The Importance of After School Programs Critical Hours and by marcjackson


									The Importance of After
School Programs: Critical
Hours and Valuable
Learning Opportunities

   2006 Colorado Association of Libraries
            November 12, 2006
                           The Need
   37% of Colorado children of working families are unsupervised in the
    afternoon hours1 - Colorado is 48th in the nation in youth who go
    unsupervised during the after school hours2

   11% of Colorado’s K-12 youth participate in an after school program3

   Nationally, 7% of children in rural working families attend an after
    school program4

   The chances a youth will become a victim of violent crime more than
    triple between 3 p.m. and 6 p.m.5

   Students who spend no time in extracurricular activities are 49
    percent more likely to have used drugs and 37 percent more likely to
    have become teen parents than those who spend one to four hours
    per week in extracurricular activities6
                       The Benefit
   Children and youth who regularly attend high-quality after
    school programs have better grades and conduct in school;
    more academic and enrichment opportunities; better peer
    relations and emotional adjustment and lower incidences of
    drug-use, violence and pregnancy7

   In a statewide Colorado after school evaluation, over 80% of
    youth reported staying away from drugs and alcohol as a
    result of their participation in an after school program8

   In a survey of police chiefs, 86% stated that expanding after
    school programs would reduce youth crime and violence 9

   Every dollar invested in after school programs will save tax
    payers approximately $310
         Making the Connections:
        Libraries-after school/youth
   Access and opportunity for older youth
   Enhanced leadership role within the community
   74% of the public report that “providing a place
    for teens to congregate” is a high priority for
   Urban Libraries Council
                  Who are we?
   Our Mission: To expand out-of-school opportunities
    for all of Colorado’s children and youth through building
    public support, influencing policies, and improving the
    quality of programs

   Our Goals:
     To build public will
     To inform policy development
     To improve quality of programs
Mott Foundation State Afterschool Networks

                          Cohort I (9): CA, IL, KS, MO, NH, NC, RI, SC, VT
                          Cohort II (9): AZ, CT, IA, MA, NE, NM, NY, OH, WA
                          Cohort III (7): CO, GA, MI, MT, MN, LA, PA
                          Cohort IV (6): AK, FL, ME, OK, OR, WI
             Strategic Partners
   Colorado Alliance - Boys & Girls Club of America
   Colorado Alliance for Quality School Age Programs
   Colorado Association of Community Educators
   Colorado Department of Education – 21st Century
    Community Learning Centers
   Colorado Department of Education – Colorado State
   Mile High United Way
   4-H and CSU Extension Offices
   City and County of Denver: Mayor’s Office for
    Education and Children
   Denver Public Schools – Extended Learning and
    Community Schools
                Colorado AfterSchool Network Logic Model
Inputs                     Priority Activities                             Outputs                                 ST Outcomes                           LT Outcomes
                                                                                                                   Goal 1: Build Public Will                Access to after
                           Goal 1: Build Public Will                   Goal 1: Build Public Will                                                            school
CAN                    •Educate target audiences about                                                         •Increased participation by                  programs is
Steering               after school using key messages             •# of CAN partners/members                  providers, youth, and parents in             universal for all
Committee              •Identify, target, and leverage             •Media articles on after school             engaging stakeholders                        of Colorado’s
and                    public champions for after school           •Presentations to key constituent           •After school programs increase              youth (pre-K-
Advisory               •Strengthen and develop                     groups                                      their visibility through the media           12th grade) and
Council                partnerships                                •Messaging tools                            •Increased school-community                  functions within
                       •Foster linkages to school                                                              after school partnerships                    a coordinated
Represent              community                                                                                                                            system
ative array
of after                                                                                                                                                    There is a
school                                                                                                                                                      sustainable and
partners                     Goal 2: Inform Policy                       Goal 2: Inform Policy                        Goal 2: Inform Policy                 dedicated
that                                                                                                           •Increased availability of                   stream of
include                •Utilize existing and new sources           •After school data reports                  Colorado after school data                   funding/resourc
CBO’s,                 of data to “make the case”                  •Policy briefing papers                     •Policymakers more informed                  es for
school-                •Develop/support advocacy                   •Advocacy events                            about after school at a state and            Colorado’s after
based                  opportunities at a local and state          •Advocacy trainings                         local level                                  school
programs,              level                                       •# of legislators and other                 •Increased capacity and activity             programs
policy rep’s           •Pass legislation supportive of             policymakers utilizing CAN                  of after school providers in
                       after school programming                    resources                                   advocating to decision-makers                All after school
Initial                                                                                                                                                     programs are of
funding for                                                                                                                                                 high quality
first three                                                                                                                                                 thereby support
years                                                                                                                                                       the educational
                                                                                                                     Goal 3: Improve Quality
                           Goal 3: Improve Quality                      Goal 3: Improve Quality                •Youth, parents, providers, and              and
External                                                                                                                                                    developmental
                                                                   •Regional after school meetings             policymakers understand the
technical                                                                                                                                                   needs of youth
                       •Build and sustain regional after           and trainings                               meaning of a “quality” program
                       school hubs                                 •CAN website resources                      •Increase in # of programs
through                                                                                                                                                     Communities,
                       •Utilize website to share                   •Online database of                         utilizing quality standards
ATAC                                                                                                                                                        families, and
                       knowledge and foster                        developmentally appropriate after           •Increased coordination amongst
                       communication                               school curriculum                           after school providers with                  youth value are
                       •Develop menu of After school               •# of cross-site and cross-                 particular respect to resource               actively
                       quality standards                           community learning opportunities            development and professional                 engaged in the
                                                                                                               development                                  positive youth
                                                                                                                                                            development of
                                                                                                                                                            all Colorado’s
                                                                     Contextual Factors                                                                     youth

    Purpose and function of after school programs are not well understood      Minimal dedicated funding at state and local level  Minimal statewide system to connect and
     mobilize constituents    General public supports after school programs     After school programs have multiple youth, family, and community impacts      After school
                                                                has a strong grassroots constituency to mobilize

   Increasing local and state funding
     Legislation
     Member   advocacy
 City partnerships
 Local and statewide data collection

   Coalition-building and partnership development
   Website: calendar, funding opportunities,
    curriculum database, membership search, best
    practices resources
   Regional Learning Circles ~ networking,
    professional development
   Online Professional Development
              Contact Information
Phillip Chung, Project Director
303-837-8466 x122

Jennifer Jones, Resource Coordinator
303-837-8466 x131

Colorado AfterSchool Network
c/o Colorado Foundation for Families and Children
303 E. 17th Ave., Suite 400
Denver, CO 80203
Fax: 303-837-8496
   1America  After 3pm, Afterschool Alliance (2004)
   2Education: The State we’re in, Center for American Progress, Renewing Out
    Schools, Securing Our Future: National Task Force on Public Education (2005)
   3America After 3pm, Afterschool Alliance (2004)

   4Ibid.

   5America's After-School Choice: The Prime Time for Juvenile Crime, or Youth
    Enrichment and Achievement, Fight Crime: Invest in Kids (1999)
   6Adolescent Time Use, Risky Behavior and Outcomes: An Analysis of National
    Data, U.S. Dept. of Health and Human Services (1995)
   721st Century Community Learning Centers: Providing Quality Afterschool
    Learning Opportunities for America's Families, U.S. Department of Education
   8After-school Initiative Evaluation, The Colorado Trust (2005)

   9America's After-School Choice: The Prime Time for Juvenile Crime, or Youth
    Enrichment and Achievement, Fight Crime: Invest in Kids (1999)
   10The Costs and Benefits of Afterschool Programs: The Estimated Effects of the
    After school and Education Safety Program Act of 2002, Rose Institute of State
    and Local Government at Claremont McKenna College (2002)
   11America After 3pm, Afterschool Alliance (2004)

   122003 National Voters Poll, Afterschool Alliance (2003)

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