After School Programs 2017 ReportThe California Department of Education 2017 Report: Characteristics of Schools and Students Participating in After School Programs 2017 Report.
California Department of Education
Report to the Legislature, Legislative Analyst’s Office and the Governor
Characteristics of Schools and Students Participating in After School Programs 2017 Report
The California Department of Education (CDE) oversees the most extensive system of high-quality after school programs in the nation through two initiatives: The state-funded After School Education and Safety (ASES) Program, for students in grades kindergarten through nine, and the federally funded 21st Century Community Learning Centers (21st CCLC) Program, including the After School Safety and Enrichment for Teens program for high school students. These programs currently operate at approximately 4,500 sites and serve nearly 820,000 students annually in grades kindergarten through twelve.
Senate Bill 1221 (Hancock), Chapter 370, Statutes of 2014, signed by the Governor on September 16, 2014, requires the CDE to submit a Biennial Report to the Legislature regarding the type, distribution, and quality of these programs and the characteristics of the students participating in them, including their number and demographics, program attendance, academic performance, behavior, and skill development.
This first report submitted in compliance with this statute summarizes analyses of new information now available through the CDE’s improved data collection efforts. The analyses compared schools that received CDE grant funding for after school and other expanded learning programs (i.e., before school and summer) to other non-grantee schools; also compared were students participating in expanded learning programs with non-participating students. The report also provides an overview of why expanded learning programs are important, the characteristics of high-quality programs, and a description of the commitment and actions the CDE has made through its Expanded Learning Division to ensure that ASES and 21st CCLC grantees serve students most in need and that programs meet the highest quality standards.
California not only leads the nation in the scale and scope of its expanded learning programs, but also plays a national leadership role as a model for quality-improvement efforts. It has been ranked number one in the nation by an independent study based on a national survey of participation, access, public support, and family satisfaction.
The evidence in this report documents that the CDE’s expanded learning programs are reaching the neediest youth. Overall, CDE grantees have had a positive impact on an important outcome indicator including school attendance.
- As intended, schools that receive this funding predominantly serve economically disadvantaged students and students of color. Over one-third of students (36 percent) in grantee schools are also English learners (ELs).
- Within grantee schools, an average of 35 percent of students participate in the CDE-funded after school programs. Program participants are representative of the larger student body.
- Program participants, and specifically those who were ELs in grades nine through twelve, report significantly higher school day attendance than their peers who do not participate in expanded learning programs. Across all grades, expanded learning program participants attended an average of 3.5 to 17 more days of school compared to their non-participating peers.
The increase in school day attendance for expanded learning participants specifically is equivalent to approximately $163,251,341 in average daily attendance funding for schools.