The 21st Century Community Learning Centers (21stCCLCs) program is the only federal funding source dedicated exclusively to after-school programs. It supports comprehensive after-school programs that provide academic enrichment activities, family literacy services and other services designed to reinforce and complement traditional day-school learning for kids who attend high-poverty, low-performing schools. Each state receives funds based on its share of Title I funding for low-income students.
The U.S. Department of Education is proposing changes to this major federal funding stream for after-school programs. In March 2010, TASC issued the following statement regarding 21stCCLCs as Congress considers re-authorizing the Elementary and Secondary Education Act.
The After-School Corporation (TASC) is dedicated to giving all students opportunities to grow through after-school and summer programs that support, educate and inspire them. TASC's vision is that kids from all backgrounds will have access to the range of high quality activities beyond the school day that every family wants for their children: experiences that support their intellectual, creative and healthy development and help them to be their best, in and out of school.
The President’s budget for the upcoming fiscal year and the US Department of Education’s Blueprint for Reform both describe the need to rethink learning, reforming our education system to “support families, communities, and schools working in partnership to deliver services and supports that address the full range of student needs” (Blueprint, p.1). TASC strongly supports this focus on stronger community partnerships to achieve greater outcomes for kids, and believes the following is necessary to realize this vision:
Ensure that 21st Century Community Learning Center (21stCCLC) funding continues to support a variety of academically enriching, engaging, hand-on learning opportunities delivered by community organizations based on community needs and interests.
21stCCLC currently supports nearly 10,000 after-school and summer programs for 1.5 million children and youth throughout the country. These programs provide students in low-income communities with access to a wide range of learning opportunities, from hands-on science to drug and violence prevention programs, counseling and mentoring programs, art, music, and recreation. After-school programs are a lifeline for working families, inspiring learning during the hours when parents are at work and children and youth are most likely to engage in risky behavior.
The locally-driven and flexible nature of today’s after-school and summer programs has allowed communities to innovate in teaching and learning. For example, TASC has recently launched an initiative called Expanded Learning Time/New York City that builds on the strengths of after-school and 21stCCLC. Innovations of this kind, made possible by 21stCCLC, can help ensure that school reform models are successful.
Ensure that both school districts and non-profits, including intermediaries, are eligible to be the lead applicant so that low-income students in every community – rural, urban, or suburban – have opportunities to attend programs tailored to their needs.
Community organizations play a critical role in successful 21st CCLC programs. In many states, including New York, non-profits, in partnership with schools, compete directly for funds and have demonstrated their success as responsible managers of these funds.
Make evidence of strong partnerships between schools and community organizations a priority criterion for funding.
Collaboration between schools and communities is key to ensuring that the programs are responsive to the needs of the whole student and their families.
Maintain the existing federal-to-state formula program and the state infrastructure that supports quality through professional development, technical assistance and accountability systems.
Over the past 12 years, states, with support from the private sector, have established systems to monitor and support 21st CCLC programs. New York, for example, has developed a competitive process that articulates a strong standard for quality programs that are aligned with the state’s educational priorities. Moving to a national competition would disrupt innovation and limit state solutions.
Increase funding to meet demand.
Demand is high all over the country and for every age group. More than 15 million children are unsupervised after-school each day. The hours between 3 and 6 p.m. are peak hours for juvenile crime and experimentation with drugs, alcohol, cigarettes and sex. With additional resources, these hours can instead be a time for students to acquire new skills, develop relationships with caring adults and prepare for a future role in the competitive global economy.
Increase accountability for measurable program achievements.
Research has both demonstrated that high-quality after-school programs improve student achievement (attendance, grade promotion, attitude toward school and graduation rates) and identified key elements of high-quality programs. Measures should be implemented to ensure that these elements are factored into funding decisions. High-quality after-school and summer programs provide a strong foundation for reimagining the school day and year, such as positive models of expanded learning.
March, 2010
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