290  Variable shift ............................................................................................................... 246 Neighborhood conditions6

 Concern regarding neighborhood health and safety conditions .............................. 855 

 No concern regarding neighborhood health and safety conditions ......................... 3,533 Household income  $25,000 or less ............................................................................................................ 942 

 $25,001 to $50,000 ..................................................................................................... 949 

 $50,001 to $75,000 ..................................................................................................... 824 

 $75,001 to $100,000 ................................................................................................... 700 

 $100,001 or more ........................................................................................................ 974 

Poverty status7

 At or above poverty threshold ................................................................................... 3,744 

 Below poverty threshold ............................................................................................ 645 

‡Reporting standards not met; too few cases for analysis. 1Children may receive assistance for more than one type of nonparental care arrangement; therefore arrangement types will not sum to total. 2“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

3Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

4Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 5Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

6Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

7Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and who are in at least one weekly after-school 

receive assistance from multiple sources. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
33

Table 7-A. Standard errors for the percentage of students from kindergarten through eighth grade in weekly after

that have a fee whose families are receiving assistance for after-school care fees, by type of arrangemenfamily characteristics: 2005 

Characteristic Number of students (thousands) 

P

Total .......................................................................................................................... 174.8 

Arrangement type1 

 Relative ........................................................................................................................ 107.0 

 Nonrelative .................................................................................................................. 99.4 

 School- or center-based .............................................................................................. 158.4 

Student’s grade  K–2 .............................................................................................................................. 96.5 

3–5 ............................................................................................................................... 108.9 6–8 ............................................................................................................................... 53.0 

Student’s sex

 Male ............................................................................................................................. 121.4 

 Female ......................................................................................................................... 129.3 Student’s race/ethnicity  White, non-Hispanic ................................................................................................... 108.4  Black, non-Hispanic ................................................................................................... 98.6  Hispanic ....................................................................................................................... 78.2  Asian or Pacific Islander, non-Hispanic .................................................................... 21.3  Other race, non-Hispanic2 .......................................................................................... 44.2 

Family type 

 Two parents ................................................................................................................. 128.0  One parent ................................................................................................................... 100.1  Nonparent guardian(s) ................................................................................................ 40.1 

Parents’ language spoken most at home3

 Both/only parent(s) speak(s) English ........................................................................ 174.6  One of two parents speaks English ............................................................................ 14.5  No parent speaks English ........................................................................................... 57.0 

Mother’s level of education4

 Less than a high school diploma ................................................................................ 29.2  High school/GED ....................................................................................................... 80.6 

 Vocational/technical or some college ........................................................................ 117.7  Bachelor’s degree ....................................................................................................... 69.2  Graduate or professional degree ................................................................................ 60.5 Mother’s school enrollment status4

 Enrolled ....................................................................................................................... 57.5  Not enrolled ................................................................................................................. 168.6 

See notes at end of table. 
34

Table 7-A. Standard errors for the percentage of students from kindergarten through eighth grade in weekly after

that have a fee whose families are receiving assistance for after-school care fees, by type of arrangemenfamily characteristics: 2005—Continued 

Characteristic Number of students (thousands) 

P

Mother’s employment status4

 35 or more hours per week ........................................................................................ 144.9  Less than 35 hours per week ...................................................................................... 76.7  Looking for work ........................................................................................................ 69.6 

 Not in the labor force .................................................................................................. 57.2 Mother’s work shift4, 5

 Regular shift ................................................................................................................ 157.1  Variable shift ............................................................................................................... 37.4 

Neighborhood conditions6

 Concern regarding neighborhood health and safety conditions .............................. 93.1 

 No concern regarding neighborhood health and safety conditions ......................... 156.5 

Household income  $25,000 or less ............................................................................................................ 90.6 

 $25,001 to $50,000 ..................................................................................................... 87.6 

 $50,001 to $75,000 ..................................................................................................... 67.4 

 $75,001 to $100,000 ................................................................................................... 60.7 

 $100,001 or more ........................................................................................................ 64.1 

Poverty status7

 At or above poverty threshold ................................................................................... 138.0  Below poverty threshold ............................................................................................ 88.4 

‡Reporting standards not met; too few cases for analysis. 1Children may receive assistance for more than one type of nonparental care arrangement; therefore arrangement types will not sum to total. 2“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

3Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

4Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 5Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

6Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

7Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and who are in at least one weekly after-school 

receive assistance from multiple sources. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
35

Table 8. Mean child-to-care provider ratio for students from kindergarten through eighth grade in weekly nonpar

arrangements, by type of arrangement and student and family characteristics: 2005 

Mean number of children per care provider by type of weekly nonparen

Characteristic Number of students (thousands) Relative Nonrelative 

Total ................................................................................. 12,802 1.8 2.9 

Student’s grade  K–2 ..................................................................................... 4,681 1.9 3.1  3–5 ...................................................................................... 4,871 1.9 3.1 

 6–8 ...................................................................................... 3,250 1.7 2.4 

Student’s sex Male .................................................................................... 6,773 1.8 2.9  Female ................................................................................ 6,028 1.9 3.0 Student’s race/ethnicity  White, non-Hispanic .......................................................... 6,279 1.6 3.2  Black, non-Hispanic .......................................................... 2,795 2.3 2.6  Hispanic .............................................................................. 2,540 1.9 2.6  Asian or Pacific Islander, non-Hispanic ........................... 325 1.9 2.5  Other race, non-Hispanic2 ................................................. 863 1.9 2.8 

Family type  Two parents ........................................................................ 7,813 1.8 3.0  One parent .......................................................................... 4,433 1.8 2.8  Nonparent guardian(s) ....................................................... 555 1.9 2.0 Parents’ language spoken most at home3

 Both/only parent(s) speak(s) English ............................... 11,507 1.8 2.9  One of two parents speaks English ................................... 299 1.6 2.9 

 No parent speaks English .................................................. 996 2.0 2.8 Mother’s level of education4

 Less than a high school diploma ....................................... 1,040 2.0 3.2  High school/GED .............................................................. 3,612 1.8 2.8 

 Vocational/technical or some college ............................... 3,932 2.0 3.3 

 Bachelor’s degree .............................................................. 2,086 1.6 3.0  Graduate or professional degree ....................................... 1,493 1.7 2.4 Mother’s school enrollment status4

 Enrolled .............................................................................. 1,823 1.9 2.9 

 Not enrolled ........................................................................ 10,340 1.8 3.0 

Mother’s employment status4

 35 or more hours per week ............................................... 7,843 1.8 3.1  Less than 35 hours per week ............................................. 2,256 1.8 2.7  Looking for work ............................................................... 523 3.5 2.9  Not in the labor force ......................................................... 1,542 1.5 2.1 

See notes at end of table. 
36

Table 8. Mean child-to-care provider ratio for students from kindergarten through eighth grade in weekly nonpar

arrangements, by type of arrangement and student and family characteristics: 2005—Continued 

Mean number of children per care provider by type of weekly nonparen

Characteristic Number of students (thousands) Relative Nonrelative Mother’s work shift4, 5

 Regular shift ....................................................................... 9,220 1.8 3.1  Variable shift ...................................................................... 878 1.8 2.3 Neighborhood conditions6

 Concern regarding neighborhood health and safety 

conditions .................................................................... 2,307 2.0 2.7 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 10,495 1.8 3.0 

Household income  $25,000 or less ................................................................... 3,430 2.1 2.9  $25,001 to $50,000 ............................................................ 3,351 1.7 3.4 

 $50,001 to $75,000 ............................................................ 2,578 1.7 2.9 

 $75,001 to $100,000 .......................................................... 1,596 1.6 3.0 

 $100,001 or more ............................................................... 1,848 1.8 2.5 

Poverty status7

 At or above poverty threshold ........................................... 10,176 1.7 3.0 

 Below poverty threshold .................................................... 2,626 2.3 2.8 

1Estimates indicate number of students per care provider for each arrangement type. For students with more than one arrangement of a single type, the mean child-to-ca

that type. 

2“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

3Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

4Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 5Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

6Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

7Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include all students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and with at least one weekly relative, nonrelative

school care arrangement. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
37

Table 8-A. Standard errors for the mean child-to-care provider ratio for students from kindergarten through eigh

nonparental after-school care arrangements, by type of arrangement and student and family character

Mean number of children per care provider by type of weekly nonparen

Characteristic Number of students (thousands) Relative Nonrelative 

Total ................................................................................. 240.4 0.09 0.09 

Student’s grade  K–2 ..................................................................................... 140.2 0.11 0.13  3–5 ...................................................................................... 150.3 0.20 0.17 

 6–8 ...................................................................................... 104.3 0.05 0.14 

Student’s sex Male .................................................................................... 198.1 0.08 0.13  Female ................................................................................ 198.8 0.15 0.13 Student’s race/ethnicity  White, non-Hispanic .......................................................... 148.0 0.04 0.12  Black, non-Hispanic .......................................................... 103.8 0.30 0.23  Hispanic .............................................................................. 93.5 0.08 0.14  Asian or Pacific Islander, non-Hispanic ........................... 35.2 0.37 0.28  Other race, non-Hispanic2 ................................................. 85.0 0.35 0.35 

Family type 

 Two parents ........................................................................ 216.3 0.09 0.12  One parent .......................................................................... 148.3 0.18 0.14  Nonparent guardian(s) ....................................................... 72.7 0.32 0.50 Parents’ language spoken most at home3

Both/only parent(s) speak(s) English ................................ 237.0 0.09 0.09 One of two parents speaks English ................................... 38.4 0.21 0.44 No parent speaks English .................................................. 67.6 0.16 0.30 

Mother’s level of education4

 Less than a high school diploma ....................................... 78.5 0.14 0.38  High school/GED .............................................................. 154.1 0.10 0.18 

 Vocational/technical or some college ............................... 151.9 0.22 0.20  Bachelor’s degree .............................................................. 106.7 0.11 0.19  Graduate or professional degree ....................................... 83.8 0.11 0.17 Mother’s school enrollment status5

 Enrolled .............................................................................. 119.1 0.19 0.25  Not enrolled ........................................................................ 215.1 0.10 0.11 Mother’s employment status4

 35 or more hours per week ............................................... 218.4 0.08 0.11  Less than 35 hours per week ............................................. 110.2 0.12 0.21  Looking for work ............................................................... 75.8 1.65 0.30  Not in the labor force ......................................................... 92.7 0.11 0.23 

See notes at end of table. 
38

Table 8-A. Standard errors for the mean child-to-care provider ratio for students from kindergarten through eigh

nonparental after-school care arrangements, by type of arrangement and student and family characterContinued 

Mean number of children per care provider by type of weekly nonparen

Characteristic Number of students (thousands) Relative Nonrelative Mother’s work shift4, 5

 Regular shift ....................................................................... 227.0 0.07 0.11  Variable shift ...................................................................... 65.6 0.23 0.31 Neighborhood conditions6

 Concern regarding neighborhood health and safety 

conditions .................................................................... 120.4 0.37 0.20 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 225.8 0.07 0.10 

Household income  $25,000 or less ................................................................... 129.2 0.26 0.15 

 $25,001 to $50,000 ............................................................ 134.0 0.09 0.26 

 $50,001 to $75,000 ............................................................ 127.1 0.14 0.16 

 $75,001 to $100,000 .......................................................... 81.7 0.11 0.23 

 $100,001 or more ............................................................... 86.4 0.12 0.18 Poverty status7

 At or above poverty threshold ........................................... 213.8 0.06 0.10 

 Below poverty threshold .................................................... 135.9 0.34 0.16 

1Estimates indicate number of students per care provider for each arrangement type. For students with more than one arrangement of a single type, the mean child-to-ca

that type. 

2“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

3Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

4Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 5Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

6Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

7Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include all students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and with at least one weekly relative, nonrelative

school care arrangement. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
39

Table 9. Percentage of students from kindergarten through eighth grade participating in weekly nonparental after

arrangements, by activities, arrangement type, and student and family characteristics: 2005 

Activity at nonparental after-school care arrangemen

Characteristic 

Number of 

students 

(thousands) 

Homework, 

educational 

activities, 

reading, 

writing Computers 

Arts (perform 

or study 

music, crafts, 

drama) Chores, work 

Outdoor play, 

sports 

Total ................................................................................. 16,005 77 18 24 9 43 

Arrangement type  Relative ............................................................................... 5,274 81 14 12 9 37 

 Nonrelative ......................................................................... 1,962 71 2 16 5 52  School- or center-based ..................................................... 7,065 70 17 38 2 46  Self-care ............................................................................. 4,267 76 20 10 19 26 Student’s grade  K–2 ..................................................................................... 4,839 68 14 32 4 49  3–5 ...................................................................................... 5,364 83 18 25 7 48  6–8 ...................................................................................... 5,802 80 21 18 14 35 Student’s sex Male .................................................................................... 8,599 75 17 19 8 50  Female ................................................................................ 7,406 80 18 31 10 36 Student’s race/ethnicity  White, non-Hispanic .......................................................... 8,130 73 17 25 8 46  Black, non-Hispanic .......................................................... 3,324 86 21 20 10 40  Hispanic .............................................................................. 3,060 81 16 25 8 43  Asian or Pacific Islander, non-Hispanic ........................... 404 80 24 35 4 40 

 Other race, non-Hispanic1 ................................................. 1,087 76 14 31 9 40 

Family type  Two parents ........................................................................ 10,034 76 16 25 9 43  One parent .......................................................................... 5,315 80 20 23 9 44 

 Nonparent guardian(s) ....................................................... 657 78 15 25 8 46 

Parents’ language spoken most at home2

Both/only parent(s) speak(s) English ............................... 14,360 77 18 24 9 44 

One of two parents speaks English ................................... 364 83 15 24 12 32 

No parent speaks English .................................................. 1,281 78 18 25 8 36 

Mother’s level of education3

 Less than a high school diploma ....................................... 1,383 77 15 17 9 43 

 High school/GED .............................................................. 4,531 78 17 25 12 43 

 Vocational/technical or some college ............................... 4,865 79 19 23 10 40  Bachelor’s degree .............................................................. 2,550 75 17 27 4 48  Graduate or professional degree ....................................... 1,868 74 18 30 5 49 

Mother’s school enrollment status3

 Enrolled .............................................................................. 2,243 78 17 27 8 39 

 Not enrolled ........................................................................ 12,953 77 18 24 9 45 

See notes at end of table. 
40

Table 9. Percentage of students from kindergarten through eighth grade participating in weekly nonparental after

arrangements, by activities, arrangement type, and student and family characteristics: 2005—Continued 

Activity at nonparental after-school care arrangemen

Characteristic 

Number of 

students 

(thousands) 

Homework, 

educational 

activities, 

reading, 

writing Computers 

Arts (perform 

or study 

music, crafts, 

drama) Chores, work 

Outdoor play, 

sports 

Mother’s employment status3

 35 or more hours per week ............................................... 9,538 78 17 24 8 46 

 Less than 35 hours per week ............................................. 2,936 75 20 25 8 39  Looking for work ............................................................... 655 83 29 33 9 49  Not in the labor force ......................................................... 2,067 71 12 27 10 38 

Mother’s work shift3, 4

 Regular shift ....................................................................... 11,409 78 18 23 9 44 

 Variable shift ...................................................................... 1,065 78 19 28 6 48 

Neighborhood conditions5

 Concern regarding neighborhood health and safety 

conditions .................................................................... 2,715 77 20 25 10 46 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 13,290 77 17 24 9 43 

Household income  $25,000 or less ................................................................... 4,246 79 20 21 9 41 

 $25,001 to $50,000 ............................................................ 4,100 77 17 25 11 44  $50,001 to $75,000 ............................................................ 3,246 76 17 23 8 44  $75,001 to $100,000 .......................................................... 2,023 77 17 27 7 41  $100,001 or more ............................................................... 2,389 76 17 28 6 47 

Poverty status6

 At or above poverty threshold .......................................... 12,716 77 18 25 9 44 

 Below poverty threshold ................................................... 3,289 78 18 21 9 42 

1“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

2Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

3Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 4Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

5Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

6Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and in at least one weekly after-school care arrang

three activities. As a result, percentages may sum to more than 100. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Househ

(ASPA-NHES: 2005). 
41

Table 9-A. Standard errors for the percentage of students from kindergarten through eighth grade participating i

after-school care arrangements, by activities, arrangement type, and student and family characteristics

Activity at nonparental after-school care arrangemen

Characteristic 

Number of students 

(thousands) 

Homework, 

educational 

activities, 

reading, writing Computers 

Arts (perform 

or study 

music, crafts, 

drama) Chores, work 

Outdoor play

sports 

Total ................................................................................. 261.2 0.8 0.8 0.8 0.6 1.1 

Arrangement type  Relative ............................................................................... 169.3 1.1 1.2 0.9 1.0 2.0 

 Nonrelative ......................................................................... 115.0 2.4 1.5 2.1 1.8 2.7 

 School- or center-based ..................................................... 204.3 1.4 1.4 1.5 0.4 1.7 

 Self-care ............................................................................. 4267 1.6 1.4 1.1 1.5 1.5 

Student’s grade 

 K–2 ..................................................................................... 138.5 1.8 1.5 1.8 1.0 1.9  3–5 ...................................................................................... 152.0 1.4 1.7 1.6 0.9 2.1 

 6–8 ...................................................................................... 111.3 1.0 1.0 1.0 1.0 1.2 

Student’s sex Male .................................................................................... 207.9 1.1 1.1 0.9 0.7 1.4  Female ................................................................................ 219.0 1.0 1.4 1.3 0.9 1.7 

Student’s race/ethnicity  White, non-Hispanic .......................................................... 176.9 1.1 1.0 1.2 0.7 1.4  Black, non-Hispanic .......................................................... 108.6 1.5 2.5 1.8 1.9 2.8  Hispanic .............................................................................. 84.7 2.1 1.9 2.1 1.2 2.1  Asian or Pacific Islander, non-Hispanic ........................... 38.6 4.3 4.0 5.7 2.1 5.4  Other race, non-Hispanic1 ................................................. 90.9 3.0 3.0 4.0 2.5 3.9 

Family type 

 Two parents ........................................................................ 233.1 1.0 0.9 1.1 0.7 1.3  One parent .......................................................................... 171.5 1.4 1.7 1.5 1.0 1.6  Nonparent guardian(s) ....................................................... 73.2 3.5 3.9 5.5 3.2 6.1 Parents’ language spoken most at home2

Both/only parent(s) speak(s) English ................................ 269.9 0.8 0.9 0.8 0.7 1.2 One of two parents speaks English ................................... 49.3 3.9 4.5 4.9 5.9 6.8 No parent speaks English .................................................. 71.8 3.8 3.9 3.8 1.4 2.6 

Mother’s level of education3

 Less than a high school diploma ....................................... 89.4 3.1 2.4 2.3 1.5 3.3  High school/GED .............................................................. 163.2 1.8 1.7 1.9 1.4 2.0 

 Vocational/technical or some college ............................... 169.0 1.3 1.6 1.4 1.0 2.0  Bachelor’s degree .............................................................. 126.3 1.6 1.4 2.0 0.7 2.0  Graduate or professional degree ....................................... 86.9 2.3 2.0 2.4 1.1 2.7 Mother’s school enrollment status3

 Enrolled .............................................................................. 132.9 2.1 2.0 2.7 1.5 2.5 

 Not enrolled ........................................................................ 242.0 0.9 1.0 0.8 0.6 1.2 

See notes at end of table. 
42

Table 9-A. Standard errors for the percentage of students from kindergarten through eighth grade participating i

after-school care arrangements, by activities, arrangement type, and student and family characteristics

Activity at nonparental after-school care arrangemen

Characteristic 

Number of students 

(thousands) 

Homework, 

educational 

activities, 

reading, writing Computers 

Arts (perform 

or study 

music, crafts, 

drama) Chores, work 

Outdoor play

sports 

Mother’s employment status3

 35 or more hours per week ............................................... 244.4 1.0 1.0 0.9 0.8 1.3  Less than 35 hours per week ............................................. 121.2 1.9 2.3 2.1 1.1 2.1  Looking for work ............................................................... 77.7 3.8 8.9 6.0 3.2 7.5  Not in the labor force ......................................................... 99.1 2.3 1.5 2.6 1.6 2.7 Mother’s work shift3, 4

 Regular shift ....................................................................... 242.2 0.9 1.0 0.9 0.7 1.2  Variable shift ...................................................................... 79.3 3.0 3.6 3.7 1.3 4.0 Neighborhood conditions5

 Concern regarding neighborhood health and safety 

conditions .................................................................... 141.8 1.8 2.3 2.0 1.3 3.0 

 No concern regarding neighborhood health and 

safety conditions ......................................................... 236.9 0.9 1.0 0.9 0.7 1.1 

Household income  $25,000 or less ................................................................... 135.4 1.5 2.4 1.4 1.4 2.3 

 $25,001 to $50,000 ............................................................ 143.5 1.7 1.8 2.0 1.5 2.0 

 $50,001 to $75,000 ............................................................ 140.2 1.6 1.5 1.5 1.0 2.3 

 $75,001 to $100,000 .......................................................... 97.4 2.2 2.0 2.2 1.3 2.5 

 $100,001 or more ............................................................... 99.0 1.7 1.4 2.1 1.1 2.0 

Poverty status6

 At or above poverty threshold ........................................... 235.1 0.8 0.8 0.9 0.6 1.0  Below poverty threshold .................................................... 141.8 1.9 2.7 2.0 1.8 2.9 

1“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 2Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

3Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 4Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 

5Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((chousehold?” 6Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and in at least one weekly after-school care arrang

three activities. As a result, percentages may sum to more than 100. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
43

Table 10. Percentage of students in a school- or center-based program at a specified location on a weekly basis, by 

characteristics: 2005 

Location of school- or center-based arrangeme

Characteristic 

Number of students 

(thousands) 

Church, synagogue, 

or other place of 

worship 

Public school 

(K–12) 

Private school 

(K–12) 

Community 

center 

Total .............................................................................................. 7,065 9 61 10 8 

Student’s grade  K–2 .................................................................................................. 2,433 8 53 12 8 

3–5 ................................................................................................... 2,897 10 63 10 9 

6–8 ................................................................................................... 1,735 9 69 9 8 

Student’s sex

 Male ................................................................................................. 3,838 10 60 10 9  Female ............................................................................................. 3,227 8 61 11 8 Student’s race/ethnicity  White, non-Hispanic ....................................................................... 3,120 12 58 14 5  Black, non-Hispanic ....................................................................... 1,761 9 60 9 12  Hispanic ........................................................................................... 1,523 5 65 6 13  Asian or Pacific Islander, non-Hispanic ........................................ 191 3 73 12 4  Other race, non-Hispanic1 .............................................................. 471 11 64 5 6 

Family type  Two parents ..................................................................................... 4,426 10 60 13 7  One parent ....................................................................................... 2,314 9 63 6 10  Nonparent guardian(s) .................................................................... 325 9 60 2! 10 Parents’ language spoken most at home2

Both/only parent(s) speak(s) English ............................................. 6,253 10 59 11 8 One of two parents speaks English ................................................ 169 ‡ 82 7! 4! No parent speaks English ............................................................... 643 3 70 2 18 

Mother’s level of education3

 Less than a high school diploma .................................................... 657 4 79 ‡ 9  High school/GED ........................................................................... 1,952 10 62 5 12 

 Vocational/technical or some college ............................................ 2,056 9 59 9 9 

 Bachelor’s degree ........................................................................... 1,210 11 58 16 5  Graduate or professional degree .................................................... 889 8 50 25 5 

See notes at end of table. 
44

Table 10. Percentage of students in a school- or center-based program at a specified location on a weekly basis, by 

characteristics: 2005—Continued 

Location of school- or center-based arrangeme

Characteristic 

Number of students 

(thousands) 

Church, synagogue, 

or other place of 

worship 

Public school 

(K–12) 

Private school 

(K–12) 

Community 

center 

Mother’s school enrollment status3 Enrolled ........................................................................................... 944 11 57 8 7  Not enrolled ..................................................................................... 5,819 9 61 11 9 Mother’s employment status3

 35 or more hours per week ............................................................ 4,004 9 60 13 7  Less than 35 hours per week .......................................................... 1,189 10 53 10 13  Looking for work ............................................................................ 417 5! 68 3! 15 

 Not in the labor force ...................................................................... 1,153 13 67 4 8 

Mother’s work shift3, 4

 Regular shift .................................................................................... 4,744 9 58 13 9  Variable shift ................................................................................... 449 11 65 11 7 

Neighborhood conditions5

 Concern regarding neighborhood health and safety conditions .. 1,379 12 62 11 6  No concern regarding neighborhood health and safety 

conditions ................................................................................. 5,686 9 60 10 9 

Household income  $25,000 or less ................................................................................ 1,991 8 65 3 12  $25,001 to $50,000 ......................................................................... 1,723 12 61 6 10 

 $50,001 to $75,000 ......................................................................... 1,334 8 64 10 8 

 $75,001 to $100,000 ....................................................................... 874 8 57 18 5 

 $100,001 or more ............................................................................ 1,143 10 51 24 4 Poverty status6

 At or above poverty threshold ........................................................ 5,513 9 60 13 8  Below poverty threshold ................................................................. 1,552 9 64 2 12 

!Interpret data with caution; coefficient of variation is 50 percent or more. ‡Reporting standards not met. 1“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

2Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

3Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 4Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 5Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

6Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and enrolled in at least one weekly school- or center

Students may have multiple school- or center-based after-school care arrangements, therefore percentages may sum to more than 100. Detail may not sum to totals becauSOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
45

Table 10-A. Standard errors for the percentage of students in a school- or center-based program at a specified loc

basis, by student and family characteristics: 2005 

Location of school-or center-based arrangemen

Characteristic 

Number of students 

(thousands) 

Church, synagogue, 

or other place of 

worship 

Public school 

(K–12) 

Private school 

(K–12) 

Community 

center 

Total .............................................................................................. 204.3 0.7 1.7 0.8 1.1 

Student’s grade 

 K–2 .................................................................................................. 115.0 1.4 2.9 1.4 1.4 

3–5 ................................................................................................... 126.4 1.4 2.2 1.3 1.9 6–8 ................................................................................................... 75.6 1.2 2.4 1.4 1.4 

Student’s sex

 Male ................................................................................................. 157.6 1.2 2.2 1.0 1.5 

 Female ............................................................................................. 148.3 1.0 2.4 1.3 1.3 

Student’s race/ethnicity  White, non-Hispanic ....................................................................... 115.3 1.2 1.8 1.1 0.8 

 Black, non-Hispanic ....................................................................... 115.1 1.9 3.4 1.7 2.7 

 Hispanic ........................................................................................... 87.2 1.3 3.2 1.4 3.2  Asian or Pacific Islander, non-Hispanic ........................................ 28.1 1.6! 6.2 4.2 2.1 

 Other race, non-Hispanic1 .............................................................. 69.9 3.2 6.5 1.9 2.2 

Family type 

 Two parents ..................................................................................... 160.7 0.9 1.8 1.2 1.3 

 One parent ....................................................................................... 123.3 1.6 3.4 0.8 2.1 

 Nonparent guardian(s) .................................................................... 58.9 2.7 6.8 1.3! 3.3 

Parents’ language spoken most at home2

Both/only parent(s) speak(s) English ............................................. 202.4 0.8 1.8 0.9 0.9 

One of two parents speaks English ................................................ 30.7 ‡ 7.9 6.1! 2.3! 

No parent speaks English ............................................................... 63.5 1.0! 7.1 0.7 7.3 

Mother’s level of education3

 Less than a high school diploma .................................................... 66.7 1.4 4.1 ‡ 2.7  High school/GED ........................................................................... 132.0 1.6 3.3 1.0 3.0 

 Vocational/technical or some college ............................................ 115.5 1.5 2.8 1.4 1.6 

 Bachelor’s degree ........................................................................... 81.8 2.0 3.4 1.9 1.4  Graduate or professional degree .................................................... 63.0 1.5 3.9 3.7 1.7 

See notes at end of table. 
46

Table 10-A. Standard errors for the percentage of students in a school- or center-based program at a specifi

weekly basis, by student and family characteristics: 2005—Continued 

Location of school- or center-based arrangeme

Characteristic 

Number of students 

(thousands) Church, synagogue, or other place of worship Public school (K–12) Private school (K–12) Community center 

Mother’s school enrollment status3 Enrolled ........................................................................................... 81.5 2.5 4.0 1.6 2.3  Not enrolled ..................................................................................... 190.5 0.8 1.8 0.9 1.3 Mother’s employment status3

 35 or more hours per week ............................................................ 163.1 1.0 2.1 1.1 1.0  Less than 35 hours per week .......................................................... 93.9 1.7 3.9 2.0 5.1  Looking for work ............................................................................ 74.9 3.4! 8.9 1.4! 6.8  Not in the labor force ...................................................................... 88.6 2.6 3.0 1.2 1.7 

Mother’s work shift3, 4

 Regular shift .................................................................................... 179.1 0.9 1.9 1.1 1.5  Variable shift ................................................................................... 53.1 3.0 6.0 2.8 2.8! Neighborhood conditions5

 Concern regarding neighborhood health and safety conditions .. 103.0 2.4 3.5 1.9 1.6  No concern regarding neighborhood health and safety 

conditions ................................................................................. 196.8 0.9 1.9 1.0 1.3 

Household income 

 $25,000 or less ................................................................................ 105.3 1.5 3.6 0.7 2.2 

 $25,001 to $50,000 ......................................................................... 116.5 2.0 3.7 1.1 2.9 

 $50,001 to $75,000 ......................................................................... 91.3 1.6 3.3 1.6 2.0  $75,001 to $100,000 ....................................................................... 66.7 2.0 3.5 2.6 2.0 

 $100,001 or more ............................................................................ 70.9 1.6 3.0 3.1 1.0 

Poverty status6

 At or above poverty threshold ........................................................ 175.5 0.8 1.6 1.0 1.1 

 Below poverty threshold ................................................................. 111.5 1.8 4.5 0.7 2.7 

!Interpret data with caution; coefficient of variation is 50 percent or more. ‡Reporting standards not met. 1“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

2Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

3Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 4Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 5Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

6Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and enrolled in at least one weekly school- or center

Students may have multiple school- or center-based after-school care arrangements, therefore percentages may sum to more than 100. Detail may not sum to totals becauSOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
47

Table 11. Percentage of students from kindergarten through eighth grade who use various methods of transportat

school- or center-based program, by student and family characteristics: 2005 

Transportation source to school- or center-based arra

Characteristic 

Number of students 

(thousands) School or school district 

School- or center-based 

program 

Parent or gu

provides transpo

Total ......................................................................................... 7,065 6 9 

Student’s grade  K–2 ............................................................................................. 2,433 8 12 

3–5 .............................................................................................. 2,897 6 9 

6–8 .............................................................................................. 1,735 3 5 

Student’s sex

 Male ............................................................................................ 3,838 7 10 

 Female ........................................................................................ 3,227 5 8 Student’s race/ethnicity  White, non-Hispanic .................................................................. 3,120 7 7 

 Black, non-Hispanic .................................................................. 1,761 6 15  Hispanic ...................................................................................... 1,523 3 8 

 Asian or Pacific Islander, 

non-Hispanic ....................................................................... 191 6 4 

 Other race, non-Hispanic1 ......................................................... 471 9 6 

Family type  Two parents ................................................................................ 4,426 6 8  One parent .................................................................................. 2,314 6 10  Nonparent guardian(s) ............................................................... 325 4 19 

Parents’ language spoken most at home2

Both/only parent(s) speak(s) English ........................................ 6,253 6 10 One of two parents speaks English ........................................... 169 3 1 

No parent speaks English .......................................................... 643 5 3 

Mother’s level of education3

 Less than a high school diploma ............................................... 657 6 6  High school/GED ...................................................................... 1,952 5 10 

 Vocational/technical or some college ....................................... 2,056 9 9 

 Bachelor’s degree ...................................................................... 1,210 5 9  Graduate or professional degree ............................................... 889 4 11 

See notes at end of table. 
48

Table 11. Percentage of students from kindergarten through eighth grade who use various methods of transpo

their school- or center-based program, by student and family characteristics: 2005—Continued 

Transportation source to school- or center-based arra

Characteristic 

Number of students 

(thousands) School or school district 

School- or center-based 

program 

Parent or gu

provides transpo

Mother’s school enrollment status3 Enrolled ...................................................................................... 944 7 14  Not enrolled ................................................................................ 5,819 6 9 Mother’s employment status3

 35 or more hours per week ....................................................... 4,004 6 10  Less than 35 hours per week ..................................................... 1,189 8 10  Looking for work ....................................................................... 417 3 7 

 Not in the labor force ................................................................. 1,153 4 6 Mother’s work shift3, 4

 Regular shift ............................................................................... 4,744 7 11  Variable shift .............................................................................. 449 6 7 Neighborhood conditions5

 Concern regarding neighborhood health and safety 

conditions ............................................................................ 1,379 5 11 

 No concern regarding neighborhood health and safety 

conditions ......................................................................... 5,686 6 9 

Household income  $25,000 or less ........................................................................... 1,991 6 10  $25,001 to $50,000 .................................................................... 1,723 6 10 

 $50,001 to $75,000 .................................................................... 1,334 7 9 

 $75,001 to $100,000 .................................................................. 874 4 11 

 $100,001 or more ....................................................................... 1,143 6 5 Poverty status6

 At or above poverty threshold ................................................... 5,513 6 9  Below poverty threshold ............................................................ 1,552 6 10 

1“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

2Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

3Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 4Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 5Parent’s or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

6Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and enrolled in at least one weekly school- or center

Respondents with a child who attended an after-school program at the same location in which the child attended school did not respond to this question. Students may 

based after-school care arrangements, therefore percentages may sum to more than 100. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
49

Table 11-A. Standard errors for the percentage of students from kindergarten through eighth grade who use vario

transportation to get to their school- or center-based program, by student and family characteristics: 

Transportation source to school- or center-based arra

Characteristic 

Number of students 

(thousands) School or school district 

School- or center-based 

program 

Parent or g

provides transpo

Total .......................................................................................... 204.3 0.7 0.8 

Student’s grade  K–2 ............................................................................................. 115.0 1.5 1.6 

3–5 .............................................................................................. 126.4 1.2 1.3 

6–8 .............................................................................................. 75.6 0.7 1.3 

Student’s sex

 Male ............................................................................................ 157.6 1.1 1.3 

 Female ........................................................................................ 148.3 0.7 1.0 Student’s race/ethnicity  White, non-Hispanic .................................................................. 115.3 1.1 1.0 

 Black, non-Hispanic .................................................................. 115.1 1.6 2.1  Hispanic ...................................................................................... 87.2 0.7 2.2 

 Asian or Pacific Islander, 

non-Hispanic ....................................................................... 28.1 4.2 2.2 

 Other race, non-Hispanic1 ......................................................... 69.9 3.3 3.1 

Family type  Two parents ................................................................................ 160.7 0.8 0.9  One parent .................................................................................. 123.3 1.5 1.5  Nonparent guardian(s) ............................................................... 58.9 3.0 7.1 Parents’ language spoken most at home2

Both/only parent(s) speak(s) English ........................................ 202.4 0.8 0.9 One of two parents speaks English ........................................... 30.7 1.8 0.8 

No parent speaks English .......................................................... 63.5 1.7 1.1 

Mother’s level of education3

 Less than a high school diploma ............................................... 66.7 2.3 2.5  High school/GED ...................................................................... 132.0 1.3 1.9 

 Vocational/technical or some college ....................................... 115.5 1.8 1.4 

 Bachelor’s degree ...................................................................... 81.8 1.3 1.9  Graduate or professional degree ............................................... 63.0 1.2 2.2 

See notes at end of table. 
50

Table 11-A. Standard errors for the percentage of students from kindergarten through eighth grade who use va

transportation to get to their school- or center-based program, by student and family charac

Continued 

Transportation source to school- or center-based arra

Characteristic 

Number of students 

(thousands) School or school district School- or center-based program Parent or gu

provides transpo

Mother’s school enrollment status3 Enrolled ...................................................................................... 81.5 2.4 2.6 

 Not enrolled ................................................................................ 190.5 0.7 0.9 

Mother’s employment status3

 35 or more hours per week ....................................................... 163.1 0.9 1.2 

 Less than 35 hours per week ..................................................... 93.9 2.0 2.0 

 Looking for work ....................................................................... 74.9 2.4 3.0 

 Not in the labor force ................................................................. 88.6 1.3 2.3 

Mother’s work shif3, 4

 Regular shift ............................................................................... 179.1 0.9 1.1 

 Variable shift .............................................................................. 53.1 2.9 2.5 

Neighborhood conditions5

 Concern regarding neighborhood health and safety 

conditions ............................................................................ 103.0 1.5 2.1 

 No concern regarding neighborhood health and safety 

conditions ............................................................................ 196.8 0.8 1.0 

Household income  $25,000 or less ........................................................................... 105.3 1.5 1.8 

 $25,001 to $50,000 .................................................................... 116.5 1.4 2.0 

 $50,001 to $75,000 .................................................................... 91.3 1.9 2.0 

 $75,001 to $100,000 .................................................................. 66.7 1.3 2.4 

 $100,001 or more ....................................................................... 70.9 1.5 1.3 

Poverty status6

 At or above poverty threshold ................................................... 175.5 0.8 0.9 

 Below poverty threshold ............................................................ 111.5 1.8 2.1 

1“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

2Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

3Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 4Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 5Parent’s or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

6Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and enrolled in at least one weekly school- or center

Respondents with a child who attended an after-school program at the same location in which the child attended school did not respond to this question. Students may 

based after-school care arrangements, therefore percentages may sum to more than 100. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
51

Table 12. Percentage of students from kindergarten through eighth grade whose parents rate factors used to selec

care arrangement as “very important,” by student and family characteristics: 2005 

Factors rated as “very important” when selecting after-school care arra

Characteristic 

Number of students 

(thousands) Reliability 

Availability 

of care 

provider Location 

Learning 

activities 

Time with 

other children 

Total ......................................................... 12,785 90 81 78 61 55 

Arrangement type  Relative ....................................................... 4,913 93 83 79 55 44 

 Nonrelative ................................................. 1,741 93 85 76 51 48  School- or center-based ............................. 6,131 87 77 77 69 67 Student’s grade 

 K–2 ............................................................. 4,679 92 84 76 61 57  3–5 .............................................................. 4,870 90 80 79 60 55  6–8 .............................................................. 3,236 88 77 79 61 54 Student’s sex

 Male ............................................................ 6,759 91 81 78 63 58  Female ........................................................ 6,026 89 80 77 59 53 Student’s race/ethnicity 

 White, non-Hispanic .................................. 6,263 91 79 73 51 48  Black, non-Hispanic .................................. 2,795 91 86 86 75 62  Hispanic ...................................................... 2,538 87 81 81 70 64  Asian or Pacific Islander, 

non-Hispanic ....................................... 325 92 77 74 57 60 

 Other race, non-Hispanic1 ......................... 863 88 76 76 66 63 

Family type  Two parents ................................................ 7,801 89 77 75 57 53  One parent .................................................. 4,429 91 86 80 67 59  Nonparent guardian(s) ............................... 555 93 79 87 64 68 

Parents’ language spoken most at home2

Both/only parent(s) speak(s) English ........ 11,490 91 81 77 59 54 One of two parents speaks English ........... 299 80 74 87 75 58 No parent speaks English .......................... 996 83 78 82 75 71 

Mother’s level of education3

 Less than a high school diploma ............... 1,039 81 81 84 78 73 

 High school/GED ...................................... 3,603 89 82 82 66 60 

 Vocational/technical or some college ....... 3,930 92 81 75 60 55  Bachelor’s degree ...................................... 2,086 92 80 76 54 50  Graduate or professional degree ............... 1,493 93 79 73 50 42 

See notes at end of table. 
52

Table 12. Percentage of students from kindergarten through eighth grade whose parents rate factors used to selec

school care arrangement as “very important,” by student and family characteristics: 2005—Continued 

Factors rated as “very important” when selecting after-school care arra

Characteristic 

Number of students 

(thousands) Reliability 

Availability 

of care 

provider Location 

Learning 

activities 

Time with 

other children 

Mother’s school enrollment status3 Enrolled ...................................................... 1,822 91 83 75 67 59 

 Not enrolled ................................................ 10,328 90 81 78 60 55 

Mother’s employment status3

 35 or more hours per week ....................... 7,840 92 83 78 58 54  Less than 35 hours per week ..................... 2,255 91 78 76 62 53  Looking for work ....................................... 523 89 88 82 78 61 

 Not in the labor force ................................. 1,533 79 73 75 69 66 Mother’s work shift3, 4

 Regular shift ............................................... 9,217 92 82 78 58 53  Variable shift .............................................. 878 89 78 78 69 61 Neighborhood conditions5

 Concern regarding neighborhood health 

and safety conditions .......................... 

2,305 

92 81 80 57 54 

 No concern regarding neighborhood 

health and safety conditions ............... 

10,480 

90 81 77 62 56 

Household income

 $25,000 or less ........................................... 3,430 87 82 81 71 63 

 $25,001 to $50,000 .................................... 3,350 91 81 80 64 61 

 $50,001 to $75,000 .................................... 2,566 92 82 76 57 50 

 $75,001 to $100,000 .................................. 1,595 92 80 77 51 50 

 $100,001 or more ....................................... 1,845 91 75 70 50 45 Poverty status6

 At or above poverty threshold ................... 10,159 91 81 77 58 53 

 Below poverty threshold ............................ 2,626 86 80 80 72 67 

1“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

2Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

3Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 4Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 5Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

6Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates are reported for students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and who are in at least one weekly relative, 

based after-school care arrangement. If a student had multiple arrangements, the arrangement with the greatest average weekly hours was used. If two arrangements 

hours, one arrangement was randomly chosen at the time of the interview. Students whose parents responded to the survey items reported upon in this table with regarnot included in this table. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
53

Table 12-A. Standard errors for the percentage of students from kindergarten through eighth grade whose parent

select a weekly after-school care arrangement as “very important,” by student and family characteris

Factors rated as “very important” when selecting after-school care arra

Characteristic 

Number of students 

(thousands) Reliability 

Availability 

of care 

provider Location 

Learning 

activities 

Time with 

other children 

Total ......................................................... 240.1 0.75 0.79 0.87 1.21 1.14 

Arrangement type 

 Relative ....................................................... 174.6 0.84 1.31 1.41 2.03 1.73 

 Nonrelative ................................................. 113.8 1.59 2.42 2.50 3.23 2.89 

 School- or center-based ............................. 211.9 1.09 1.34 1.23 1.46 1.56 Student’s grade 

 K–2 ............................................................. 140.4 0.92 1.49 1.57 2.07 1.84 

 3–5 .............................................................. 150.1 1.18 1.37 1.25 1.68 2.07  6–8 .............................................................. 104.6 1.23 1.68 1.48 1.78 1.79 Student’s sex Male ............................................................ 197.5 0.86 1.28 1.25 1.69 1.44 

 Female ........................................................ 199.1 1.05 1.33 1.43 1.54 1.86 

Student’s race/ethnicity 

 White, non-Hispanic .................................. 145.7 0.84 1.14 1.33 1.52 1.49 

 Black, non-Hispanic .................................. 103.8 1.59 2.06 1.78 2.88 2.90 

 Hispanic ...................................................... 93.6 1.45 1.86 1.72 2.19 2.11  Asian or Pacific Islander, 

non-Hispanic ....................................... 35.2 2.80 4.83 6.26 5.70 5.64 

 Other race, non-Hispanic1 ......................... 85.0 3.49 4.00 3.59 4.39 5.02 

Family type 

 Two parents ................................................ 216.2 1.02 1.20 1.11 1.47 1.32 

 One parent .................................................. 148.8 0.94 1.04 1.58 1.89 2.04 

 Nonparent guardian(s) ............................... 72.7 2.89 5.69 3.03 5.76 5.63 

Parents’ language spoken most at home2

Both/only parent(s) speak(s) English ........ 236.6 0.82 0.88 0.93 1.30 1.15 

One of two parents speaks English ........... 38.4 7.18 7.17 4.47 7.05 7.18 

No parent speaks English .......................... 67.6 2.59 3.14 2.91 2.98 3.26 

Mother’s level of education3

 Less than a high school diploma ............... 78.5 3.71 2.87 3.19 2.78 2.93 

 High school/GED ...................................... 154.9 1.16 1.65 1.47 2.34 2.39 

 Vocational/technical or some college ....... 152.2 1.11 1.55 1.86 2.17 1.96 

 Bachelor’s degree ...................................... 106.7 1.28 1.75 2.00 2.63 2.67 

 Graduate or professional degree ............... 83.8 1.86 2.33 2.53 3.10 2.73 

See notes at end of table. 
54

Table 12-A. Standard errors for the percentage of students from kindergarten through eighth grade whose par

used to select a weekly after-school care arrangement as “very important,” by student and family 

2005—Continued 

Factors rated as “very important” when selecting after-school care arra

Characteristic 

Number of students 

(thousands) Reliability 

Availability 

of care 

provider Location 

Learning 

activities 

Time with 

other children 

Mother’s school enrollment status3 Enrolled ...................................................... 119.1 1.40 1.98 2.69 2.88 3.32 

 Not enrolled ................................................ 214.5 0.88 0.96 0.95 1.29 1.36 

Mother’s employment status3

 35 or more hours per week ....................... 218.7 0.83 1.08 1.01 1.58 1.28  Less than 35 hours per week ..................... 110.3 1.59 2.11 2.04 2.58 2.63  Looking for work ....................................... 75.8 3.67 3.48 4.68 4.66 9.97  Not in the labor force ................................. 92.7 2.46 2.60 2.47 2.73 3.36 Mother’s work shift3, 4 Regular shift ............................................... 227.4 0.77 0.89 0.96 1.43 1.25  Variable shift .............................................. 65.7 2.55 3.41 3.12 3.66 4.28 Neighborhood conditions5

 Concern regarding neighborhood health 

and safety conditions .......................... 120.7 1.43 1.97 2.12 2.77 2.97 

 No concern regarding neighborhood 

health and safety conditions ............... 226.0 0.84 0.93 0.91 1.30 1.16 

Household income  $25,000 or less ........................................... 129.2 1.75 1.77 1.96 2.25 2.51 

 $25,001 to $50,000 .................................... 133.8 1.11 1.71 1.60 2.19 2.25 

 $50,001 to $75,000 .................................... 126.0 1.14 1.98 2.05 2.39 2.42 

 $75,001 to $100,000 .................................. 81.9 1.52 2.11 2.25 3.03 3.42 

 $100,001 or more ....................................... 86.5 1.58 2.06 2.47 2.62 2.87 Poverty status6 At or above poverty threshold ................... 213.9 0.61 0.87 0.97 1.26 1.25 

 Below poverty threshold ............................ 135.9 2.27 2.31 2.49 2.94 3.08 

1“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

2Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

3Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 4Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 5Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

6Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates are reported for students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and who are in at least one weekly relative, 

based after-school care arrangement. If a student had multiple arrangements, the arrangement with the greatest average weekly hours was used. If two arrangements 

hours, one arrangement was randomly chosen at the time of the interview. Students whose parents responded to the survey items reported upon in this table with regarnot included in this table. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
55

Table 13. Percentage of students participating in after-school activities, by school activity and student and family c

After-school activities 

Characteristic 

Number of 

students 

(thousands) Sports 

Religious 

activities or 

instruction 

Arts (e.g., 

music, dance, 

painting) Scouts 

Volunteer work 

or community 

service 

A

activi

tutor

Total ......................................................... 14,282 73 46 42 22 19 

Student’s grade  K–2 ............................................................. 3,932 72 41 42 26 7  3–5 .............................................................. 5,125 73 45 43 29 16 

 6–8 .............................................................. 5,225 74 51 42 13 32 

Student’s sex Male ............................................................ 7,150 81 44 30 21 17  Female ........................................................ 7,131 65 48 55 23 21 Student’s race/ethnicity  White, non-Hispanic .................................. 9,927 75 47 44 25 20  Black, non-Hispanic .................................. 1,549 59 53 33 14 19  Hispanic ...................................................... 1,627 77 40 36 14 15  Asian or Pacific Islander, 

non-Hispanic ....................................... 334 67 29 53 15 16 

 Other race, non-Hispanic1 ......................... 844 66 45 53 25 21 

Family type  Two parents ................................................ 11,398 74 46 43 23 19  One parent .................................................. 2,668 69 45 41 20 19  Nonparent guardian(s) ............................... 215 59 61 40 12 9 Parents’ language spoken most at home2

Both/only parent(s) speak(s) English ........ 13,664 73 47 43 23 19 One of two parents speaks English ........... 203 69 42 45 4 13 No parent speaks English .......................... 414 64 32 37 12 12 

Mother’s level of education3

 Less than a high school diploma ............... 327 65 33 32 13 9  High school/GED ...................................... 2,851 69 45 31 17 16 

 Vocational/technical or some college ....... 4,294 69 49 41 22 20  Bachelor’s degree ...................................... 3,900 76 47 49 27 21  Graduate or professional degree ............... 2,399 80 47 52 23 20 Mother’s school enrollment status3

 Enrolled ...................................................... 1,458 71 45 44 22 21 

 Not enrolled ................................................ 12,312 73 47 42 22 19 

See notes at end of table. 
56

Table 13. Percentage of students participating in after-school activities, by school activity and student and family c

Continued

After-school activities 

Characteristic 

Number of students 

(thousands) Sports 

Religious 

activities or 

instruction 

Arts (e.g., 

music, dance, 

painting) Scouts 

Volunteer work 

or community 

service 

Mother’s employment status3

 35 or more hours per week ....................... 6,056 73 43 40 20 18  Less than 35 hours per week ..................... 3,700 75 52 45 26 22  Looking for work ....................................... 386 66 54 35 17 14! 

 Not in the labor force ................................. 3,628 72 47 46 24 18 Mother’s work shift3, 4

 Regular shift ............................................... 8,807 73 47 42 22 20  Variable shift .............................................. 949 76 47 39 25 19 Neighborhood conditions5

 Concern regarding neighborhood health 

and safety conditions .......................... 2,077 67 51 42 23 22 

 No concern regarding neighborhood 

health and safety conditions ............... 12,205 74 46 42 22 19 

Household income  $25,000 or less ........................................... 1,819 63 49 35 16 16 

 $25,001 to $50,000 .................................... 2,794 62 49 37 21 21  $50,001 to $75,000 .................................... 3,450 74 47 41 26 17  $75,001 to $100,000 .................................. 2,327 77 45 45 26 21 

 $100,001 or more ....................................... 3,892 82 43 49 21 19 

Poverty status6

 At or above poverty threshold ................... 12,862 75 46 43 23 20 

 Below poverty threshold ............................ 1,419 57 48 34 18 13 

!Interpret data with caution; coefficient of variation is 50 percent or more. 1“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

2Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

3Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 4Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 5Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

6Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include all students in kindergarten through eighth grade, not older than 15 years, not homeschooled participating in weekly after-school activity. Stud

activities and are not limited to students who have activities for supervision, therefore percentages may sum to more than 100. Detail may not sum to totals because of ro

SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
57

Table 13-A. Standard errors for the percentage of students participating in after-school activities, by school activi

family characteristics: 2005 

After-school activities 

Characteristic 

Number of students 

(thousands) Sports 

Religious 

activities or 

instruction 

Arts (e.g., music, 

dance, painting) Scouts 

Volunteer work 

or community 

service 

Total ......................................................... 182.8 1.0 1.0 1.1 0.9 0.8 

Student’s grade  K–2 ............................................................. 139.2 2.1 1.8 2.2 1.9 1.0 

 3–5 .............................................................. 130.1 1.8 1.9 1.9 1.5 1.4  6–8 .............................................................. 97.8 1.3 1.2 1.4 0.8 1.2 

Student’s sex

 Male ............................................................ 190.7 1.3 1.6 1.3 1.1 1.1 

 Female ........................................................ 183.7 1.5 1.4 1.4 1.2 1.1 

Student’s race/ethnicity 

 White, non-Hispanic .................................. 147.7 1.0 1.1 1.1 1.1 0.9 

 Black, non-Hispanic .................................. 108.3 4.8 4.5 3.7 2.4 2.9 

 Hispanic ...................................................... 81.2 2.1 3.1 2.7 2.1 1.7 

 Asian or Pacific Islander, 

non-Hispanic ....................................... 41.2 7.0 6.3 5.7 4.6 3.4 

 Other race, non-Hispanic1 ......................... 75.6 5.3 5.1 5.0 3.8 3.7 

Family type 

 Two parents ................................................ 205.3 1.0 1.1 1.3 1.0 0.9 

 One parent .................................................. 146.3 2.6 2.3 2.7 1.7 1.9 

 Nonparent guardian(s) ............................... 28.8 6.3 6.3 5.2 3.5 3.4 

Parents’ language spoken most at home2

Both/only parent(s) speak(s) English ........ 177.3 1.0 1.0 1.1 0.9 0.8 One of two parents speaks English ........... 40.0 11.1 10.9 11.0 2.4 4.0 

No parent speaks English .......................... 37.7 4.3 4.6 4.6 3.6 3.2 

Mother’s level of education3

 Less than a high school diploma ............... 38.0 4.4 5.1 6.2 3.8 2.8 

 High school/GED ...................................... 119.1 2.0 2.4 2.5 1.8 1.2 

 Vocational/technical or some college ....... 171.7 2.3 2.1 1.8 1.8 1.4 

 Bachelor’s degree ...................................... 133.9 1.5 2.0 1.9 1.7 1.3 

 Graduate or professional degree ............... 101.0 1.9 2.3 2.2 1.8 2.0 

Mother’s school enrollment status3

 Enrolled ...................................................... 108.4 3.5 3.2 3.1 2.4 2.8 

 Not enrolled ................................................ 186.3 1.1 1.1 1.1 1.0 0.8 

See notes at end of table. 
58

Table 13-A. Standard errors for the percentage of students participating in after-school activities, by school activi

family characteristics: 2005—Continued 

After-school activities 

Characteristic 

Number of students 

(thousands) Sports 

Religious 

activities or 

instruction 

Arts (e.g., 

music, dance, 

painting) Scouts 

Volunteer work 

or community 

service 

Mother’s employment status3

 35 or more hours per week ....................... 170.1 1.6 1.5 1.6 1.1 1.1 

 Less than 35 hours per week ..................... 118.1 1.5 1.8 1.7 1.7 1.7  Looking for work ....................................... 75.6 13.7 10.3 8.9 5.3 5.0! 

 Not in the labor force ................................. 144.9 1.6 1.9 2.3 1.9 1.6 Mother’s work shift3, 4

 Regular shift ............................................... 184.2 1.3 1.3 1.3 1.1 0.9 

 Variable shift .............................................. 86.9 2.7 4.1 3.7 3.2 3.2 Neighborhood conditions5

 Concern regarding neighborhood health 

and safety conditions .......................... 129.6 3.8 2.7 2.6 2.1 2.2 

 No concern regarding neighborhood 

health and safety conditions ............... 184.8 1.0 1.0 1.2 1.0 0.8 

Household income  $25,000 or less ........................................... 99.7 4.0 4.0 3.3 2.0 2.0  $25,001 to $50,000 .................................... 122.0 2.0 2.4 2.2 1.8 2.1  $50,001 to $75,000 .................................... 123.7 1.9 2.1 2.1 2.1 1.3  $75,001 to $100,000 .................................. 111.7 1.7 2.2 2.2 2.1 1.8 

 $100,001 or more ....................................... 121.3 1.4 2.1 1.9 1.6 1.4 Poverty status6

 At or above poverty threshold ................... 184.0 0.9 1.1 1.1 0.9 0.8 

 Below poverty threshold ............................ 103.3 4.9 4.8 4.1 2.9 2.4 

!Interpret data with caution; coefficient of variation is 50 percent or more. 1“Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispani

Islander. 

2Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the 

learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-Englis

3Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. 4Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes 

regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. 5Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CH

household?” 

6Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal governme

given its size and composition. NOTE: Estimates include all students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and participating in a weekly after-school activ

multiple activities and are not limited to students who have activities for supervision, therefore percentages may sum to more than 100. Detail may not sum to totals beca

SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household EduNHES: 2005). 
59

Table 14. Percentage of students from kindergarten through eighth grade whose schools sponsored at least so

activities in which they participated, by school activity: 2005 

Activity 

Number of students 

(thousands) 

Percentage of 

students in activity 

Number of students in 

activity sponsored by 

school (thousands) 

 Arts (e.g., music, dance, painting) .............................................. 14,282 42 1,651  Sports ............................................................................................ 14,282 73 3,306  Clubs (e.g., yearbook, debate, book club) .................................. 14,282 13 1,629 

 Academic activities (e.g., tutoring, math lab) ............................ 14,282 16 1,565  Volunteer work or community service ....................................... 14,282 19 909  Religious activities or instruction ............................................... 14,282 46 352 

NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and participating in weekly activities. Studeactivities. As a result, columns may sum to more than 100 percent. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Househ

(ASPA-NHES: 2005). 
60

Table 14-A. Standard errors for the percentage of students from kindergarten through eighth grade whose sch

some of the after-school activities in which they participated, by school activity: 2005 

Activity 

Number of students 

(thousands) 

Percentage of 

students in activity 

Number of students in 

activity sponsored by 

school (thousands) 

 Arts (e.g., music, dance, painting) ....................................... 182.8 1.1 85.6  Sports ..................................................................................... 182.8 1.0 120.6  Clubs (e.g., yearbook, debate, book club) ........................... 182.8 0.7 87.6 

 Academic activities (e.g., tutoring, math lab) ..................... 182.8 0.7 91.7  Volunteer work or community service ................................ 182.8 0.8 58.6  Religious activities or instruction ........................................ 182.8 1.0 54.0 

NOTE: Estimates include students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and participating in weekly activities. Student

activities. SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household Educa

NHES:2005). 
61

Appendix A: Technical Notes 

Survey Methodology and Data Reliability 

The National Household Education Surveys Program (NHES) is a set of telephone surveys 

sponsored by the U.S. Department of Education’s National Center for Education Statistics (NCES). 

NHES surveys focused on after-school arrangements of students in 2001 and 2005. This report presents 

data from the After-School Programs and Activities (ASPA) survey of the 2005 NHES. The ASPA 

survey focuses on after-school care arrangements, including care by relatives and nonrelatives in private 

homes, after-school programs in schools and centers, activities that might provide adult supervision in the 

out-of-school hours, and students’ self-care. ASPA-NHES:2005 data collection was conducted by Westat 

and took place from January 3 through April 24, 2005. This section provides a brief description of the 

study methodology. 

The NHES:2005 sample was selected using random-digit-dial (RDD) methods, and the data were 

collected using computer-assisted telephone interviewing (CATI) technology. The first stage of sampling 

in NHES:2005 was the selection of a sample of telephone numbers, with telephone numbers in areas with 

high percentages of Black and Hispanic residents sampled at higher rates than those in areas with low 

percentages of Black and Hispanic residents, and telephone numbers that could be matched to mailing 

addresses sampled at a higher rate than those that could not be matched to addresses. NHES:2005 

included three topical surveys: ASPA, the Early Childhood Program Participation (ECPP) survey, and 

the Adult Education (AE) survey. In order to limit respondent burden, a within-household sampling 

scheme was developed to control the number of persons sampled for topical interviews in each household. 

Different probabilities were used to sample students depending on the characteristics of the telephone 

number and the number of eligible children in the household, and in some households more than one 

child was selected. The unequal selection probabilities and the clustering effect of sampling more than 

one child in some households were accounted for in the survey estimation procedures. The ASPA sample 

is nationally representative of all noninstitutionalized students in the 50 states and the District of 

Columbia who are enrolled in kindergarten through eighth grade with a maximum age of 15 years old.7

 

The respondent to the ASPA interview was the parent or guardian in the household who knew the 

most about the student’s care and education. Parents reported on their students’ participation in care 

arrangements and activities after school, reasons for choosing a nonparental care arrangement, child’s 

characteristics, including health and disability status, and parent/guardian and household characteristics. 

While parents or guardians responded to the survey, note that the unit of analysis is students. For students 

who were homeschooled, questions about nonparental care arrangements were not asked. Multiple 

attempts were made to complete interviews with persons not available at the time of selection. Interviews 

were conducted in both English and Spanish. Interviews were completed with parents or guardians of 

11,684 students representing a weighted total of 36,185,760. 

Data Reliability and Validity

Estimates produced using data from the survey are subject to two types of error, sampling and 

nonsampling errors. Nonsampling errors are errors made in the collection and processing of data. 

Sampling errors occur because the data are collected from a sample rather than the whole population. 

 

7

 Less than 1.5 percent of children enrolled in eighth grade are 16 years or older, so the upper age limit for the ASPA 

survey was set at 15 years. 
62

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 unit8

 and item nonresponse, the differences in respondents' 

interpretations of the meaning of the questions, response differences related to the particular time the 

survey was conducted, and mistakes in data preparation. In ASPA, efforts were made to minimize 

nonsampling error through cognitive testing in the survey design stage, a field test of the survey, online 

data edits and post-interview edits, and a comparison of the survey estimates with similar estimates from 

previous surveys. Weighting adjustments (in particular, nonresponse adjustments and 

poststratification/raking adjustments) were also used to minimize the potential effects of nonsampling 

error. 

An important source of nonsampling error for a telephone survey is the failure to include persons 

who do not live in households with telephones. This is particularly problematic in RDD surveys because 

so little is known about the sampled telephone numbers with which contact has not been made. The 

March 2005 Current Population Survey (CPS) shows that 93.5 percent of all children ages 4 through 15 

live in households with landline telephones (based on independent tabulations of the U.S. Census Bureau 

March 2005 Current Population Survey). Estimation procedures were used to help reduce the bias in the 

estimates associated with excluding the 6.5 percent of children who do not live in households with 

landline telephones. 

A study was conducted by Montaquila, Brick, and Brock (1997) examining telephone coverage 

bias for subsamples of the population in NHES:1996. This study found that with very few exceptions, the 

adjusted weights yielded estimates with absolute telephone coverage bias of 2 percent or less. Absolute 

coverage biases of this magnitude have negligible effects on point estimates drawn from the data. 

Undercoverage bias for some subgroups may have been somewhat larger due to larger proportions of 

persons in these subgroups residing in non-telephone households. 

Another potential source of nonsampling error is respondent bias. Respondent bias occurs when 

respondents systematically misreport (intentionally or unintentionally) information in a study. There are 

many different forms of respondent bias. One of the best known is social desirability bias, which occurs 

when respondents give what they believe is the socially desirable response (Demaio 1984). For example, 

surveys that ask about whether respondents voted in the most recent election typically obtain a higher 

estimate of the number of people who voted than do voting records. Although respondent bias may affect 

the accuracy of the results, it does not necessarily invalidate other results from a survey. If there are no 

systematic differences among specific groups under study in their tendency to give socially desirable 

responses, then comparisons of the different groups will accurately reflect differences among the groups. 

Response Rates

In the 2005 survey, Screener interviews were completed with 58,140 households, with a weighted 

Screener unit response rate of 66.9 percent. The screener was used to collect information on household 

composition and interview eligibility. Parents of 11,684 students completed ASPA interviews, for a 

weighted unit response rate of 84.1 percent and an overall estimated unit response rate (the product of the 

Screener unit response rate and the ASPA unit response rate) of 56.3 percent. 

 

8

 In the 2005 survey, the unit nonresponse rate is defined as the percentage of eligible sampled children for whom 

the survey was not completed. 
63

An extensive unit nonresponse bias analysis was undertaken for NHES:2001. (See Brick et al.

forthcoming.) This study involved an analysis of the effect of weighting on estimates, as well as an 

examination of the effect of various data collection procedures (refusal conversion, second refusal 

conversion, and varying numbers of call attempts) on the estimates. For each hypothetical data collection 

scenario considered in this study, the sample was reweighted, and the estimates were compared across 

scenarios. The analysis of unit nonresponse bias showed no evidence of bias in the estimates as the data 

collection "effort" was varied. While such an analysis is unable to directly examine bias due to the 

exclusion of cases that did not respond under any of the scenarios studied, other approaches have been 

used in NHES to evaluate that bias. In NHES:2003, these other approaches involved an examination of 

unit response rates as a whole and for various subgroups, an analysis to determine characteristics that are 

associated with Screener unit nonresponse, and a comparison of estimates based on adjusted and 

unadjusted weights, and these investigations revealed no evidence of unit nonresponse bias. However, all 

such studies are limited in the variables that can be included; unit nonresponse bias may still be present in 

other variables that were not studied. 

 

Item nonresponse (i.e., the failure to complete some items in an otherwise completed interview) 

was very low for most items in the 2005 survey. The item nonresponse rate for most variables included in 

this report was 3 percent or lower. The one item with nonresponse rates larger than 10 percent was the 

item related to household income (with an item response rate of 89.9 percent). Items with missing data 

were imputed using a hot-deck procedure (Rao and Shao 1992) in which cells are formed that contain 

cases with similar characteristics and a donor value is used to impute the missing value. The estimates 

included in this report are based on the imputed data. Users can employ the imputation flag to delete the 

imputed values, use alternative imputation procedures, or account for the imputation in computation of the 

reliability of the estimates produced from the dataset. For example, some users might wish to analyze the 

data with the missing values rather than the imputed values. 

Sampling Errors 

The sample of telephone households selected for the 2005 survey is just one of many possible 

samples that could have been selected. Therefore, estimates produced from this sample may differ from 

estimates that would have been produced from other samples. This type of variability is called sampling 

error because it arises from using a sample of households with telephones, rather than having surveyed all 

households with telephones. 

The standard error is a measure of the variability due to sampling when estimating a statistic; 

standard errors for estimates presented in this report were computed using a jackknife replication method. 

Standard errors can be used as a measure of the precision expected from a particular sample. The 

probability that a sample estimate would differ from the population parameter obtained from a complete 

census count by less than 1 standard error is about 68 percent. The chance that the difference would be 

less than 1.65 standard errors is about 90 percent; and that the difference would be less than 1.96 standard 

errors, about 95 percent. 

Standard errors for all of the estimates are presented in the tables. These standard errors can be 

used to produce confidence intervals. For example, an estimated 39 percent of students have at least one 

nonparental after-school arrangement. This figure has an estimated standard error of 0.6 percent. 

Therefore, the estimated 95 percent confidence interval for this statistic is approximately 38 to 40 percent 

(39 ± 1.96 (0.6)). That is, if the processes of selecting a sample, collecting the data, and constructing the 

confidence interval were repeated, it would be expected that in 95 out of 100 samples from the same 

population, the confidence interval would contain the true participation rate. 
64

Weighting 

All of the estimates in this report are based on weighting the observations using the probabilities 

of selection of the respondents and other adjustments to partially account for nonresponse and coverage 

bias. Weights were developed to produce unbiased and consistent estimates of national totals. The weight 

used in this E.D. TAB is FSWT, the weight variable used to estimate the characteristics of students 

enrolled in kindergarten through 8th grade. In addition to properly weighting the responses, special 

procedures for estimating the statistical significance of the estimates were employed because the 

NHES:2005 data were collected using a complex sample design. Complex sample designs result in data 

that violate some of the assumptions that are normally made when assessing the statistical significance of 

results from a simple random sample. For example, frequently, the standard errors of the estimates from 

these surveys are larger than would be expected if the sample was a simple random sample and the 

observations were independent and identically distributed random variables. Eighty replicate weights, 

FSWT1 to FSWT80, were used to produce estimates of the sampling errors of estimates. The estimates 

and standard errors presented in this report were produced using WesVar Complex Samples software and 

the jackknife 1 option as a replication procedure (Westat 2000). 

Statistical Tests 

The tests of significance used in this E.D. TAB are based on Student’s t statistics for the 

comparison of individual estimates and for bivariate relationships and mean comparisons. To test the 

differences between estimates, unbiased estimates of standard errors were used, derived by jackknife 

replication methods. To test for a difference between two subgroups in the population proportion having a 

particular characteristic, say P1 versus P2 , the test statistic is computed as: 

[ ] ( ) [ ] ( ) 2

2

2

1

2 1

s.e. p s.e. p

p p T

+

− = , 

where pi is the estimated proportion of subgroup i (i = 1, 2) having the particular characteristic and 

( ) pi s.e. is the standard error of that estimate. Thus, if p1 is for the 39 percent of male students who had 

after-school arrangements, with a standard error of 0.9, and p2 is for the 39 percent of female students who 

had after-school arrangements, with a standard error of 0.9, then the t-value is equal to 0.00. 

For the aforementioned comparison, the decision rule is to reject the null hypothesis (i.e., that 

there is no difference between the two groups in the population in terms of the proportion having the 

characteristic) if 

df

T t ;

2

> α , where 

df

t ;

2

α is the value such that the probability that a Student’s t random 

variable with df degrees of freedom exceeds that value is α 2 . 
65

Appendix B: Glossary 

The statistics, measures, and characteristics used in analyses for this E.D. TAB report are 

described below. The measures and characteristics include both core After-School Programs and 

Activities categories and socio-demographic characteristics that are used throughout the report. 

STATISTICS 

Mean – The mean is one of several indices of central tendency that statisticians use to indicate 

the point on the scale of measures where the population is centered. The mean is the average of the 

scores or values in the population. Numerically, it equals the sum of the scores divided by the number of 

scores. 

Percentage – A percentage is a part of a whole expressed in hundredths. 

Standard Error – The standard error, or standard error of the mean, is an estimate of the 

standard deviation of the sampling distribution of means, based on the data from one or more random 

samples. Numerically, it is equal to the square root of the quantity obtained when the estimated variance 

of a sample estimate is divided by the size of the sample. 

MEASURES AND CHARACTERISTICS 

The original variable used in analyses for this E.D. TAB is described below. First, demographic variables 

used in the tables are described. These are alphabetized within topic. Second, other variables are 

described in the order that they appear in the tables. 

When the variable is in the 2005 After-School Programs and Activities survey National Household 

Education Surveys Program (ASPA-NHES: 2005) data file, the variable name appears in parentheses 

after the bold entry name.

HOUSEHOLD CHARACTERISTICS 

FAMILY TYPE (FAMILY05) consists of a set of family type categories using both parent and 

sibling information. It is created using HHPARN05 and NUMSIBS, which are other derived variables. 

Nonparent guardians are included in the “other” category. Nonparent guardians are persons other than 

mothers and fathers (birth, adoptive, step, or foster, and same-sex parents or partners of parents), such as 

grandparents, aunts, or uncles. Households composed of same-sex parents or partners of parents are 

included in the two-parent household categories in this derived variable. 

The values for FAMILY05 are as follows: 

1 = Two parents and sibling(s) 

2 = Two parents, no sibling 

3 = One parent and sibling(s) 

4 = One parent, no sibling 

5 = Other 
66

HOUSEHOLD INCOME (HINCOME) is the broad range of the household income. The data 

for the variable HINCOME are taken directly from the ASPA (questionnaire item PW19) when available. 

Otherwise, they were imputed. 

The values for HINCOME are as follows: 

1 = $25,000 or less 

2 = $25,001 to $50,000 

3 = $50,001 to $75,000 

4 = $75,001 to $100,000 

5 = $100,001 or more 

HOUSEHOLD POVERTY STATUS (POVERTY): NHES provides an approximate measure of 

poverty. Households were asked to report the total income of all persons in the household over the past 

year using income ranges rather than exact dollars. The income variable used to construct POVERTY was 

HINCOME (PW19), which listed possible income ranges (e.g., $10,001 to 15,000, $15,001 to $20,000, 

etc., up to over $100,000). If data for HINCOME were missing, they were imputed. Using the income 

ranges and household size, poverty thresholds were used to establish poverty status. Thresholds to define 

poverty were based on weighted averages from 2004 census poverty thresholds. A household was 

considered in poverty if a household of a particular size matched the income categories shown in table A1 below. If the weighted poverty threshold fell below the median income range (depending on household 

size), then the household was considered below poverty. 

 

Table B-1. Poverty definition for After-School Programs and Activities (ASPA) analysis: 2005 

Household size1 Income categories in variable HINCOME (PW19)

1 Less than or equal to $15,000

2 Less than or equal to $20,000

3 Less than or equal to $20,000

4 Less than or equal to $25,000

5 Less than or equal to $30,000

6 Less than or equal to $35,000

7 Less than or equal to $35,000

8 Less than or equal to $40,000

9+ Less than or equal to $45,000

1

Indicates the total number of individuals living in the household. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the National 

Household Education Surveys Program (ASPA-NHES:2005). 

HOUSEHOLD TOTAL (HHTOTAL) is the counter-derived variable that indicates the total 

number of household members. 

MOTHERS’ EMPLOYMENT STATUS (MOMEMPLD) indicates the employment status of 

the mother (birth/adoptive/step/foster/female guardian). This variable is derived from MOMWORK 

(PU8), MOMLEAVE (PU9), MOMHOURS (PU10), MOMLOOK (PU14), MOMAGN (PU15a), 

MOMEMPL (PU15b), MOMREL (PU15c), and MOMANSAD (PU15d). 

The values for MOMEMPLD are as follows: 

-1 = No mother or female guardian for the subject student in the household 

 1 = Working 35 hours or more per week 

 2 = Working less than 35 hours per week 

 3 = Looking for work 

 4 = Not in the labor force 
67

MOTHERS’ LEVEL OF EDUCATION (MOMEDUC) is a measure of the educational 

attainment of the student’s mother or female guardian. This measure is derived from MOMGRADE 

(PU6) and MOMDIPL (PU7). 

The values for MOMEDUC are as follows: 

-1 = No mother or female guardian for the subject student in the household 

 1 = Less than high school diploma 

 2 = High school graduate or equivalent 

 3 = Vocational/technical education after high school or some college 

 4 = College graduate 

 5 = Graduate or professional school 

MOTHERS’ WORK SHIFT is a measure of whether the mother’s 

(birth/adoptive/step/foster/female guardian) work shift is one with set hours. Responses indicating the 

mother “worked a regular day shift” (MOMRSFT =1) and “worked a regular shift at times other than 

between 6 am and 6 pm” (MOMVSFT =1) were coded as regular shift. Responses indicating that the 

mother worked a “variable shift that changes from days to evening,” “variable shift with hours set by 

employer,” or “when work is available” (MOMVSFT = 2, 3, or 4) were coded as variable shift. The 

number of hours was not considered. The data for the variables MOMRSFT (PU11) and MOMVSFT 

(PU12) were taken directly from the ASPA when available. Otherwise, they were imputed. 

MOTHERS’ SCHOOL ENROLLMENT STATUS (MOMENROL) indicates the enrollment 

status of the mother (birth/adoptive/step/foster/female guardian) in a school, college, university, or adult 

learning center, or receiving vocational education or job training. The data for the variable MOMENROL 

are taken directly from the ECPP (PU17) when available. Otherwise, they were imputed.

NEIGHBORHOOD CONDITIONS (HNEIGHB) indicates parental concerns about the health 

and safety of students due to neighborhood conditions. The data for the variable HNEIGHB are taken 

directly from the ECPP (PW13) when available. Otherwise, they were imputed

PARENTS’ LANGUAGE (LANGUAGE) describes the language(s) spoken most often at home 

by the parent(s)/guardian(s) in the household. This measure is derived from MOMLANG (PU3), 

MOMSPEAK (PU4), DADLANG (PV3), and DADSPEAK (PV4). If these data were missing for a 

household member, they were imputed. 

The values for LANGUAGE are as follows: 

1 = Both/only parent(s) learned English first or currently speak(s) English in the home 

2 = One of two parents learned English first or currently speaks English in the home 

3 = No parent learned English first and both/only parent(s) currently speak(s) a nonEnglish language in the home 

CHILD CHARACTERISTICS 

CHILD’S GRADE (ALLGRADE) identifies the enrollment status, the grade level of 

students in graded schools, and the grade level equivalent for students in ungraded schools, special 

education programs, or home school. ALLGRADE was created using the variables GRADE (PB6) and 

GRADEEQ (PB7) and reflects the enrollments based on these two items. ALLGRADE does not reflect all 

participation in school- or center-based programs. (School- or center-based program participation is 

captured in the variable CPNOW.) 

The values for ALLGRADE are as follows: 

0 = Not enrolled 

N = Nursery/preschool/prekindergarten/Head Start 
68

K = Transitional kindergarten, kindergarten, and prefirst grade 

1 = First grade or equivalent 

2 = Second grade or equivalent 

3 = Third grade or equivalent 

4 = Fourth grade or equivalent 

5 = Fifth grade or equivalent 

6 = Sixth grade or equivalent 

7 = Seventh grade or equivalent 

8 = Eighth grade or equivalent 

U = Ungraded/no equivalent 

CHILD’S RACE/ETHNICITY (RACEETH2) indicates the race and ethnicity of the student 

with more detail. Specifically, Asian/Pacific Islander origin is categorized separately in this derived 

variable. Items included in this derived variable are CHISPAN (PTB2), CWHITE, CBLACK, CAMIND, 

CASIAN, CPACI, and CRACEOTH (PTB3). 

The values of RACEETH2 are as follows: 

1 = White, non-Hispanic 

2 = Black, non-Hispanic 

3 = Hispanic 

4 = Asian or Pacific Islander, non-Hispanic 

5 = All other races and multiple races, non-Hispanic 

CHILD’S SEX (SEX): The data for the variable SEX are taken directly from the ASPA 

questionnaire (PA3) when available. Otherwise, they were imputed. 

CHILD CARE ARRANGEMENTS 

ANYCARE2 indicates whether the student currently participates in any nonparental care or 

program arrangements at least once each week. This derived variable was created using RCWEEK1-

RCWEEK5 (SF4), indicating whether a relative care arrangement occurred at least weekly, NCWEEK1-

NCWEEK4 (SG3), indicating whether a nonrelative care arrangement occurred at least weekly, 

CPWEEK1-CPWEEK5 (SH4), indicating whether a school- or center-based arrangement occurred at least 

weekly, ASCOVER (SI8), indicating whether the activities were for adult supervision, and ASWEEK 

(SI3), indicating whether the activities occurred weekly. 

The values for ANYCARE2 are as follows: 

-1 = Homeschooler 

 1 = Currently participates in any care or program arrangement that occurs at 

least once each week 

 2 = Does not currently participate in any care or program arrangement that 

occurs at least once each week 

RELATIVE CARE TYPE (RCTYPE1-5) indicates the type of relative care arrangement. 

Responses indicated whether the relative was a “grandmother,” “grandfather,” “aunt,” “uncle,” “brother,” 

“sister,” or “another relative” (RCTYPE1-5 = 1, 2, 3, 4, 5, 6, or 7). The data for this variable are taken 

directly from the ECPP questionnaire (ED3) when available. Otherwise, they were imputed. 

SELF CARE (SCWEEK) indicates whether the student was responsible for himself/herself at 

least once a week. The data for this variable were taken directly from the ASPA questionnaire (SJ2) 

when available. Otherwise they were imputed. 
69

TIME SPENT IN NONPARENTAL CARE ARRANGEMENT 

NUMBER OF HOURS PER WEEK IN SCHOOL- OR CENTER-BASED CARE (CPHRS1-

5): Parents were asked how many hours per week their child spent in each school- or center-based 

arrangement. The data for CPHRS1-5 are taken directly from the ASPA questionnaire (SH7) when 

available. Otherwise, they were imputed. 

NUMBER OF HOURS PER WEEK IN NONRELATIVE CARE (NCHRS1-4): Parents were 

asked how many hours per week their child spent in each nonrelative care arrangement. The data for 

NCHRS1-4 are taken directly from the ASPA questionnaire (SG6) when available. Otherwise, they were 

imputed. 

NUMBER OF HOURS PER WEEK IN RELATIVE CARE (RCHRS1-5): Parents were asked 

how many hours per week their child spent in each relative care arrangement. The data for RCHRS1-5 are 

taken directly from the ASPA questionnaire (SF7) when available. Otherwise, they were imputed. 

 NUMBER OF HOURS PER WEEK IN ACTIVITIES (ASHRS): Parents were asked how 

many hours per week their child participated in activities or lessons after school. The data for ASHRS are 

taken directly from the ASPA questionnaire (SI10) when available. Otherwise, they were imputed. 

NUMBER OF HOURS PER WEEK IN SELF CARE (SCHRSAF): Parents were asked how 

many hours per week their child was responsible for himself/herself after school. The data for SCHRSAF 

are taken directly from the ASPA questionnaire (SJ5) when available. Otherwise, they were imputed. 

OUT-OF-POCKET EXPENSES FOR NONPARENTAL CARE 

FEE FOR SCHOOL- OR CENTER-BASED CARE: Parents indicated whether there was a 

charge for their school- or center-based care arrangement (CPFEE1-5). If parents had a charge, they were 

asked their out-of-pocket cost and unit of cost for each school- or center-based care arrangement 

(CPCOST1-5 and CPUNIT1-5). The data for CPFEE1-5 (SH13), CPCOST1-5 (SH15) and CPUNIT1-5 

(SH15) were taken directly from the ASPA questionnaire when available. Otherwise, they were imputed. 

FEE FOR NONRELATIVE CARE: Parents indicated whether there was a charge for their 

nonrelative care arrangement (NCFEE1-4). If parents had a charge, they were asked their out-of-pocket 

cost and unit of cost for each nonrelative care arrangement (NCCOST1-4 and NCUNIT1-4). The data for 

NCFEE1-4 (SG12), NCCOST1-4 (SG14), and NCUNIT1-4 (SG14) were taken directly from the ASPA 

questionnaire when available. Otherwise, they were imputed. 

FEE FOR RELATIVE CARE: Parents indicated whether there was a charge for their relative 

care arrangement (RCFEE1-5). If parents had a charge, they were asked their out-of-pocket cost and unit 

of cost for each relative care arrangement (RCCOST1-5 and RCUNIT1-5). The data for RCFEE1-5 

(SF13), RCCOST1-5 (SF151), and RCUNIT1-5 (SF15) were taken directly from the ASPA questionnaire 

when available. Otherwise, they were imputed. 

ASSISTANCE FOR NONPARENTAL CARE ARRANGEMENT 

ASSISTANCE FOR SCHOOL- OR CENTER-BASED CARE: Parents were asked whether 

they received assistance for each of their school- or center-based care arrangements from various sources. 
70

The sources were: a) a relative outside of the household (CPREL1-5), b) Temporary Assistance for Needy 

Families, a federally funded program that provides assistance and work opportunities to needy families 

(CPTANF1-5), c) another social service, welfare, or child care agency (CPSSAC1-5), d) an employer 

(CPEMPL1-5), and e) someone else (CPOTHER1-5). The data for CPREL1-5, CPTANF1-5, CPSSAC1-

5, CPEMPL1-5, and CPOTHER1-5 were taken directly from the ASPA questionnaire (SH14) when 

available. Otherwise, they were imputed. 

ASSISTANCE FOR NONRELATIVE CARE: Parents were asked whether they received 

assistance for each of their nonrelative care arrangements from various sources. The sources were: a) a 

relative outside of the household (NCREL1-4), b) Temporary Assistance for Needy Families, a federally 

funded program that provides assistance and work opportunities to needy families (NCTANF1-4), c) 

another social service, welfare, or child care agency (NCSSAC1-4), d) an employer (NCEMPL1-4), and 

e) someone else (NCOTHER1-4). The data for NCREL1-4, NCTANF1-4, NCSSAC1-4, NCEMPL1-4, 

and NCOTHER1-4 were taken directly from the ASPA questionnaire (SG13) when available. Otherwise, 

they were imputed. 

ASSISTANCE FOR RELATIVE CARE: Parents were asked whether they received assistance 

for each of their relative care arrangements from various sources. The sources were: a) a relative outside 

of the household (RCREL1-4), b) Temporary Assistance for Needy Families, a federally funded program 

that provides assistance and work opportunities to needy families (RCTANF1-4), c) another social 

service, welfare, or child care agency (RCSSAC1-4), d) an employer (RCEMPL1-4), and e) someone else 

(RCOTHER1-4). The data for RCREL1-4, RCTANF1-4, RCSSAC1-4, RCEMPL1-4, and RCOTHER1-

4 were taken directly from the ASPA questionnaire (SF14) when available. Otherwise, they were 

imputed. 

CHILD-CARE PROVIDER RATIO 

CHILD-CARE PROVIDER RATIO IN CENTER-BASED PROGRAM: The variables used 

to construct child-care provider ratio were CPKIDS1-5 and CPADLTS1-5. Parents were asked how 

many children were usually cared for together (CPKIDS1-5) and the total number of adults in the child’s 

room at the same time (CPADLTS1-5) for each school- or center-based care arrangement. The data for 

CPKIDS1-5 (SH24) and CPADLTS1-4 (SH25) were taken directly from the ASPA questionnaire when 

available. Otherwise, they were imputed. Child-care provider ratio for each student’s school- or centerbased arrangement was calculated by dividing the total number of children cared for together by the 

number of adults in the student’s room at the same time. 

CHILD-CARE PROVIDER RATIO IN NONRELATIVE CARE: The variables used to 

construct child-care provider ratio were NCKIDS1-4 and NCADLTS1-4. Parents were asked how many 

children were usually cared for together NCKIDS1-4) and the total number of adults who usually cared 

for the child at the same time (NCADLTS1-4) for each nonrelative care arrangement. The data for 

NCKIDS1-4 (SG21) and NCADLTS1-4 (SG22) were taken directly from the ASPA questionnaire when 

available. Otherwise, they were imputed. Child-care provider ratio for each student’s nonrelative care 

arrangement was calculated by dividing the total number of children cared for together by the total 

number of adults who usually cared for the student at the same time. 

CHILD-CARE PROVIDER RATIO IN RELATIVE CARE: The variables used to construct 

child-care provider ratio were RCKIDS1-5 and RCADLTS1-5. Parents were asked how many children 

were usually cared for together (RCKIDS1-5) and the total number of adults who usually cared for the 

child at the same time (RCADLTS1-5) for each relative care arrangement. The data for RCKIDS1-5 

(SF21) and RCADLTS1-5 (SF22) were taken directly from the ASPA questionnaire when available. 
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Otherwise, they were imputed. Child-care provider ratio for each student’s relative care arrangement was 

calculated by dividing the total number of children cared for together by the total number of adults who 

usually cared for the student at the same time. 

ACTIVITIES DURING NONPARENTAL CARE 

ACTIVITIES DURING SCHOOL- OR CENTER-BASED CARE: For table 9, parents were 

asked what their child spent most of their time doing at their school- or center-based after-school care 

arrangement. The data were taken directly from the ASPA questionnaire (SH26). The values for this 

variable are: 1) Homework/educational/reading/writing (CPAEDUC1-5); 2) Computers (CPACOMP1-5); 

3) Arts (perform or study music, crafts, drama, etc.) (CPAART1-5); 4) Chores/work (CPACHOR1-5); 5) 

Outdoor play/activities/sports (CPAOUTP1-5); 6) Indoor play (CPAINPL1-5); 7) 

Television/videos/video games/listening to music (CPATV1-5); and 91) Other (CPAOTHE1-5). 

ACTIVITIES DURING NONRELATIVE CARE: For table 9, parents were asked what their 

child spent most of their time doing at their nonrelative after-school care arrangement. The data were 

taken directly from the ASPA questionnaire (SG23). The values for this variable are: 1) 

Homework/educational/reading/writing (NCAEDUC1-4); 2) Computers (NCACOMP1-4); 3) Arts 

(perform or study music, crafts, drama, etc.) (NCAART1-4); 4) Chores/work (NCACHOR1-4); 5) 

Outdoor play/activities/sports (NCAOUTP1-4); 6) Indoor play (NCAINPL1-4); 7) 

Television/videos/video games/listening to music (NCATV1-4); and 91) Other (NCAOTHE1-4). 

ACTIVITIES DURING RELATIVE CARE: For table 9, parents were asked what their child 

spent most of their time doing at their relative after-school care arrangement. The data were taken 

directly from the ASPA questionnaire (SF23). The values for this variable are: 1) 

Homework/educational/reading/writing (RCAEDUC1-5); 2) Computers (RCACOMP1-5); 3) Arts 

(perform or study music, crafts, drama, etc.) (RCAART1-5); 4) Chores/work (RCACHOR1-5); 5) 

Outdoor play/activities/sports (RCAOUTP1-5); 6) Indoor play (RCAINPL1-5); 7) 

Television/videos/video games/listening to music (RCATV1-5); and 91) Other (RCAOTHE1-5). 

ACTIVITIES DURING SELF CARE: For table 9, parents were asked what their child spent 

most of their time doing when they are responsible for himself/herself. The data were taken directly from 

the ASPA questionnaire (SJ11). The values for this variable are: 1) 

Homework/educational/reading/writing (SCAEDUC); 2) Computers (SCACOMP); 3) Arts (perform or 

study music, crafts, drama, etc.) (SCAART); 4) Chores/work (SCACHOR); 5) Outdoor 

play/activities/sports (SCAOUTPL); 6) Indoor play (SCAINPL); 7) Television/videos/video 

games/listening to music (SCATV); and 91) Other (SCAOTHER). 

LOCATION OF CARE 

LOCATION FOR SCHOOL- OR CENTER-BASED PROGRAM (CPPLACE1-5): For table 

10, parents were asked where their child’s program was located. The data for location of school- or 

center-based care were taken directly from the ASPA questionnaire (SH18). The values for this variable 

are: 1) Own home; 2) Another home; 3) A church, synagogue, or other place of worship; 4) A public 

preschool or school (K–12); 5) A private preschool or school (K–12); 6) A college or university; 7) A 

community center; 8) A public library; 9) Its own building; 10) A place of employment or business; and 

91) Other. 
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TRANSPORTATION TO CARE ARRANGEMENT 

TRANSPORTATION TO SCHOOL- OR CENTER-BASED CARE: For table 11, parents 

were asked how their child arrived at the program. The data for transportation to school- or center-based 

care were taken directly from the ASPA questionnaire using the variables CPPRTRN1-5 (SH21), which 

indicates if the transportation was provided by the student’s school, the program, or neither, and 

CPOTRN1-5 (SH22), which indicates what kind of arrangement is made to get the student to the 

program, including if a parent/guardian drove him/her, a carpool, relative or family friend (not carpool), 

paid transportation, child walks, or some other arrangement.

FACTORS FOR SELECTING CARE 

FACTORS FOR SELECTING CHILD CARE ARRANGEMENT: For table 12, parents 

were asked to rate (1 = not at all important, 2 = a little important, 3 = somewhat important, and 4 = very 

important) factors that were important in selecting their child’s nonparental child care arrangement. The 

following factors were rated: 1) Location (DLOCA), which indicates the importance of the location of 

the child care arrangement; 2) Cost (DCOST), which indicates the importance of the cost of the child care 

arrangement; 3) Reliability (DRELY), which indicates the importance of the reliability of the child care 

arrangement; 4) Learning activities (DLERN), which indicates the importance of the learning activities of 

the child care arrangement; 5) Spending time with other children (DCHIL), which indicates the 

importance of the (CHILD) spending time with other kids his or her age; 6) Availability (DHROP), which 

indicates the importance of the caregiver’s available times for child care; and 7) Number of children 

(DNBGRP), which indicates the importance of the number of children in child care groups. The data were 

taken directly from the ASPA questionnaire (SM1) when available. Otherwise, they were imputed. 

AFTER-SCHOOL ACTIVITIES 

PARTICIPATION IN AFTER-SCHOOL ACTIVITIES: For table 13, parents were asked if 

their child participated in the following activities since the beginning of the school year: a) Arts, like 

music, dance or painting (ASARTS); b) Sports (ASSPORT); c) Clubs, like yearbook, debate, or a book 

club (ASCLUB); d) Other academic activities, like tutoring, or math lab (ASCAD); e) Volunteer work or 

community service (ASVOLU); f) Religious activities or instruction (ASRELI); g) Scouts (ASSCOUT); 

and h) Any other activities (ASOTHER). The data were taken directly from the ASPA questionnaire 

(SI2). Otherwise, they were imputed. 

PARTICIPATION IN AFTER-SCHOOL ACTIVITIES PROVIDED BY SCHOOL. For 

table 14, if parents indicated that their child participated in the following activities, then they were asked 

if these activities were provided by the child’s school: a) Arts, like music, dance or painting 

(ASSCARTS); b) Sports (ASSCPOR); c) Clubs, like yearbook, debate, or a book club (ASSCCLUB); d) 

Other academic activities, like tutoring, or math lab (ASSCACAD); e) Volunteer work or community 

service (ASSCVOLU); f) Religious activities or instruction (ASSCRELI); and h) Any other activities 

(ASSCOTHR). The data were taken directly from the ASPA questionnaire (SI2). Otherwise, they were 

imputed.