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Federal Support for Communities
(DOJ Concept Paper)
A. Goals
There are (at least) five ways we can enhance the way the federal government assists and
supports communities:
I)
Improve the information which the federal government has about its own support for
communities to facilitate collaborative efforts.
2)
Improve the information which communities have about federal support for
communities to facilitate better access to that support by communities.
3)
Assist communities in their efforts to develop comprehensive strategies for attacking
local problems which maximize the federal support available to them.
4)
Institutionalize a "place" in the federal government responsible for:
a)
maintaining and distributing information about federal support for
communities, and
b)
developing and coordinating the implementation of collaborative
efforts by two or more agencies, and
c)
assisting communities with comprehensive strategic planning.
5)
Engage in more multi-agency collaborative efforts which accomplish objectives not
realizable by one agency acting alone.
B. Information
There are (at least) two ways in which information about federal support for communities can
be organized and distributed to enhance the above-stated goals:
1)
Organize information by function.
In general, information about assistance available to communities from the federal
government is organized according to the agency providing that assistance. While some
division of responsibilities among agencies is, of course, necessary, communities may not be
able to effectively "guess" which agencies might provide which kinds of assistance. This is
especially so when several agencies provide similar or identical types of assistance.
Also, federal policy planners would be better able to avoid inefficient redundancies and
identify opportunities for inter-agency collaboration with greater knowledge about the types of
assistance provided by their sister agencies. There needs to be a collection and distribution.
mechanism for information about federal support for communities which is organized
functionally.
2)
Organize information by geography.
In general, neither communities non federal policy planners are able to easily obtain
information about all of the different types and amounts of federal support which are going to
a given community. This interferes with both the community's and the federal government's
ability to develop and implement a strategic plan which makes best use of available resources
(local, state and federal resources). There needs to be a collection and distribution
mechanism for information about federal support for communities which is organized
geographically.
C. Strategic planning assistance for communities
At a recent presentation to state government officials, Vice President Gore noted that in recent
years we have moved to a new plane in our efforts to solve social problems. He noted that until
recently, federal efforts were aimed at finding "the" program which would solve a certain type of
problem or meet a certain need. But the Vice President then went on to note that we have come to
better understand the interconnected nature of many societal problems and are more cognizant of the
fact that if we attack one problem but leave others unattended, we make little progress. Children can
not learn in classrooms when they feel unsafe. Public safety is little solace to those who are not
healthy. Good jobs may go unfilled if there is there's no way for people to get to them. While many
communities understand this phenomenon at least as well as do federal bureaucrats and have planning
processes which reflect it, others could use assistance in developing more thoughtful comprehensive
local plans.
In addition, even those communities which are working to develop comprehensive strategies
for dealing with community needs often need assistance in determining which approach to a specific
problem may be the most promising. The federal government's collective knowledge about
experiments which have been tried in communities throughout the country is valuable information
that could substantially assist local policy planners. The federal government would provide a valuable
service to communities by providing those who want it with assistance in developing comprehensive
community plans which take advantage of the information the federal government has obtained from
other communities about "what works."
D. Responsibility for inter-agency federal support for communities
The proposed federal activities described in this paper will not occur unless we institutionalize
a "place" responsible for the types of information gathering and distribution, the strategic planning
assistance, and the program planning and implementation discussed in this paper. Such an "office"
would need the ability to act on behalf of, and call upon the assistance of, the entire Administration.
2
Unfortunately, experience show that when such an effort is housed within one agency of the
Administration, the effort is soon seen as an initiative of that agency, rather than an initiative of the
Administration, and the effort soon loses the ability to effectively call upon other agencies for assistance
and participation in its efforts. Accordingly, it is essential that such an "office" be somehow part of the
Executive Office of the President.
This function could be placed within the DPC, Cabinet Affairs, OMB, or myriad other places.
No matter where it is placed, it will only work if there is genuine Administration and multi-agency
support for its mission and if it is reasonably well staffed. Manifestations of that support by cabinet
agencies could come in the form of contributions of staff to such an entity, the identification of
discretionary grant funds which the entity could help administer, and the contribution of operating
costs for such an entity.
E. Programs
There are (at least) two types of inter-agency programs which accomplish more than can be
accomplished with the efforts of a single agency:
I) Narrow, nationally implemented objectives
There are a wide-range of local offices and local personnel of the federal government
deployed to accomplish important core objectives of their agencies. It seems as though
certain limited, shared objectives of the entire administration could become part of the mission
of those local faces of the federal government. Two examples of such efforts discussed at the
meeting which appear to merit further effort are:
a) All eligible children signed up for Medicaid
Secretary Shalala noted at the meeting that there are millions of children in the
country who are eligible for Medicaid but who are not signed up. The commitment of
local HHS personnel could be substantially enhanced with efforts by local HUD, Ag,
DOJ, VA, and other local federal personnel. All of these local federal personnel come
in contact with families which may have children eligible for Medicaid who are not
signed up.
b) Connect high unemployment with nearby labor shortage areas
Secretary Herman indicated that research efforts can identify communities in
close proximity to each other which have the mirror image problems of high
unemployment and a labor shortage. She indicated that with the identification of such
locations, the strategic deployment of local transportation resources and job training
programs could solve important problems for each community in these pairings.
- 3
The Justice Department supports each of these multi-agency program ideals and encourages
the pursuit of their implementation.
2) Highly localized comprehensive objectives
Comprehensive localized planning appears to be most effective when there is an
organizing principle around which the strategy is being developed. Two proposed
comprehensive local efforts which would require support from a range of cabinet agencies
are:
a) Unique problems of a border community
There are housing, employment, public safety, education, and various other
problems which border communities have that other communities do not. One or
two interested border communities could be selected as laboratories for a multi-
agency federal governmental initiative to comprehensively attack the problems
uniquely faced by border communities. (A similar notion would be to apply this
approach to the unique problems of those on Tribal Reservations.)
b) Birth to job - a community plan
This multi-agency effort would involve the development of, in one or two
interested communities, a comprehensive strategy to get a child from birth to first job
with the health, education, and safety we believe appropriate. A sub-part of such an
effort might be the kind of multi-agency effort already under discussion to deal with the
problems associated with children exposed to violence.
F. Summary
The Attomey General hopes that we can continue to work towards increased multi-agency,
collaborative work which will improve the efficiency and quality of support which the federal
government provides to communities. While the selection of specific projects for such efforts is
certainly to be encouraged, the Department of Justice also hopes that serious consideration can be
given to institutionalizing a mechanism not only for collaborating on programs, but also for the
information sharing and specialized assistance functions Which the agencies of the federal government
currently provide, in most cases, individually.
4
/ M children in poorest districts
DRAFT - 9/17/97
EXTENDED-TIME LEARNING CENTERS
Proposal for the School-age Child Care Initiative
Program summary:
The Department of Education (ED) is considering a proposal to provide $400 million in seed money to
establish or expand up to 10,000 extended learning centers serving approximately one million children
during out-of-school hours in the first year. At a maximum of $50,000 per center, this program will
enable almost half of the 20,000 highest-needs schools and communities in the country (those with 50
school
percent or more of their children qualifying for free and reduced lunch) to establish high-quality out-of-
school time learning centers or to expand existing centers to serve more children. An estimated 1/3 of
these schools would be expanding existing centers. Centers, operated by schools in partnership with
community organizations and available to all school-age children in the community, will offer a range
of services including enhanced learning opportunities, growth and development activities, and
recreational programs in safe, drug-free environments.
Schools and communities would have the flexibility to select delivery approaches consistent with local
conditions and needs, while facilitating a strong link between the extended learning program and the
instructional services schools provide during the regular school day. Having school districts serve as
grantees maximizes opportunities for stretching dollars through coordination with other Federal
education funds, such as Title I, which encourage extended learning opportunities. Five-year funding
ensures that centers will be stable enough to attract qualified staff and to build community and business
support that will lead to self-sufficiency by the end of the grant period.
The proposal would enhance ED's ongoing efforts to address student and parental needs for safe,
constructive after school learning environments including: (1) publication and dissemination with the
Partnership for Family Involvement in Education of "Keeping Schools Open as Community Learning
Centers: Extending Learning in a Safe, Drug-Free Environment Before and After School;" (2) a FY 98
budget request of $50 million for after-school learning centers through the 21st Century Community
Learning Centers authority; and (3) the Wellesley College Institute for Out-of-School Time staff
training and evaluation guides. Additionally, to help expand the potential impact beyond those
receiving funds, the proposal envisions a technical assistance/dissemination effort involving such
entities as the Partnership for Family Involvement in Education and private foundations.
Why is this program important?
Research supports--and communities, families, and schools recognize--the need for increased
programs that fill the out-of-school time of this nation's children and youth. High-quality programs
are in short supply--70 percent of public schools do not have before- or after-school programs. Only
about 10 percent of public school children are enrolled in before- or after-school programs (1/3 of them
school-based and 2/3 of them community-based) and at least 5 million children are home without an
adult after school. And according to a report just issued by Fight Crime: Invest in Kids, and supported
by FBI statistics, juvenile crime triples between the hours of 2 and 6 p.m. Research also shows that
good use of out-of-school time can be effective--teachers report that children in high-quality after-
school programs are more cooperative, handle conflict better, do more recreational reading, and get
better grades; principals report decreased vandalism in schools with after-school programs.
The proposal addresses the following barriers to participating in after school programs: (1) lack of
resources to offer an after-school program; (2) lack of access to after-school programs by parents and
students; (3) lack of programs that operate on a schedule generally compatible with parents' work
schedules; (4) transportation; and (5) lack of high quality programs with qualified staff.
How would the program operate, and who would be eligible?
ED would provide funds to State Education Agencies (SEAs) proportional to their share of ESEA
Title I (with a statutory minimum). SEAs would make subgrants to local educational agencies (LEAs).
Approximately 4,300 districts--collectively serving 36 percent (updated estimate) of the nation's
children--would be eligible to participate; within districts, preference would be given to establish or
expand centers serving high-needs neighborhoods.
What requirements must school districts meet?
Local districts would be required to match federal funds at least one-to-one¹, although SEAs can issue
wtan't
waivers to this requirement in exceptional circumstances. Matching funds can come from a variety of
have to
sources including sliding fees, other federal funds, in-kind contributions, local district funds, donations
in
from businesses or the community, or foundation support. School districts must also provide
chool
assurances that centers will be inclusive and located in safe and drug-free environments. Each local
partnership would determine the organizational structure that bests meets local needs.
Wid
have
req
that
How may grant funds be used?
need
they
Grant funds may be used to for a variety of purposes necessary to help establish new programs or to
enhance or expand existing programs, such as supporting a coordinator; supporting qualified
instructional and enrichment staff and providing professional development opportunities as
program
appropriate; providing transportation; and purchasing materials and equipment. In operating programs,
already
grantees must include children with disabilities and other special needs; and coordinate and leverage
in
place
existing services and develop other resources.
What types of services should programs provide?
Programs must offer both enhanced learning opportunities as well as recreational activities. Programs
may include: academic enrichment or advanced work in science, mathematics and literature;
opportunities for children who need extra academic help, such as assistance by trained staff with
homework or in improving performance in reading and mathematics; programs in music, dance, drama
and the arts; opportunities to use computers and telecommunications technology not generally
available to participating children at home; enjoyable age-appropriate recreational activities; activities
designed to enhance social and communication skills, such as conflict resolution training or
community service learning; organized games such as teams and individual sports; and programs for
children's safety, counseling and nutrition. A minimum program would operate 3 hours a day, 5 days a
week, 35 weeks a year--but many will include summer activities.
Under this model, the number of centers would remain relatively constant; after five years,
most of the centers would become self-sufficient and the program could either begin funding a
new cohort of centers or end. Under an alternative model, matching funds would have to
increase in the third year and beyond. This would free up funds to start new centers but may also
undermine--in the centers already funded--the stability necessary to develop community and
business support leading to self-sufficiency.
Extended-Time Learning Centers - page 3
Examples of Model Programs
A school administered program utilizing regular school staff (Murfreesboro, TN): All staff
work on flex-time scheduling; volunteers and college students monitor lunch and recess, so that
the school's regular teaching staff is available to teach afternoon academic and enrichment
classes. The school partners with local youth sports leagues, and brings in outside professionals
to offer lessons in art, music, martial arts, etc., at cost. The program also charges minimal fees
(sliding scale, with a maximum of $1.25 per hour) to offset some costs.
A program administered by an outside organization (The Virtual Y, NY): Operated by the
YMCA, these programs have an established curriculum with education, character building, and
health components. Programs are staffed by a program coordinator ($15 per hour) and five
staff members ($8 per hour). Educational activities focus on literacy and homework assistance.
Prior to beginning operation, programs conduct a community needs assessment and acquire
written buy-in from all stakeholders (i.e., the PTA, teachers and principal, etc.).
A partnership between a school and an outside organization (Washington Heights, IS 218,
NY): A partnership between the Children's Aid Society, the Boys and Girls Clubs of America,
the New York City Board of Education, and the school district, the program is designed to turn
the school into a community center, providing children and other members of the community
with educational and enrichment activities, as well as the services of the school's social service
agency partners, all at the same site.
SEP. 16.1997 11:11AM
NO.965
P.1/3
DEPARTMENT OF
FAX COVER SHEET
UNITED STATES DEPARTMENT OF EDUCATION
UNITED STATES OF AMERICA
OFFICE OF ELEMENTARY AND SECONDARY EDUCATION
COMPENSATORY EDUCATION PROGRAMS.
TITLE I
DATE:
9-16-97
TO FAX NO: 456-9412
Nicole RabNer
ATTENTION: Jen Kkein
DIVISION:
FROM:
Susan withelm.
DIVISION:
FAX:
(202) 260-7764
Number of pages including cover sheet: 3
Message
Draft - as promised- Could one at you
please call me today , f f atan possible
to let me know what the NEA said
when they met with you. Thanks
U.S. DEPARTMENT OF EDUCATION
TELEPHONE : (202) 260-0826
COMPENSATORY EDUCATON
PROGRAMS
600 INDEPENDENCE AVENUE, SW
(4400 - PORTALS)
WASHINGTON. DC 20202-6132
260-0984
SEP.16.1997 11:11AM
NO.965
P.2/3
Issues
In school,
Quality ?
Under Revision
DRAFT - 9/16/97
EXTENDED-TIME LEARNING CENTERS
Proposal for the School-age Child Care Initiative
Program summary:
The Department of Education (ED) is considering proposing to provide $400 million in seed money to
to establish or expand up to 10,000 expanded learning centers serving approximatley 1 million children
during out-of-school hours in the first year. This program will enable almost half of the 20,000
highest-needs schools and communities in the country (those with 50 percent or more of their children
qualifying for free and reduced lunch) to establish high-quality out-of-school time learning centers or
to expand existing centers to serve more children. Centers, available to all school-age children in the
community, will offer a range of services including enhanced learning opportunities, growth and
development activities, and recreational programs in safe, drug-free environments. Five-year funding
will ensure that centers will be stable enough to attract qualified staff and to build community and
business support that will lead to self-sufficiency by the end of the grant period.
Local school districts are the best organizations upon which to build this program: they are familiar
with acting as fiscal agents on behalf of participating schools and children; with applicable federal civil
rights, accessibility and other statutes; with the educational and developmental needs of the local
children; and with the needs of parents. Schools--often under-utilized as community resources--can
make excellent sites for extended learning centers, especially when these programs are designed in
concert with community organizations.
Why is this program important?
Research supports-and communities, families, and schools recognize--the need for increased
programs that fill the out-of-school time of this nation's children and youth. High-quality programs
are in short supply--seventy percent of public schools do not have before- or after-school programs.
Only about 10 percent of public school children are enrolled in before- or after-school programs (1/3 of
them school-based and 2/3 of them community-based) and at least 5 million children are home without
an adult after school. And according to a report just issued by Fight Crime: Invest in Kids, and
supported by FBI statistics, juvenile crime triples between the hours of 2 and 6 p.m. Research also
shows that good use of out-of-school time can be effective--teachers report that children in high-quality
after-school programs are more cooperative, handle conflict better, do more recreational reading, and
get better grades; principals report decreased vandalism in schools with after-school programs.
How would the program operate, and who would be eligible?
Under this program, the Department will provide funds to State Education Agencies (SEAs)
proportional to their share of ESEA Title I (with a statutory minimum). Approximately 4,300 districts-
-collectively serving over 1/3 of the nation's children--would be eligible to participate; within these
districts, preference would be given to establish or expand centers serving high-needs neighborhoods.
SEP. 16. 1997 11:12AM
NO.965
P.3/3
Extended-Time Learning Centers - page 2
What requirements must school districts meet?
Local districts would be required to match federal funds at least one-to-one¹, although SEAs can issue
waivers to this requirement in exceptional circumstances. Matching funds can come from a variety of
sources including sliding fees, other federal funds, in-kind contributions, local district funds, donations
from businesses or the community, or foundation support. School districts must also provide
assurances that centers will be inclusive, located in safe and drug-free environments, and maintain
current levels of effort as appropriate.
How may grant funds be used?
Grant funds will be used to help establish new programs or to enhance or expand existing programs.
Funds may be used to: support a coordinator; convene key partners to develop the infrastructure
necessary to support high quality, affordable extended learning time programs and to gain public
support; support qualified instructional and enrichment staff and provide professional development
opportunities as appropriate; provide transportation; and purchase materials and equipment. In
operating programs, grantees must include children with disabilities and other special needs; and
coordinate and leverage existing services and develop other resources.
What types of services should programs provide?
Programs must offer both enhanced learning opportunities as well as recreational activities. Programs
1
may include: academic enrichment or advanced work in science, mathematics and literature;
opportunities for children who need extra academic help, such as assistance by trained staff with
homework or in improving performance in reading and mathematics; programs in music, dance, drama
and the arts; opportunities to use computers and telecommunications technology not generally
available to participating children at home; enjoyable recreational activities appropriate to the ages or
participating children; activities designed to enhance social and communication skills, such as conflict
resolution training or community service learning; organized games such as teams and individual
sports; and programs for children's safety, counseling and nutrition. A minimum program would
operate 3 hours a day, 5 days a week, 35 weeks a year--but many will include summer activities as
well.
What is the Federal role in administering this program?
ED will seek other partners, such as major foundations, to provide additional funding for technical
assistance and training to the States. ED will coordinate research, development, demonstration,
dissemination, evaluation and technical assistance activities with the Department of Health and Human
Services and with other national organizations that focus on school-age programs.
1
Under this model, the number of centers would remain relatively constant; after five years,
most of the centers would become self-sufficient and the program could either begin funding a
new cohort of centers or end. Under an alternative model, matching funds would have to
increase in the third year and beyond. This would free up funds to start new centers but may also
undermine-in the centers already funded--the stability necessary to develop community and
business support leading to self-sufficiency.
DRAFT/8-18-97
OVERVIEW
Need for After-School Programs
There is a tremendous need for extended-learning opportunities in the United States today.
Limited participation.
In 1991, according to the Bureau of the Census, there were 36.7 million
children between the ages of 5 and 14 (K through grade 8) living in the U.S.
Approximately 24 million of these K through grade 8 school-age children
required child care. -parents in workforce or looking for job
However, only about 1.7 million children of these children in grades K through
grade 8 were enrolled in 49,500 formal before- and after-school programs.
Especially limited participation in schoolbased programs.
In 1993-94, according to the National Center for Education Statistics, only
974,348 children in public elementary and combined schools (grades K up to 8)
were enrolled in 18,111 before- or after-school programs in public schools.
Just 3.4 percent of all public elementary and combined school students (grades
K up to 8) were enrolled in before- or after-school programs in public schools.
Seventy percent of all public elementary and combined schools (grades K up to
8) did not offer before- or after-school programs.
Latch-key child problem.
Estimates of the number of kids in self care (latch-key children) who are
unsupervised during non-school hours range from 2 million to 15 millior.
Experts estimate that about 5 million school-age children spend time without
adult supervision during a typical week. Because of self-reporting, however, it
is difficult to get a firm figure.
Barriers to Participation
The most frequent barriers to schools' participation in after-school programs include:
Lack of resources to offer an after-school program
Recruitment of a program administrator and staff to run a program
Unwillingness of the school district to open the building beyond the regular school day
Unwillingness of the principal to have his/her school used for a program
Unwillingness of teachers to have their classrooms used for after-school activities
Negotiations with custodial unions that stipulate building use fees
- biggest problem IS in NY, especially city
- need to pay user Fees
,
but not big problem outside of NY
DRAFT/8-18-97
The most frequently mentioned barrier to participation is the parents' inability to pay the tuition
and fees charged by programs.
Availability
Quality of activities
Parent fees
Poor conditions
Transportation
High staff turnover
Hours of the program
Components of Successful Extended Learning After-School Programs
Based on an examination of schoolbased, afterschool programs that have a focus on enrichment and
learning activities, the following components characterize these programs:
Coordination with the regular school day learning program
Student participation in learning activities
True linkages between after-school and regular school day personnel
Hiring of qualified staff
Low student-staff ratio
Involvement of parents
Program evaluation
Costs of Schoolbased After-School Programs
Estimated costs of schoolbased, after-school programs, (programs that are housed in a public school
either run by the school system, in collaboration with a communitybased organization, or by a
schoolbased organization) range in costs according to the types of services delivered.
Costs per student run between $2-2.50 an hour
Transportation costs run about $1.00 per trip.
DRAFT/8-18-97
The Need for After-School Programs
The need for increased opportunities for children to learn and develop in safe and drug-free
environments outside of regular school hours is clear. Without affordable, high-quality after-
school programs¹ available to parents who work, many children must care for themselves or be
supervised by older siblings which can entail excessive television watching and experimenting
in risky behaviors such as alcohol and drug use. In communities without libraries, many
children do not have access to books and other information resources or adults who can help
with challenging homework; as a result, some of these students may not learn the skills they
need to achieve their potential. These common sense notions are borne out in the research
that shows the importance of providing after-school opportunities for children:
Few opportunities exist for young people. While there has been a growth in the availability
of after-school care programs for children over the last 20 years, relatively few organized,
extended learning opportunities exist. And even when they do exist, a 1994 survey of parents
found that 56 percent think that many parents leave their children alone too much after school.
Limited participation. In 1991, according to the Bureau of the Census, there were
36.7 million children between the ages of 5 and 14 living in the U.S. Approximately
24 million of these school-age children required child care (U.S. Bureau of the Census,
1994). However, only about 1.7 million children from kindergarten through grade 8
were enrolled in 49,500 formal before- and after-school programs (Seppanen, 1993).
Especially limited participation in schoolbased programs. Extended learning
programs in schools are even more scarce, especially for older children and youth.
According to the National Center for Education Statistics (NCES), in 1993-94, only
974,348 children in public elementary and combined schools (just 3.4 percent of all
public elementary and combined school students) were enrolled in 18,111 before- or
after-school programs at public schools. Seventy percent of all public elementary and
combined schools did not offer before- or after-school programs (NCES, September
1996).
For the purposes of this paper, the definition used in the 1993 Study of Before and After
School Programs of "Before- and after-school programs" applies: Before and After-school programs
refer specifically to formally organized services for 5 to 13 year-olds that occur before and/or after
school during the academic year and all day when school is closed and parents are at work. These
programs include only school- or center-based programs that operate at least two hours a day, four
days per week. These programs augment the schoolday, and typically also the school calendar,
creating a second tier of services that provide supervision, enrichment, recreation, tutoring, and other
opportunities for school-age youth.
DRAFT/8-18-97
Latch-key child problem. Estimates of the number of kids in self care (latch-key
children) who are unsupervised during non-school hours range from 2 million to 15
million (Child Care Action Campaign, 1992; Children's Defense Fund, 1989; National
Commission on Working Women, 1989; U.S. Bureau of the Census, 1987). Experts
estimate that about 5 million school-age children spend time without adult supervision
during a typical week (School Age Child Care Project, 1997). Because of self-
reporting, however, it is difficult to get a firm figure.
Parents want more access to extended learning opportunities. Survey data clearly indicate
the demand for after-school programs:
Extent of parent demand for access. A 1997 survey of elementary and middle school
parents shows that 90 percent of parents have children that attend an after-school
program or would be willing to pay for an after-school program if it was offered to
them (National Opinion Research Corporation, 1997).
Extent of general public demand for access. By and large, the public favors keeping
school buildings open for use by schoolchildren (with adult supervision): 87 percent
after school; 67 percent on weekends; and 72 percent during vacations (Gallup, 1992).
Principal agreement. Principals have long seen a need for extended learning
programs; in a 1989 survey, 84 percent of school principals agreed that there is a need
for before- and after-school programs (Seligson, 1989). In 1993, the National
Association of Elementary Principals printed a book entitled, "Standards for Quality
School-Age Child Care."
Youth are at greatest risk of violence after the regular school day. According to the
Federal Bureau of Investigation, youth between the ages of 12 and 17 are most at risk of
committing violent acts and being victims between 3 p.m and 6 p.m. a time when they are
not in school at the end of the regular school day (FBI, 1993).
Child self-care risky. Children left to themselves or under the care of siblings after
school experience greater fear of accidents and crimes and are more bored than children
in supervised care. They also are more likely to engage in risk-taking behaviors and
drug and alcohol use, and are more often the victims of accidents and abuse. Children
who spend more hours on their own and who began self-care at younger ages are at
increased risk (Miller and Marx, 1990).
Organized activities can counter unsafe behaviors and enhance learning. Children
under adult supervision in a formal program have demonstrated improved academic
achievement and better attitudes toward school than their peers in self- or sibling-care.
After-school and summer programs can offer the support and supervision children need
DRAFT/8-18-97
in order to learn and to resist the influences of unsafe or violent behaviors (Miller and
Marx, 1990).
Children in quality programs do better in school. Research indicates that program quality is
very important. Children in these programs are exposed to more learning opportunities, spend
more time in academic activities and enrichment, and spend less time watching TV. These
students have more positive interactions with staff when student to staff ratios are low, staff are
well-trained, and a wide variety of activities are offered. Students in quality programs may
have better peer relations and better grades and conduct in school than their peers in other care
arrangements (Posner and Vandell, 1994).
School-age programs of poor quality can harm children. When school-age programs
are well designed, they can raise achievement, but when they are low quality, with
poorly trained staff and few age-appropriate activities, participants may do worse in
school than children who are cared for by a parent or a sitter or even left alone
(Carnegie Corporation of New York, 1996).
Teachers and principals recognize the positive effects. The Cooperative Extension
Service found that in programs that had received their assistance, teachers reported that
the programs helped the children to become more cooperative, handle conflicts better,
develop an interest in recreational reading, and earn better grades. More than one-third
of the school principals stated that vandalism in the school decreased as a result of the
programs (Riley et al., 1994).
Youth need opportunities outside of the regular school day. Research clearly shows
that positive and sustained interactions with adults contribute to the overall development
of young people and their achievement in school. After-school activities allow
children and youth to explore and master activities (art, dance, music, sports) that can
contribute to their overall well-being and achievement (Clark, 1989).
Young people want opportunities outside the regular school day. In a recent survey,
young adolescents ages 10 to 15 were asked to identify what they wanted most during
their non-school hours. Their responses included safe parks and recreation centers,
exciting science museums, libraries with the latest books, videos, and records,
opportunities to go camping and participate in sports, long talks with trusting and
trustworthy adults who know a lot about the world and who like young people and
opportunities to learn new skills (Carnegie Council on Adolescent Development, 1992).
Parents rank high computer classes, art and music courses, and community
service as activities for after school programs. In a 1997 survey of parents who
indicated they enrolled or would like to enroll their child in an after-school program, 95
percent feel that their child would benefit from an after-school program that included
computer technology classes and 91 percent feel their child would benefit from arts,
DRAFT/8-18-97
music, and cultural after-school activities. Among middle school parents, 90 percent
favor after-school community service or volunteer opportunities for their children
(NORC, 1997).
DRAFT/8-18-97
Barriers to Participating in After-School Programs
The most frequent barriers to schools' participation in after-school programs include:
Lack of resources to offer an after-school program
Recruitment of a program administrator and staff to run a program
Unwillingness of the school district to open school buildings beyond the regular school
day
Unwillingness of the principal to have his/her school used for a program
Unwillingness of teachers to have their classrooms used for after-school activities
Negotiations with custodial unions that stipulate building use fees
The last barrier is particularly acute in the State of New York. Some union contracts stipulate
significant fees for the use of school buildings outside of regular school hours that make the
operating costs prohibitive. This is especially a problem for nonprofit organizations in New
York City when fees were established as part of the janitorial union contract in 1975, as well as
other New York cities (e.g., Buffalo). However, calls to several cities in other states do not
indicate a similar problem.
In addition, parents face barriers to their children's participation:
Access. Seventy percent of public elementary and combined (K-8) schools do not offer
before- or after-school programs. A mere 3.4 percent of all students in public elementary
and combined schools nationwide participate in before- and after-school programs in
their schools (NCES, September 1996).
Solutions: Organizations like the National Community Education
Association works with both individual schools and whole districts to
make available after-school programming in the public schools. In
addition, the Partnership for Family Involvement in Education, like many
organizations, has pledged as part of the Presidents' National Volunteer
Summit to work more vigorously in this area and create 500 new after
school program in 1997.
Parent fees. After-school activities for children may require fees which parents are
unable or unwilling to pay. Parent fees make up approximately 80 percent of the budget
of school-based programs (Seppanen et al., 1993). Waivers and scholarships are
available on a very limited basis. Programs in high poverty areas simply do not have
enough resource to serve the large numbers of children who wish to attend. Many good
programs have long waiting lists. In cases when parents cannot afford child care,
students may not participate because they are needed at home to care for younger
siblings.
DRAFT/8-18-97
Solutions. In 1991, almost 40 percent of public school programs offered
a sliding scale for parent fees based on parents' ability to pay (Seppanen,
1993). In addition, the federal Title I program can be used for after-school
programs, thus defraying fees. Finally, some programs like the Virtual Y
make their program free to families, raising the money in the community.
Transportation. The lack of safe and available transportation may prevent many of
these children from participating in before- and after-school programs. Many programs
do not provide transportation after the extended learning day. In addition, children who
attend school outside of their neighborhood, because of a desegregation plan, school
choice, or other reason, may not be able to participate unless provisions are made for
early and late buses. Finally, some districts charge bus fees to access after-school
transportation, which can inhibit participation among moderate and low income families.
Solutions. Based on the number of children participating in after-school
programs, some schools offer late buses as part of their regular bus fleet
runs. Where programs are offered in neighborhood schools, parents may
be readily able of pick up their children from the school. However, in
1991, 20 percent of parents asked for transportation as a component of the
after-school program their child was enrolled in when it was not offered
(Seppanen, 1993).
Hours of the program. Most programs operate according to the school calendar rather
than parents' work schedule, in which case parents must make alternative arrangements
for child care or leave children on their own.
Solutions. Programs like the Beacon Schools and IS 218 are open hours
beyond the regular 3 p.m. to 6 p.m. after-school program, operating until
midnight and 9 p.m., respectively.
Quality of activities. Parents and students may choose not to participate because of
unchallenging curriculums. Some programs may be perceived as merely providing
supervision, rather than enrichment and extended learning opportunities. Activities may
not address the needs of older students. Also, before- and after-school programs may not
coordinate with the regular school program to help students who are falling behind in a
particular subject and to reinforce what's happening in the classroom.
Solutions. Like programs operated at I.S. 218 in New York City and at
the Seattle Title I school program run by Bailey Gatzert Elementary
School, afterschool programs should be designed to coordinate with the
regular school day and offer challenging complementary activities.
Programs should have materials available to them and be aware of best
DRAFT/8-18-97
practices, perhaps employing the School Age Child Care Project standards
of excellence.
Poor conditions. Before- and after-school programs often have to make do with the
resources available. Almost one-third of programs report a difficulty sharing space in
schools and other facilities. Other common problems include a lack of activity space, no
room to expand, and insufficient storage.
Solutions. Real and honest communication must take place between staff
from the after-school program and the regular teaching force about the use
of classrooms and other facilities. This is the most commonly discussed
barrier among those groups that operate programs and communication is
the only way to resolve the situation.
High staff turnover. Before- and after-school programs suffer from a high staff turnover
rate due to low wages and lack of benefits. While some programs do not have this
problem, those that do experience a 60 percent turnover rate. This lack of continuity
affects the quality of the activities, of the program as a whole, and of the bonds created
between the children and staff.
Solutions. After-school programs need to be re-thought of as an
extension of the regular school day with many of the same personnel that
would be found during the regular school day, such as classroom
teachers, participating but at perhaps a lower ratio than the regular
school day. In the Murfreesboro, Tennessee program, this is
accomplished by staggering teacher starting times. In after-school care
situations, the quality of after-school staff is directly linked to the quality
of the program offered. Wages and benefits must be calculated as an
important part of the program. When teachers are used in extended
learning programs, some of this turnover associated with day care can be
resolved.
DRAFT/8-18-97
Necessary Components of An After-School Program
The most important part of any after-school program is that kids have a safe, learning
environment with adults who clearly care for them.
Common elements across extended learning programs in schools. When we examine
exemplary in-school programs that offer both enrichment and instructional activities
(community schools in Flint, Michigan; after-school programs in Murfreesboro, Tennessee,
I.S. 218 in New York City, and the soon-to-be implemented Virtual Y in New York City; the
21st Century Community Learning Centers) after-school, we find the following common
elements:
Coordination with the regular school day learning program. More than a latch key
after school program, the extended school day should dovetail with the classwork
engaged in throughout the day. This was also a major recommendation of the Carnegie
Corporation's report, Years of Promise: A Comprehensive Learning Strategy for
America's Children.
Student participation in learning activities. The atmosphere should be more relaxed
but it should be instructional allowing for hands-on projects, enrichment classes,
reading, math, mentoring, sports, computer lab, music, arts, community service, trips,
and even entrepreneurial workshops.
True linkages between after-school and regular school day personnel. Support of
and coordination with the school so that there is true partnering with the school and all
school personnel in an atmosphere of mutual respect with regard to the use of facilities
and materials, and the creation of a welcoming environment for parent, and community
volunteers.
Hiring of qualified staff. Programs should hire qualified staff, provide on-going
training for staff, and be willing to pay for that quality. Staff usually include a
program administrator, paraprofessionals, college students, and teachers. In some
cases of when teachers are part of the program, they participate on the basis of a
staggered school day where their day begins at 11 a.m. and ends at 6 p.m.
Low student-staff ratio. For true student enrichment, the student-staff ratio should be
low, especially when tutoring or mentoring activities are taking place.
Involvement of parents. Opportunities for parents to be part of the afterschool
program by offering orientation sessions, workshops, serve as volunteers, serve on a
DRAFT/8-18-97
parent advisory committee, and take part in classes that may be offered in computers or
English as a Second Language.
Program evaluation. From the beginning of a program, there should be a plan for
measuring success, based on the goals set for the program--including student
improvement in their regular school program. Both continuous improvement strategies
and outside evaluations by a local university or board of education should be employed.
Researchers have also begun to identify core elements of after-school care programs and
quality standards.
Characteristics of Quality After-School Programs as Assessed by the University of
Wisconsin. The University of Wisconsin-Madison is conducting a study of after-school
programs and assessing after-school care program quality. Programs being examined include
those operated by for-profit agencies, non-profit programs, and programs located in schools. The
University of Wisconsin study is assessing quality programs on the following components:
tone and quality of interactions between children and staff
caregiver skill
presence of age-appropriate programming and activities
level of child satisfaction
level of parent satisfaction
flexibility of programming and child choice of activities
regulatable characteristics such as staff-to-child ratios, levels of staff education, and space
available for activities.
Knowing the kind of program a child attends (e.g., for-profit or nonprofit) offers clues about the
quality of care provided. For example, children in for-profit programs generally have more
unoccupied time, spend more time watching television and videos, and spend more time not
interacting with anyone, when compared with children i ttending nonprofit programs. For-profit
programs also tend to offer fewer positive interactions between staff and children and offer fewer
programming alternatives, when compared to nonprofit programs. Parents of children attending
for profit programs report lower satisfaction with those programs, compared with nonprofit
programs located in schools and those operated by community centers.
Program quality also varies across elements that are potentially regulatable, such as program size
and caregiver education levels:
Size. Children in small programs (41-60 children) have more and more positive
interactions with caregivers and with other children.
DRAFT/8-18-97
Child-to-staff ratios. Larger child-to-staff ratios (greater than 13-1) are associated with
more time waiting in line and with caregivers showing poorer behavior management
skills.
Caregiver education. Higher levels of education are related to fewer negative
interactions between caregivers and children and greater parental satisfaction.
Caregiver experience. Caregivers with 25 to 36 months experience had better behavior
management skills and more positive regard for children compared to those with more or
less experience.
Core Components from the Carnegie Council on Adolescent Development. Whether an
after-school program is located in a neighborhood school or community facility, effective
programs identified by the Carnegie Foundation include the following key elements:
A research base and needs assessment.
A basic understanding of social relationships.
Involving parents.
Tailoring programs to community needs.
Capturing interest.
Providing food.
Setting clear rules.
Collaborating with local community organizations.
Being safe and accessible for all children.
Providing linkages to schools.
Standards for Quality After-School Care as developed by Wellesley College, Institute for
Out of School Time. Standards of quality for after-school care have been developed by the
Wellesley College School-Age Child Care Project (now the Institute for Out of School Time).
The National Association of Elementary School Principals were also involved in developing
these standards.
Human Relationships.
Indoor Environment.
Outdoor Environment.
Activities.
Safety, Health, and Nutrition.
Administration.
DRAFT/8-18-97
Costs of After-School Programs
Costs vary widely in implementing after-school extended learning programs. The major sources
of variation in the cost of extended-hours programs run by public schools are:
Salaries of program staff
Type and extent of services offered, including any materials
The number of children served in the program
These costs can vary widely depending on the level of staff expertise, the scope of the director's
responsibilities, and local custodial rates. Most programs pay for instructional staff, a part-time
director who receives a salary supplement, and custodial services. Materials costs vary
extensively, and can be minimal, or very substantial, depending on the activities a program
offers. Programs depend upon a variety of sources for their funding, including donations and
government and foundation grants based upon the services which they provide.
The costs below are for school-sponsored programs; programs sponsored by other organizations
appear to have somewhat lower costs, primarily due to using lower cost (non-school) personnel.
Hourly program cost per child: The costs of typical after-school programs vary significantly
depending to the scope of the program, the level of staff expertise, and the materials used in the
program.
Lower range costs. The lower range of the cost estimate assumes that program staff will
be supplemented by volunteers or low-level staff (college-students, etc.), and that
program activities will include academic and enrichment work, but will not require a
significant amount of new materials. Lower cost programs often center around providing
homework assistance, recreation, and provide art and enrichment activities which do not
require large expenditures for materials or professional staff (e.g. professional music
teachers).
Higher range. The higher range of the cost estimate assumes that programs will use
certified teaching personnel and more experienced staff to provide instruction, and a full-
time program director; program activities may include substantial amounts of enrichment
activities (e.g. art and music classes) as well as significant materials expenditures (e.g.
computer labs, art supplies). Higher costs programs are able to provide a wider range of
options for students, and usually include targeted academic assistance, enrichment
activities supervised by well trained staff (e.g. an art class taught by an art instructor), and
may feature computer labs or field trips.
DRAFT/8-18-97
Hourly program costs per student. Hourly program costs typically range between about two to
two and a half dollars per student (assuming three hours after school, five days each week, and
a ratio of 10-12 students per instructional staff member)
Estimated hourly cost per student:
$2.00 to $2.50
Yearly program costs per student. Per student yearly program costs range from $1,050 to
$1,575, (assuming three hours after school, five days per week, thirty-five weeks, ratio of 10-12
students per instructional staff member)
Estimated yearly cost per student:
$1,050 to $1,575
Yearly program cost. In a typical elementary school of 450 kids, yearly costs for after school
programs range from $157,500 for low-cost programs serving approximately a third of the
student body (i.e. 150 students) to $500,000 for higher-cost programs serving most of the student
body (i.e. almost all of the 450 students; note: assume that marginal costs per student should
decline with increased utilization).
Estimated total yearly program cost:
$157,000 to $500,000
Transportation costs. Many programs do not report paying any additional transportation costs;
programs which do provide extra transportation report paying about $1.00 per child, per trip
(assume $25 per hour for bus drivers, $1.00 per mile for bus use, gas, and maintenance, 30 miles
per day, 45-60 students per bus).
Estimated cost per student per trip:
$1.00
OVERVIEW
U.S. DEPARTMENT OF EDUCATION'S AFTER-SCHOOL ACTIVITIES
Title I. The 1992 reauthorized Title of the Elementary and Secondary Education Act (the
Improving America's Schools Act) includes strong language recommending use of effective
instructional strategies that "give primary consideration to providing extended learning time such
as extended school year, before-and after-school, and summer programs and opportunities." In
Spring 1996, 64 percent of principals in Title I schools reported using Title I funds for before or
after-school efforts. The Department produced Extending Learning Time for Disadvantaged
Students: An Idea Book in 1995.
21st Century Community Learning Centers. As part of the Improving America's Schools Act,
after-school programs were encouraged through 21st Century Community Learning Centers.
The Department is seeking $50 million from Congress to fund about 500 pilots in FY 1998. The
Senate has marked the appropriation at $1 million while the House fully funded the program at
the $50 million.
Partnership for Family Involvement in Education. The Community Sector of the Partnership
for Family Involvement in Education embraced bolstering after-school programs in the sign-on
pledge. They also helped write a guidebook on keeping schools open for extended learning.
Finally, the steering group of the Partnership voted to make after-school opportunities a
nationwide initiative of the Partnership.
Keeping Schools Open Guidebook. In May, 1997, the First Lady released Keeping Schools
Open as Community Learning Centers: Extending Learning in a Safe, Drug-free Environment
Before and After School. The Department of Education wrote the step-by-step guidebook on
how school facilities can be used for after-school programs with the National Community
Education Association, Policy Studies Associates, and the America Bar Association.
America Reads Challenge. The President announced the America Reads Challenge in Summer
1996 that focuses on bringing all third graders up to basic proficiency on national reading tests
through the use of volunteers working in before and after-school and summer programs. This
summer, 1.5 million elementary school children were tutored through the summer component of
the America Reads Challenge, READ*WRITE*NOW!
Summit Commitment. As part of the Presidents' Volunteer Summit, the Department pledged a
nationwide effort to develop 1,000 new after-school partnerships by December 1997 through the
21st Century Community Learning Centers program.
America Goes Back to School. A major thrust of this year's America Goes Back to School:
Answering the President's Call to Action has been on showcasing after-school programs. Every
interested citizen writing in for a kit receives examples of after-school programs.
Family Reunion VI Survey. As part of the Vice President's Family Reunion VI conference,
"Families and Learning," a survey sponsored by the U.S. Department of Education, the
Partnership for Family Involvement in Education, and GTE found that 82 percent of parents have
a child who attends an after-school program or would like their child to attend an after-school
program. Computer classes, art and music courses, and community service rank high as
activities for after-school programs (see attachment).
Training and Evaluation Guide. The Department is planning a follow-on document to
Keeping Schools Open that will focus on training for staff in after-school programs and how to
provide a continuous improvement model for extended learning programs' self evaluation.
Discussion are underway with the Institute for Out-of-School Time on the project.
Beyond the school day and the school year
(Percent of all parents who:)
All Parents
Elementary School
Middle School
Parents
Parents
Have a child in an after-school program
35
32
39
Pay fees for an after-school program
17
19
15
Are interested in free after-school programs
79
77
81
Would pay a fee for an after-school program
73
72
74
Have a child in a school-based summer
18
19
16
program
Paid for a school-based summer program
9
9
9
Are interested in a free school-based
70
68
72
summer program
Would pay a fee for a school-based summer
73
70
76
program
Parents express a strong demand for after-school programs: 82 percent of parents have a child who attends an
after-school program or would like their child to attend an after school program.
12
After-School Activities: What do parents want?
(Percent of parents with children in after-school programs or who would like their children to attend an after-school program reporting that
their child would benefit from:)
Parents Who Want
Elementary School
Middle School
or Use After-
Parents
Parents
School Programs
Computer technology classes
95
96
95
Arts, music and cultural programs
91
94
88
Supervised recreational activities
85
86
85
Community service or volunteer
83
76
90
opportunities
Basic skills enrichment or tutoring
73
71
75
Of these parents (who enroll or would like to enroll their child in an after-school program), 95 percent feel
that their child would benefit from an after-school program that included computer technology classes and 91
percent feel that their child
would benefit from arts,
music and cultural after-
school activities. Among
middle school parents, 90
percent favor after-school
community service or
volunteer opportunities for
their children.
Percent of parents favori
Arts
community
computer
recreation
Basic
service
skius
AUG 06 '97 01:32PM OFFICE OF DEPUTY SEC
P.1/5
OF EDUCTION
.
LAMITED STATES of AMERICA
Pauline Abernathy
Office of the Deputy Secretary
U.S. Department of Education
600 Independence Avenue, SW
Washington, DC 20202-0500
Phone (202) 401-1000
Fax (202) 401-9027
Jen klein + Nicole Rabner
TO:
FAX:
456-2878
PAGES (including cover page):
5
FROM:
Pauline Abernathy
RE:
Re White House Conternee.
1-page on ED's FY98 request for after -School funds
3-pages for swore of parents re afterselool
programming.
FYI.
AUG 06 '97 01:32PM OFFICE OF DEPUTY SEC
P.2/5
21st Century Community Learning Centers
After-school, Weekend and Summer Programs for Youth
What is the 21st Century Community Learning Center Program?
The 21st Century Community Learning Center program is authorized under Title X, Part I (21st Century
Community Learning Centers) of the Elementary and Secondary Education Act. The funds can be used to
expand the school's capacity to address the educational needs of its community after- school, weekends
and summers. The focus of this program will be to provide expanded learning opportunities for
participating children in a safe, drug-free and supervised environment.
Why do we need this program?
While some communities are already developing after-school programs, they are not wide-spread,
particularly in the public schools. In 1995, there were 23.5 million school-aged children with parents in the
workforce. But as recently as the 1993-94 school year, 70 percent of all public elementary and combined
schools did not have a before or after-school program. In rural areas, 82 percent of public schools did'not
have such programs. In addition, the majority of extended-day programs are aimed at kindergarten and
early elementary school students, and focus on supervised care rather than academic instruction. Among
seventh and eighth graders, less than 1% were enrolled in after-school programs. This program would
bring much-needed attention to the provision of supplementary learning activities and on activities
addressing the needs of adolescents and the problems of drug use, gang involvement and violence.
A 1994 survey of parents found that 56 percent think that children are left alone too much after school, and
a 1989 survey showed that 84 percent of school principals expressed a need for before- and after-school
programs. According to the Federal Bureau of Investigation, youth between the ages of 12 and 17 are
most at risk of committing violent acts and being victims between 3 p.m. and 6 p.m. a time when they
are not in school. Many children and youth can benefit from extra learning time after-school, summer and
weekends. A priority would be given to programs serving early adolescents and middle school age
children. The 21st Century Learning Center program meets this need by providing a safe place for
homework centers, intensive mentoring in basic skills, drug and violence prevention counseling, helping
middle school students to prepare to take college prep courses in high school, enrichment in the core
academic subjects as well as opportunities to participate in chorus, band and the arts, technology education
programs and services for children and youth with disabilities. Before and after-school and summer
programs can help kids stay on the right track.
How much funding has the President proposed?
The President has proposed $50 million in his FY 1998 budget to expand this program. It is estimated that
this amount will fund 500 to 1000 new after-school initiatives depending on the number of children served
and the services provided. FY98 House Cate Bill provides the full #50 million. The
Sumber Carte B.ll prov ids only #1 million.
Who is eligible to receive funding?
Schools or consortia of schools, but they must be in collaboration with other public and non-profit agencies
and organizations, local businesses, educational entities (such as vocational and adult education programs,
school-to-work programs, community colleges, and universities), and scientific/cultural, and other
community institutions. Grant recipients are funded for a period not to exceed three years.
How does this help improve communities and schools?
Keeping schools open after typical hours to become a Community Learning Center is a significant way to
help meet the increasing needs of our nation's children. By uniting parents, caregivers, principals,
teachers, and community groups in partnership, communities can assess and meet real student needs such
as addressing learning deficiencies and helping students excel in math and reading, maximize resources by
coordinating efforts, and gain the advantages of shared expertise and experience. Children, families, and
the whole community will benefit as children learn and grow in a safe, enriching environment.
/ pus
P.3/5
Rolinious
PARTNERSHIP
for Family
Involvement
in Education
The Study ef Opportunities for and Barriers to
Family Involvement in Education
PRELIMINARY RESULTS
A Survey Sponsored by the Partnership for Family Involvement in Education,
the U.S. Department of Education, and the GTE Foundation
AUG 06 '97 01:33PM OFFICE OF DEPUTY SEC
Conducted by the National Opinion Research Center at The University of Chicago
OF EDECATION
*
*
UNITED
AMERICA
STATES
of
P. P.4/5
Beyond the school day and the school year
(Percent of all parents who:)
All Parents
Elementary School
Middle School
Parents
Parents
Have a child in an after-school program
35
32
39
Pay fees for an after-school program
18
19
17
Are interested in free after-school programs
79
77
82
Would pay a fee for an after-school program
74
73
76
Have a child in a school-based summer
18
20
16
program
Paid for a school-based summer program
10
10
10
06 '97 01:33PM OFFICE OF DEPUTY SEC
Are interested in a free school-based
70
69
71
summer program
Would pay a fee for a school-based summer
74
71
77
program
Parents express a strong demand for after-school programs: 82 percent of parents have a child who attends an
after-school program or would like their child to attend an after school program.
12
P.5/5
After-School Activities: What do parents want?
(Percent of parents with children in after-school programs or who would like their children to attend an after-school program reporting that
their child would benefit from:)
Parents Who Want
Elementary School
Middle School
or Use After-
Parents
Parents
School Programs
Computer technology classes
96
96
96
Arts, music and cultural programs
92
94
89
Supervised recreational activities
86
86
86
Community service or volunteer
84
77
91
opportunities
Basic skills enrichment or tutoring
73
72
74
Of these parents (who enroll or would like to enroll their child in an after-school program), 96 percent feel
that their child would benefit from an after-school program that included computer technology classes and 92
AUG 01:33PM OFFICE OF DEPUTY SEC
percent feel that their child
would benefit from arts, music
and cultural after-school
After-School Activities
activities. Among middle
school parents, 91 percent
100
favor after-school community
service or volunteer
80
opportunities for their
Percent of parents favori
60
children.
40
20
0
Arts & Music
Volunteering
Computers
Recreation
Basic Skills
Activity
PERVIEW
THE CHILD CARE ENVIRONMENT
of early childhood experiences for school success;
IN THE UNITED STATES
and who recognize the role of child care in help-
ing families reach self-sufficiency and in helping
The child care and early education field is
employers develop and maintain a quality work
often described as a confusing patchwork of
force. This environment, in which millions of
separate systems. Families seek resources in
children spend part of their day, can be improved
both formal and informal settings. State and
by systemic linkages between child care and
federal funding for child care fluctuates.
health professionals.
Eligibility standards for subsidies change.
The child care system includes both private
WHY LINK HEALTH AND CHILD CARE?
and public child care providers; nonprofit and
There is a growing recognition among child
for-profit settings; center and home-based
care practitioners, policy makers, and funders
programs; and regulated and informal set-
that health and quality child care are inextri-
tings. The supply of child care is inadequate,
cably linked to each other. It may be clear to
and especially for infant care, before- and
many that:
after-school care, during non-traditional
hours, and for low-income families.
Child care settings are natural sites for the
delivery of immunizations, health screen-
Recent studies have pointed our the lack of
ings, nutrition programs, health consulta-
high quality child care lin the majority of state
tions and referral services
thigs
Child care regulators could improve and
#Gost, and Child Outcomes in Child
enforce health and safety standards and
Care Centers: Executive Summary Study
policies
conducted by University of Colorado at
Communities could provide support of pub-
Denver, University of California at Los
lic health services in child care settings
Angeles, University of North Carolina, and
In reality, such efforts are sporadic and are
Yale University, January, 1995,
often uncoordinated.
Kontos, S., C. Howes, M Shinn, and E,
Galinsky Quality in Family Child Care and
The health and child care connectioni must be
Relative Cares Teachers College Press,
nurtured and enhanced. The 1994, Carnegie
1994
Task Force on Meeting the Needs of Young
The National Child Care Stafting Study
Children concluded that most communities, do
Revistred, The National- Center: for the
not adequately support a healthy start for
Early Childhood Work Force, Washington,
young children. The task force calls for com-
DE 1993.
munity based family support programs that
assess. local needs, build on family strengths,
It is this fragmented, uncoordinated field
and develop linkages among services.
which has become the focus of attention for
policy makers who recognize the importance
6
The child care field is marked by uneven
WHAT IS CHILD CARE RESOURCE & REFERRAL?
program quality, a low-paid work force, an
average 40% staff turnover rate, and a need
Role
for both entry level and continuing staff
Child care resource and referral undertakes
training and education. As in health set-
many different activities in order to make
tings, child care staff need training in basic
child care work for families and communities.
hand washing, CPR, infectious disease
The great variety of CCR&R activities can be
prevention, and blood borne pathogens, in
grouped in one of the four general systemic
order to assure their own health and that of
areas:
the children they serve. Yet, child care is
(1) Supporting families in the most important
provided in incredibly diverse settings with
roles of nurturing their children and reconcil-
few channels for ongoing communication
ing the demands of work and family
with health professionals who could pro-
(2) Compiling, analyzing and sharing infor-
vide training and technical assistance.
mation with parents, child care providers and
communities
Child care is a natural environment for the
(3) Supporting individuals and programs that
promotion of health and safety. By the year
care for children
2000, 75% of women with children under 5
(4) Building connections in communities and
years of age will be employed - and their
states to create appropriate policies on family
children will be enrolled in some form of child
and children's issues and to generate addition-
care. Child care providers are an ideal net-
al resources for child care
work through which supportive services can
Child care resource and referral organizations
be delivered to families because of the fre-
have a unique perspective on child care and
quency with which families come into contact
family well-being and the needs of the com-
with their child care providers and the person-
munities they serve. CCR&Rs undertake a
al, trusting relationships built there.
critical supportive role in assuring basic health
and safety protections for children through
What is missing are systemic links among var-
their consumer education work with parents,
ious efforts to address health and child care
the training they conduct with child care
connections. Child care resource and referral
providers and their work on licensing and reg-
agencies (CCR&Rs) and statewide CCR&R
ulatory issues with child care providers, the
networks can provide those linkages. Some of
public, and policy makers.
them already do. CCR&Rs are at the hub of
the child care system. They assist parents in
History
their searches for child care, support child
Communities throughout the United States
care providers with training and technical
have created CCR&Rs to address their partic-
assistance, and work with state and local gov-
ular local child care needs.
ernments to coordinate child care initiatives
and programs. States and tribes could rely on
In some cases, CCR&R organizations
CCR&Rs to serve as the direct link between
emerged as communities responded to the
child care administrators, child care providers,
needs of parents who were seeking child care
parents and health care professionals.
and education services, but had no source of
local information. Parents were seeking help
in finding play groups, nursery schools, and
7
In 1986, the National Association of Child
Local CCR&R Profile
Care Resource and Referral Agencies
Organizational Structure:
(NACCRRA), a membership organization
Part of a larger non-profit organization
72%
was founded to coordinate and promote the
Freestanding CCR&R
28%
development of the field. The national
CCR&R Sources of Funding
organization is funded by membership fees,
CCR&R Agencies with Public Funding 74%
public contracts, and foundation support.
CCR&R Agencies with Private Funding 53%
NACCRRA operates out of a Washington
CCR&R Agencies with Fees for Service 58%
DC office, with a small, efficient staff, a
Source: 1994 Survey NACCRRA Counts
working board of directors, and many task
forces and work groups made up of
CCR&R leaders.
State CCR&R networks associations
While local CCR&R agencies make local
NACCRRA provides strategic leadership to
linkages, 32 statewide CCR&R networks
the field and:
have been organized to facilitate linkages
Conducts research
among CCR&R organizations and between
Develops training curricula for CCR&R
CCR&R and statewide entities. Eighteen of
Holds an annual public policy symposium
these state networks receive funding and have
Disseminates public policy information
staff to implement their goals. However,
Sponsors annual regional meetings.
whether they receive outside funding, or sup-
port their efforts through membership fees,
WHY IS CCR&R A NATURAL LINK BETWEEN
state networks all provide technical assistance
to strengthen and increase the capacity of local
HEALTH AND CHILD CARE?
CCR&Rs. (See Appendices for map of state
CCR&R networks)
A. CCR&Rs develop special relationships
with both parents and providers that can
Because of their statewide linkages, state
facilitate health linkages.
CCR&R networks have been approached by
In consultations with parents, CCR&R
state agencies to conduct special child care ini-
counselors explore child care and parenting
tiatives, such as child care market rate surveys,
concerns, document their child care needs,
statewide training projects, and statewide data
and gather valuable data. Parent consulta-
collection. Most state CCR&R networks
tions include consumer education, basic
review proposed state policies affecting child
health and safety issues, and indicators of
care, sharing their valuable insights into par-
quality in child care.
ents needs, provider needs, service gaps, and
the potential impact of policy decisions on
At the same time, CCR&Rs work with child
various populations.
care providers to support them and encourage
State networks which operate with staff and funding greatly improve the access of parents to refer-
ral and consultation services in the state. State networks have been an excellent vehicle for:
Special statewide projects
Consumer education
Data collection
Outreach to a wide range of child care
Needs assessment
providers.
9
them to provide good quality child care. They
C. CCR&R provides access for healthy child
offer a wide range of provider training at all
care initiatives.
levels, and also link providers to the training
Millions of children are in child care settings,
they need. In 1994, nearly 350,000 child care
where their parents have daily, intimate con-
providers received training and another
tact. CCR&R provides a point of access to
500,000 accessed professional assistance from
parents and child care providers to carry out
CCR&Rs.
health education, immunization projects, and
promotion of health and safety in diverse child
B. CCR&Rs work in communities to sup-
care settings.
port parents and help build partnerships that
work.
D. Throughout its history, CCR&R has
Conversations with parents, partnerships with
been a key resource in:
providers, rich data, and a commitment to
Linking parents to child care providers
community responsiveness give CCR&R
Expanding the supply of child care
agencies a unique perspective. CCR&R uses
Educating parents and the public about child
an "eagle's eye" view in developing reports to
care issues, and
the community, in providing leadership in
Advocating for systemic change, for more
community planning activities, and in public
child care funding, and for improved choic-
education efforts. Operationally, CCR&R
es for families.
agencies are developing new partnerships to
enrich community initiatives in health pro-
As CCR&R has matured, the field has
jects, literacy efforts, teen parenting, and other
expanded its focus to look at the comprehen-
services for families.
sive needs of children and families within the
child care context. CCR&R can provide link-
ages to health resources to:
CCR&R programs are community programs
based on the philosophy that healthy families
Help support the healthy development of
naturally seek support for parenting. They
young children in child care
view parents as primary decision-makers and
Increase access to preventative health ser-
problem solvers. Similar to family support
vices and safe physical environments for
programs, child care resource and referral ser-
children, and
vices provide information and counseling to
Meet the health and safety needs of children
help parents use community resources and
and child care providers.
become advocates for their families.
10
HE HEALTH CONNECTIONS PROJECT
Health Connections is a project of the
and provider education on health needs. This
National Association of Child Care Resource
information was enriched by data from the
and Referral Agencies (NACCRRA) under a
1994 NACCRRA Counts Survey. Some of
cooperative agreement with the National
the most interesting information came in the
Center for Health and Safety in Child Care at
form of descriptions of special projects in
the National Center for Education in
which CCR&R is a leader or active partner.
Maternal and Child Health. Health
Twenty-four percent of respondents lead
Connections is designed to document, analyze
health projects in their communities, and
and describe systemic linkages between health
another forty percent collaborates with other
and child care providers which exist through
agencies. The partners most often cited are
local CCR&Rs and statewide CCR&R net-
the county health department, the state health
works.
department and hospitals. (See appendices for
examples of CCR&R health projects.)
Health Connections Research
One-on-one interviews with child care
To meet its goals, the Health Connections
resource and referral programs that had
project conducted a series of inquiries:
best practice health-child care linkages
Focus groups of family child care and center-
(Fall 1995)
based providers on provider needs for
health linkages (Fall 1994)
Finally, state and community leaders met at
NACCRRA's 1996 Annual Policy
Collection of information on issues and bar-
Symposium in Washington, DC to make
riers from health and child care fields and
recommendations on how state health
other community leadership (Winter 1995)
administrators might work with CCR&R
agencies and networks to improve
Focus groups of child care resource and
health/child care connections and to pro-
referral programs on parent and provider
mote systemic linkages between the health
needs at seven regional NACCRRA con-
and child care communities. State leaders
ferences (Spring 1995)
reiterated the need for ongoing dialogue
and networking to develop strong state and
Comprehensive survey of CCR&R agencies
local health connections between CCR&R
(May 1995). Out of 421 surveys distributed,
and significant groups in the health field.
217 were completed and returned, for a near-
ly 52 percent response rate. A representative
sample of CCR&R organizations came back
from 43 states. The survey sought informa-
tion on the breadth and methods of parent
11
THURSDAY, SEPTEMBER 11, 1997
Richmond
Times Dispatch
More spending on after-school
programs proposed
THE ASSOCIATED PRESS
school day and the time parents re-
and "to provide balance to the legis-
turn home from work.
lation that may be voted on in the
WASHINGTON - Congress must
"It is better to prevent another
near future." the Justice Department
put more money into after-school
crime from occurring than to punish
said in a written statement.
crime prevention programs to head
the criminal after another victim is
Reno and leaders of the group.
off a juvenile crime wave expected
harmed," Reno said at a treatment
called Fight Crime: Invest in Kids.
during the next decade. Attorney
center for at-risk youth in Rockville,
have been critical of legislation
General Janet Reno said yesterday.
Md.
pending in Congress. saying it
She spoke as a private group re-
The study buttresses the Clinton
doesn't put enough emphasis on pre-
leased a study that found that most
administration's drive to keep after-
vention. The bills toughen federal
violent juvenile crime occurs from 2
school programs. such as sports.
laws dealing with juvenile crime and
to 8 p.m.. between the end of the
music and drama activities. intact
give states incentives to do likewise.
According to the study, half of all
said.
study's co-author and dean of North-
violent juvenile crime occurs from 2
About 11.4 percent of violent ju-
eastern University's College of
to 8 p.m. on school days. Two-thirds
venile crime occurs from 3 to 4 p.m.
Criminal Justice.
of all violent youth crime occurs
- a sharp increase from the 3.5 per-
The report is based on FBI fig.
from 2 to 11 p.m.
cent occurring from 1 to 2 p.m.
ures for eight states - Alabama,
In contrast. 21.5 percent happens
Crime begins to drop around 8 p.m.
Colorado. Iowa, Idaho. Illinois, North
from 11 p.m. to 7 a.m., when some
and makes another sharp dip after 11
Dakota, South Dakota and Utah -
communities have sought to impose
p.m.
compiled by the National Center on
curfews on teens.
The problem will only worsen be-
Juvenile Justice and the Office for
The most violent hour of the day
cause the number of U.S. teen-agers
Juvenile Justice and Delinquency
for juvenile offenders begins at 3
is expected to increase 17 percent
Prevention. Only school days were
p.m.. just is classes end. the report
by 2005. said James Alan Fox. the
counted.
V'olent juvenile crime
After school is crime time
A new study documents what time of day
I its mostly after school
children under 18 commit violent cnme on
school days. Some highlights:
11
.
7 g m.
7
a.m.
.
vated assaults occurs from 2
p.m.
2
p.m.
BY ANGIE CANNON
When kids
night Ridder Washington Bureau
p.m. to 8 p.m. It found that just
one-seventh occurs from 11 p.m. to
commit crime
15%
22%
WASHINGTON - Violent juve
7 am. when curfews typically are
Percent of violent
de crime on school days occurs
in effect.
juvenile crimes by
45%
much more frequently between ?
The report was released by
time period:
m. and 8 pm. than late at night.
Fight Crime: Invest In Kids. a
8 p.m. 11 p.m.
ays a report released Wednesday
youth advocacy group made up of
With violent juvenile crime ris.
police chiefs, prosecutors and
crime survivors.
By the hour
p.m.
ng, the Justice Department is pro-
noting the report in an attempt to
Ellen Halbert, a crime victim
Percent of violent juvenile cri es by hour:
ersuade the Republican-con
from Austin who serves on the
12%
rolled Congress to spend more
board of Fight Crime: Invest in
10%
w
P.m.
noney on after-school youth pro-
Kids. says she often wonders what
11.4%
rams. Several bills are pending
after-school programs existed for
8%
7 Congress and might be taken
the 18 year-old who raped. stabbed
6%
p this week.
and pounded her with a hammer
in the afternoons we used to
10 years ago.
4%
ave sports, drama and music. We
"I think a lot about this young
2%
ad violins. and now it's vio.
man." said Halbert, who served on
ence," said James Alan Fox. dean
the Texas Board of Criminal Jus-
0
7
8
9
101112
1
2
3
4
5
6
7
f Northeastern University's Col-
8
9
101112
1
2
3
4
5
6
tice. "I didn't think he was born to
a.m.
p.m.
a.m.
ege of Cruminal Justice in Boston
do this. If someone had been there
nd an author of the report.
to reach out a hand to him, I be-
SOURCES: Justice Dest., Rge Crime: in rede, National Center for Junerste Justice
The report also raises questions
lieve it would have changed his
bout the need for curfews, a pop
life
lar but controversial crime-con-
During the next few weeks, Con-
U.S. Sen. Jeff Sessions, R Aia.,
youths.
-ol measure.
gress will consider two measures
chairman of the Senate's youth
"Do all of these programs 1
Austin has a curfew for youths
that deal with juvenile crime. In
crime subcommittee, said Wed.
duce juvenile crime?" he aske
uring school hours (from 9 a.m.
one, President Clinton proposed
nesday that "that prevention is
"Before spending more money
) 2:30 p.m.) and a nighttime cur-
S63 million for after-school pro-
important, but throwing more
prevention we need to first take
ew that kicks in at 11:30 p.m. on
grams, but House and Senate leg.
money at these programs is not
close look at the programs CI
veekdays.
islators want to cut that. Another
necessarily the answer."
rently in place."
The report says that nearly half
Senate bill would spend $868 mil-
He said the federal government
f violent Juvenile crime - mur-
lion over five years on juvenile
already spends more than $4 bil.
This article includes material from the
ers, rapes, robberies and aggra-
Justice.
lion a year on programs for at-risk
American-Statesman staff.
THE ATLANTA
CONSTITUTION
THURSDAY
A6 Thursday, Sept. 11, 1997
NATION
The Atlanta Curnal / The Atlant: Constitution
Tracking
AFTER SCHOOL IS CRIMETIME
A new study documents what time of day
juvenile
children younger than 18 commit violent
crime on school days.
Percentage of violent
violence
juvenile crimes by hour:
12%
3 p.m:
10%
By Angie Cannon
11.4%.
8%
KNIGHT-RIDDER NEWSPAPERS
6%
Washington - Violent juve-
4%
nile crime on school days occurs
2%
much more frequently between 2
0
p.m. and 8 p.m. than late at night,
7
8
9
10
11
12
I
2
3
4
5
6
7
8
9
10
12
1
2
3
4
5
6
says a report released
a.m.
p.m.
am
Wednesday.
Sources: justice Dept., Fight Crime: Invest in Kids, National Center for juvenile justice
With violent juvenile crime ris-
Knight-Ridder Tribune
ing, the Justice Department is
promoting the report in an
attempt to persuade the
a popular but controversial
dinner time, rises slightly, then
Republican-controlled Congress
crime-control measure.
declines in the later evening as
to spend more money on after-
While the report says nearly
most parents want their children
school youth programs. Several
half of violent juvenile crimes -
home and in bed.
bills are pending in Congress and
murders, rapes, robberies and
Over the next few weeks, Con-
may be taken up this week.
aggravated assaults - occur
gress will consider two measures
"In the afternoons, we used to
between 2 p.m. and 8 p.m., it
dealing with juvenile crime. In
have sports, drama and music.
found that just one-seventh occur
one, President Clinton has pro-
We had violins, and now it's
between 11 p.m. and 7 a.m., when
posed $63 million for after-school
violence," said James Alan Fox,
curfews typically are in effect.
programs, but House and Senate
dean of Northeastern University's
The report was released by
lawmakers want to cut that.
College of Criminal Justice in
Fight Crime: Invest in Kids, a
Another Senate bill would
Boston and an author of the
youth-advocacy group made up of
spend $868 million over five
report.
police chiefs, prosecutors and
years on juvenile justice. But a
"We've closed down ball fields.
crime victims.
big chunk of that $500 million
We've closed down community
Violent juvenile crime triples
- would be a block grant under
centers. We have disinvested in
between 3 p.m. and 4 p.m., the
which after-school programs
childhood, and kids literally have
hour immediately after school,
would compete with juvenile
too much time to kill."
compared with the hour between
facilities, drug testing, juvenile
The report also raises ques-
1 p.m. and 2 p.m., when school is
records and truancy programs for
Tuesday. September 16. 1997
The Sacramento Bee
OPINION
After-school crime
Keeping kids busy can improve public safety
C
alifornia Middle School in Sacramento's
precious little for prevention.
Old Land Park neighborhood lets cut at
In California, a bill by Sacramento
J.m. A few blocks awav at McClarchy
Assemblywe an Deberab Ortiz to provide
1.gh School, students are dismissed at 3:17.
$3.5 million for after-school tutorial and recre-
Across town at Del Paso Heights Grant High
ational programs for grade schoolers was sent
ichool. the last class is finished at 2:40, while
to the governor's desk. Unfortunately, a sec-
it San Juan High School in Citrus Heights,
ond after-school bill by Berkeley
he Snal bell rings at 2:41.
Assemblywoman Dion Aroner, targeted for
Exactly when the last beil rings at schools
older kids, didn't make out of the Legislature
cross the country takes on greater signifi-
this year. although it remains in play for pos-
ance ID light of a new report that documents
sible funding next year. It's precisely at the
ngh rates of juvenile crime after school.
high school and middle school levels. when
according to the report released this week by
kids are too old for child care. yet not old
Fight Crime: Invest in Kids." a national
enough to resist some dangerous
rime prevention organization com-
teen peer pressure. that super-
used of police. prosecutors and crime
viced activities after school are
ictims. the hours immediately after
most needed.
chool but before parents come home
rom work are the most active and
T
he situation is made worse
by the rise in the number
angerous for juvenile criminals
of single-parent homes. Even
nc their victims.
where two parents are at
Uring FBI data from eight
home, these days buth often
tates. researchers found that
work. As schools have cut back
eak hours for violent juvenile
on traditional after-school pro-
rimes are between 3 p.m. and
grams - sports, music. art and
p.m. When plotted on a graph.
clubs - too many kids have been
olent juvenile cr.me can be
left without adult supervision.
cen in increase sharply just
Beyond more investment 5
fter 2 p.m., when most schools
after-school programs. another
it out. peaking at 3:30 and
obvious solution would be to
echining dramatically between
extend the school day or perhaps
30 and 6:30 - presumably just
Forey Pento
push back start times 50 lads
then mom and dad are getting home from
would be released later. Sadly. such adjust-
ork.
ments have been resisted in 3 country that
Strongly backed by Attorney General Janet
too ofter. conducts business so as to accommo-
eno. the Fight Crime organization has urged
date the convenience of adults. not the needs
ongress to invest more in after-school pro-
of children.
rams fcr kids. Both the House and the
The new report on after-school crime is a
enate budget committees have failed to pro-
reminder of an obvious truth: If aduits don't
ice adequate funds for alternatives to keep
make investments of time and money to guide
doiescents busy. A wrongheaded juvenile
children and occupy their energies. we will be
time bill set for debate in the U.S. Senate
forced to invest instead in police and prisons
rovides incentives for states to increase
:c lock them up. It's 3 p.m. grown-ups Do you
enalties when juveniles commit crimes but
know where the teenagers are?
Sep 18 97 07:05p
R. Joseph Barton
(757) 220-5581
p.2
1. The Columbus Dispatch, September 16, 1997, Tuesday, Pg. 7C, 457 words, LOCAL POLICE DISAGREE
WITH CURFEW REPORT, ErinMarie Medick, Dispatch Police Reporter
2. Sacramento Bee, September 16, 1997, METRO FINAL, EDITORIALS; Pg. B6, 542 words, AFTER-SCHOOL
CRIME
3. Milwaukee Journal Sentinel, September 13, 1997 Saturday, Final, Pg. 1, 594 words, The answer to youth violence
found at home, JOYCE EVANS
4. The Denver Post, September 12, 1997 Friday, 2D EDITION, Pg. B-06, 1181 words, EDITORIALS
5. Telegraph Herald (Dubuque, IA), September 12, 1997, Friday, 420 words, Dubuque juvenile crime staristics
follow study, Kathleen Sweeney
6. Anchorage Daily News, September 11, 1997, Thursday, FINAL EDITION, NATION, Pg. 1A, 568 words,
YOUTH CRIME PEAKS RIGHT AFTFR SCHOOL, Erik Tanouye; Hearst Newspapers, Washington
7. THE ARIZONA REPUBLIC, September 11, 1997 Thursday, Final Chaser, FRONT; Pg. A7, 280 words, 3-8
P.M. JUVENILE CRIME'S PRIME TIME, Scripps Howard, WASHINGTON
8. Austin American-Statesman, September 11, 1997, News; Pg. A4, 470 words, Violent juvenile crime hits mostly
after school, ANGIE CANNON
9. The Bulletin's Frontrunner, September 11, 1997, Thursday, WASHINGTON NEWS, 90 words. After-School
Crime Highlighted.
10. The Chattanooga Times, September 11, 1997, Thursday, National; Pg. A10, 554 words, After-school programs
urged, By Cassandra Burrell, The Associated Press
11. The Des Moines Register, September 11, 1997, Thursday, Main News, Pg.1, 449 words, Killing time - literally -
after school A new study says juvenile crune is at its worst in the afternoon, not late at night., Angie Cannon
12. The Florida Times-Union (Jacksonville. FL), September 11, 1997 Thursday, City Edition,
NATIONAL/INTERNATIONAL;, Pg. A-1, 874 words, 2 to 8 p.m juvenile crime time; Study backs push for after-
school funds, Knight-Tribune News Service
13. The Fresno Bee, September 11, 1997 Thursday, HOME EDITION, Pg. F11, 524 words, Most teen crimes occur
after school during idlehours; Report to attorney general tracked juvenile violence in eight states., Muriel Dobbin, Bee
Washington Bureau, WASHINGTON
14. The Herald-Sun (Durham, N.C.), September 11, 1997, Thursday, Front; Pg. Al;, 1622 words, The News in
Brief
15. Milwaukee Journal Sentinel, September 11, 1997 Thursday, Metro, Pg. 1, 782 words, Report highlights after-
school crime Group finds much youth violence occurs by early evening, not late at night, JESSE GARZA, Jamaal
Abdul-Alim and the Scripps-Howard news service contributed to this report 16. Milwaukee Journal Sentinel,
September 11, 1997 Thursday, Final, Pg. 1, 804 words, Group's report highlights after-school crime figures Youth
violence occurs in afternoon, study finds, JESSE GARZA, Jamaal Abdul-Alim and the Scripps-Howard News Service
contributed to this report
17. The News and Observer (Raleigh, NC), September 11, 1997 Thursday. FINAL EDITION, NEWS;, Pg. A5, 451
words, Supervision key in reducing teen crime, report asserts, SCRIPPS-MCCLATCHY NEWS SERVICE
18. THE ORLANDO SENTINEL, September 11, 1997 Thursday, METRO, A SECTION; Pg. A13, 192 words,
STUDY: CRIME BY JUVENILES SOARS AFTER SCHOOL ENDS, Knight-Ridder Newspapers,
Sep 18 97 07:06p
R. Joseph Barton
(757) 220-5581
P.3
WASHINGTON
19. THE PANTAGRAPH (Bloomington, IL.), September 11, 1997 Thursday, FINAL EDITION. NEWS;, Pg. A9,
461 words, Problem not as big in Twin City area, KEVIN SIMPSON
20. THE PANTAGRAPH (Bloomington, IL.), September 11, 1997 Thursday, FINAL EDITION, NEWS;, Pg. A9,
400 words, After-school crime numebrs alarming, Knight-Ridder/Tribune Service, WASHINGTON, D.C.
21. The Plain Dealer, September 11, 1997 Thursday, FINAL / ALL, NATIONAL; Pg. 14A, 288 words, CRIME
SAID TO SOAR AS SCHOOL ENDS. FROM WIRE REPORTS, WASHINGTON
22. The Post and Courier (Charleston. SC), September 11, 1997, Thursday, POST AND COURIER EDITION, Pg.
01, 756 words, Prime time for juvenile violence is 2 p.m. to 8 p.m. report says. ANGIE CANNON; Knight-Ridder
Newspapers, WASHINGTON
23. Rocky Mountain News (Denver, CO), September 11, 1997, Thursday,
NEWS/NATIONAL/INTERNATIONAL Ed. F; Pg. 43A, 223 words, Crime-time stats boost plea for runds,
Cassandra Burrell; Associated Press, WASHINGTON
24. Sacramento Bee, September 11, 1997, METRO FINAL, MAIN NEWS; Pg. A8, 522 words, NATIONAL
REPORT WARNS RENO OF TEENS' AFTER-SCHOOL CRIME, Muriel Dobbin. Bee Washington Bureau,
WASHINGTON
25. St. Louis Post-Dispatch, September 11, 1997, Thursday, THREE STAR EDITION, NEWS, Pg. 08A, 333
words. RENO, STUDY BACK YOUTH CRIME PREVENTION PROGRAMS, AP, WASHINGTON
26. Star Tribune (Minneapolis, MN), September 11, 1997, Metro Edition, News; Pg. 12A, 600 words, Juvenile
crime rates are highest after school, study says; Figures bolster pleas to increase spending on prevention efforts.
Washington, D.C.
27. The Stuart News/Port St. Lucie News (Stuart,FL), September 11, 1997, Thursday, A Section; Pg. A7, 371
words, JUVENILE CRIME SOARS WHEN SCHOOL LETS OUT. Jessica Wehrman Scripps Howard News
Service
28. The Times Union (Albany, NY), September 11, 1997, Thursday, THREE STAR EDITION, Pg. A1, 221 words,
Crime rate soars after dismissal bell rings, ERIK TANOUYE: Times Union Washington bureau
29. The Virginian-Pilot (Norfolk, VA), September 11, 1997, Thursday, FINAL EDITION, Pg. A6, 614 words,
PARENTS, POLICE KNOW: BORED, UNSUPERVISED YOUTHS CAN BE TROUBLE, BY LORRAINE
EATON, STAFF WRITER
30. Chicago Tribune, September 11, 1997 Thursday, NORTH SPORTS FINAL EDITION, NEWS; Pg. 14; ZONE:
N; Across the nation., 110 words, RENO: PROGRAMS NEEDED TO CUT YOUTH CRIME, From Tribune News
Services., WASHINGTON, D.C.
31. Agence France Presse, September 10, 1997, Domestic, non-Washington, general news item, 374 words, Half of
juvenile crime occurs when young are unsupervised: report, WASHINGTON, Sept 10
32. The Buffalo News, September 10, 1997, Wednesday, CITY EDITION, NEWS, Pg. SA, 407 words. STRONG
EMOTIONAL TIES SERVE TEENS WELL, STUDY FINDS. BARBARA VOBEJDA; Washington Post
33. The Columbian (Vancouver, WA.), September 10, 1997, Wednesday, A section; Pg. 3, 910 words, WORLD &
NATION BRIEFS, from The Columbian's wire services
34. FNS DAYBOOK, SEPTEMBER 10 1997, WEDNESDAY, GENERAL NEWS EVENTS, 90 words, EVENT:
Sep 18 97 07:07p
R. Joseph Barton
(757) 220-5581
P.4
PRESS CONFERENCE AND RELEASE OF REPORT ON JUVENILE CRIME TIME: 10:00 ain, LOCATION:
The Other Way Day Treatment Center, 401 Fleet St., First Floor, Rockville, Md. - September 10, CONTACT: 202-
616-2765
35. FDCH Political Transcripts, September 10, 1997, Wednesday, NEWS EVENT. 1322 words, DELIVERS
REMARKS ON JUVENILE CRIME; ROCKVILLE, MD, JANET RENO, U.S. ATTORNEY GENERAL
36. The Salt Lake Tribune, July 26, 1997, Saturday, Utah; Pg. D1, 865 words, Hatch Pushes Youth-Crime
Legislation; But Critics Charge Measure Gives Too Little to Prevention; Hatch Pushes Juvenile Crime Measure, BY
LAURIE SULLIVAN MADDOX THE SALT LAKE TRIBUNE
37. THE DALLAS MORNING NEWS, July 20, 1997, Sunday, HOME FINAL EDITION, VIEWPOINTS;
ELLEN HALBERT; Pg. 6J, 814 words, JUVENILE CRIME; Prevention works better than detention, Ellen Halbert
38. Star Tribune (Minneapolis, MN), July 15, 1997, Metro Edition, News; Pg. 14A, 490 words, Juvenile crime;
Don't wait for kids to stray
39. Sun-Sentinel (Fort Lauderdale. FL), July 9, 1997, Wednesday, FINAL EDITION Pg. 14A, 538 words, STRESS
EARLY CHILDHOOD INTERVENTION TO HEAD OFF CRIMINALS IN-THE-MAKING
40. Austin American-Statesman, July 4, 1997, News; Pg. A12, 364 words, Austinite seeks federal focus on
preventing crime
41. The Chattanooga Times. July 4, 1997, Friday, National; Pg. A10, 651 words Congress asked to fund youth
crime prevention, By Carolyn Skorneck, The Associated Press
42. THE FORT WORTH STAR-TELEGRAM. July 4, 1997, Friday, FINAL AM EDITION, NEWS;, Pg. 19, 645
words, Washington Digest, Wire Reports
43. St. Louis Post-Dispatch, July 4. 1997, Friday, THREE STAR EDITION, NEWS, Pg. 11A, 419 words, CRIME
PREVENTION FUNDS URGED, AP, WASHINGTON 44. The Washington Post, July 04, 1997, Friday, Final
Edition, METRO; Pg. E03; JUDY MANN, 757 words, Putting Juvenile Crime in Proper Focus, Judy Mann
45. NBC - Professional, July 3, 1997, Thursday, 4047 words
46. States News Briefs, July 3, 1997 Thursday, 1278 words, ILLINOIS
47. FDCH Political Transcripts, July 3, 1997, Thursday, MEDIA AVAILABILITY, 4169 words, WEBWIRE-
HOLDS JUSTICE DEPARTMENT WEEKLY MEDIA AVAILABILITY; WASHINGTON, D. C., JANET RENO,
ATTORNEY GENERAL
48. Roanoke Times & World News, June 29, 1997, Sunday, METRO LETTERS EDITIONS, Pg. 2, 1185 words,
LETTERS TO THE EDITOR
49. Roanoke Times & World News, June 23, 1997, Monday, METRO EDITION, Pg. A-4, 338 words, TO FIGHT
CRIME. INVEST IN KIDS
50. The Buffalo News, June 20, 1997, Friday, CITY EDITION. NEWS, Pg. 12A, 393 words, CRIME-
PREVENTION FUNDS VITAL; KERLIKOWSKE TELLS CONGRESS. DOUGLAS TURNER; News
Washington Bureau Chief, WASHINGTON
51. News & Record (Greensboro, NC), June 1, 1997, Sunday, ALL EDITIONS, Pg. F3 644 words. POLICE
CHIEFS SAY: FIGHT CRIME BEST BY HELPING MOTHERS, BY MITCHELL BROWN AND SYLVESTER
DAUGHTRY JR.
Sep 18 97 07:08p
R. Joseph Barton
(757) 220-5581
p.5
52. The Chattanooga Times, May 23, 1997, Friday, State, Pg. A8, 552 words, Trying juveniles as adults, Michael
Loftin
53. The State Journal-Register (Springfield, IL), May 20, 1997, Sunday, EARLY AND CITY EDITIONS, Pg. 5,
854 words, Legislature urged to fight crime by investing in kids, PATRICK W. KELLEY AND NEIL
WILLIAMSON Sangamon County State's Attorney Patrick W. Kelley is a member of the advisory committee of Fight
Crime:Invest in Kids Illinois. Neil Williamson is sheriff of Sangamon County., SALT LAKE CITY
54. Chicago Tribune, May 18, 1997 Sunday, CHICAGOLAND FINAL EDITION, EDITORIAL; Pg. 22; ZONE: C,
475 words, BETTER WAYS TO SPEND A BILLION
55. Chicago Sun-Times, May 2, 1997, FRIDAY, Late Sports Final Edition, EDT; Pg. 33, 625 words, Invest in kids
or pay the price, By Cindy Richards
56. THE PANTAGRAPH (Bloomington, IL.), May 2, 1997 Friday, FINAL EDITION, NEWS;, Pg. A6, 391 words,
New program invests in children, KEVIN SIMPSON
57. Chicago Sun-Times, May 1, 1997, THURSDAY, Late Sports Final Edition, NWS; Pg. 22, 139 words, Police
officials support day care, parenting bills
58. The State Journal-Register (Springfield, IL), May 1, 1997, Tuesday, EARLY AND CITY EDITIONS, Pg. 11,
411 words, More state support sought for at-risk children, TERRY BURNS COPLEY NEWS SERVICE,
CHICAGO
59. Copley News Service, April 30, 1997, Wednesday, State and regional, 867 words, Lawmakers urged to help at-
risk children, Terry H. Burns, CHICAGO 60. The Virginian-Pilot (Norfolk, VA), April 4, 1997, Friday, FINAL
EDITION, Pg. B5, 666 words, PILOT SPRING BREAK CAMP DEEMED SUCCESS, BY NIA NGINA MEEKS,
STAFF WRITER, VIRGINIA BEACH
61. The Special Educator, March 14, 1997, Vol. 12, No. 15, 425 words, Law Enforcement, NEA Oppose Cessation
62. The Nation, February 10, 1997, No. 5, Vol. 264; Pg. 11; ISSN: 0027-8378, 4942 words, Victims & vengeance:
why the victims' rights amendment is a bad idea; Cover Story, Shapiro, Bruce
63. Federal News Service, FEBRUARY 6, 1997, THURSDAY, IN THE NEWS, 799 words, PREPARED
TESTIMONY OF R. GIL KERLIKOWSKE POLICE COMMISSIONER, BUFFALO, NEW YORK &
PRESIDENT, POLICE EXECUTIVE RESEARCH FORUM BEFORE THE HOUSE EDUCATION AND THE
WORKFORCE COMMITTEE EARLY CHILHOOD, YOUTH AND FAMILIES SUBCOMMITTEE SUBJECT:
IDEA IMPROVEMENT ACT OF 1997 H.R. 5.
64. Federal Document Clearing House Congressional Testimony, February 6, 1997, Thursday, CAPITOL HILL
HEARING TESTIMONY, 1500 words, TESTIMONY February 06, 1997 GIL KERLIKOWSKE POLICE
COMMISSIONER BUFFALO, NEW YORK HOUSE EDUCATION EARLY CHILDHOOD, YOUTH AND
FAMILIES REVISION OF SPECIAL EDUCATION PROGRAMS
65. Sacramento Bee, January 11, 1997, METRO FINAL, EDITORIALS; Pg. B7, 760 words, INVEST IN
CHILDREN NOW OR PAY THE PRICE LATER, Dennis Lees
66. The Charleston Gazette, November 29, 1996, Friday, Editorial; Pg. P4A, 365 words, PRISONS MORE CELLS,
MORE CRIME
67. News & Record (Greensboro, NC), November 10, 1996, Sunday, ALL EDITIONS, Pg. F1, 757 words,
PREVENT CRIME BEFORE IT TAKES ROOT; IT REQUIRES EARLY INVESTMENTS., BY ELLIOT
RICHARDSON AND GIL KERLIKOWSKE
Sep 18 97 07:09p
R. Joseph Barton
(757) 220-5581
p.6
68. The Boston Herald, November 4, 1996 Monday, FIRST EDITION, EDITORIAL;, Pg. 031, 626 words, Fighting
crime before it starts, By William Bratton and Sanford Newman
69. The San Diego Union-Tribune, November 1, 1996, Friday, OPINION; Ed. B-9;Pg. 1,6,7,8 Ed. B-13;Pg.
2,3,4,5, 839 words, Fighting crime by investing in kids, Marc Klaas KLAAS founded the Klaas Foundation for
Children after his
70. Portland Press Herald, October 30, 1996, Wednesday, CITY EDITION, EDITORIAL, Pg. 13A, 747 words,
EVERY LITTLE BREEZE CANDIDATES SHOULD BACK KIDS' PROGRAMS; POLICE OFFICERS
KNOW THAT CHILDREN WHO HAVE SOMEONE TO CARE ABOUT THEM ARE; LESS LIKELY TO FALL
INTO DRUG USE AND CRIME.
71. Chicago Tribune, October 9, 1996 Wednesday, NORTH SPORTS FINAL EDITION. METRO CHICAGO; Pg.
7; ZONE: N, 113 words, MORE MONEY SOUGHT FOR YOUTH PROGRAMS
72. The Charleston Gazette, September 04, 1996, Wednesday, Editorial; Pg. P4A, 554 words, INVEST PRISONS
ARENT ENOUGH
73. Newsday, August 24, 1996, Saturday, NASSAU AND SUFFOLK EDITION, Page A22, 357 words, COPS
AND KIDS / PREVENTING CRIME BY HELPING KIDS ISNT JUST A PIPE DREAM. POLICE SAY IT
REALLY WORKS. 74. Asheville Citizen-Times (Asheville, NC), August 11, 1996, Sunday, 708 words, INVEST
IN KIDS' A WELCOME VOICE
75. The Buffalo News, August 10, 1996, Saturday, FINAL EDITION, EDITORIAL PAGE, Pg. 2C, 486 words.
LISTEN TO NATION'S CRIME FIGHTERS ON VALUE OF HELPING; TROUBLED KIDS; KERLIKOWSKE.
OTHER BRASS KNOW THAT PREVENTION WORKS
76. The Ledger (Lakeland, FL), August 1. 1996, Thursday, 692 words, FIGHTING JUVENILE CRIME
77. Pittsburgh Post-Gazette, August 1, 1996, Thursday, SOONER EDITION, Pg. A-13, 812 words, FIGHT
CRIME: INVEST IN KIDS'; POLICE CHIEFS AND ACADEMICS AGREE: PREVENT TEEN CRIME WITH
SOCIAL PROGRAMS. IF; ONLY POLITICLANS WOULD LISTEN, DAVID S. BRODER, WASHINGTON
78. The Buffalo News, July 31, 1996, Wednesday, CITY EDITION, LOCAL, Pg. 1B, 719 words,
KERLIKOWSKE GROUP BOOSTS EFFORTS TO FIGHT TEEN CRIME, JERRY ZREMSKI; News Washington
Bureau, WASHINGTON
79. The Cincinnati Enquirer, July 31, 1996, Wednesday, Pg. B01, 991 words, Delinquency starts small, but younger,
TANYA BRICKING
80. The Dayton Daily News, July 30, 1996, TUESDAY, CITY EDITION, Pg. 6A, 454 words, CRIME
DROPPING, IN TWO WAYS; NEW VIEW OF PROBLEM NEEDED
81. The Commercial Appeal (Memphis), July 29, 1996, Monday, Final Edition, Pg. 9A, 834 words, Tougher not
better?, Davis S. Broder David S. Broder is a columnist for The Washington Post., WASHINGTON
82. THE FORT WORTH STAR-TELEGRAM. July 29, 1996, Monday, FINAL AM EDITION,
EDITORIAL/OPINIONS; Pg. 6, 162 words, Early Intervention, Star-Telegram
83. The Post and Courier (Charleston. SC), July 29, 1996, Monday, POST AND COURIER EDITION, Pg. 11, 806
words, Tough talk won't prevent juvenile crime, David S Broder, WASHINGTON
84. The Record, July 29. 1996; MONDAY; ALL EDITIONS, OPINION: Pg. A12, 782 words, THE KEY TO
ENDING TEEN CRIME, DAVID S. BORDER
Sep 18 97 07:10p
R. Joseph Barton
(757) 220-5581
P.7
85. The Times-Picayune, July 29, 1996 Monday, THIRD, METRO; Pg. B05, 816 words DEALING WITH OUR
TEEN CRIMINALS, By David Broder, WASHINGTON
86. The Des Moines Register, July 28, 1996, Sunday, Opinion, Pg.3, 960 words, Big trouble ahead from teen crime.
David Broder
87. The Houston Chronicle, July 28, 1996, Sunday, 2 STAR Edition, OUTLOOK; Outlook; Pg. 3, 813 words, Jails
alone not enough to stop juvenile predators, DAVID S. BRODER
88. The Montgomery Advertiser, July 28, 1996, Sunday, 802 words, JUVENILES PREVENTION MORE
VALUABLE THAN TOUGH TALK David Broder
89. The Plain Dealer, July 28. 1996 Sunday, FINAL / ALL, FORUM OPINION & IDEAS; Pg. 5C, 797 words,
GETTING TO KIDS EARLY, DAVID BRODER, WASHINGTON 90. The Sunday Gazette Mail, July 28, 1996.
Sunday, News; Pg. P2A, 329 words, SPEND MORE ON KIDS, CRIME FIGHTERS URGE, Holly Yeager
91. The Sunday Gazette Mail, July 28, 1996, Sunday, News; Pg. P2A, 329 words, SPEND MORE ON KIDS,
CRIME FIGHTERS URGE, Holly Yeager
92. The Washington Post, July 28, 1996, Sunday, Final Edition, OP-ED; Pg. C07, 800 words, Before The Crimes
Begin, David S. Broder
93. The Chattanooga Times, July 27, 1996, Saturday, Column. Pg. A6, 799 words. Invest in kids to curb crime.
David Broder, Washington Post Writers Group
94. The Cincinnati Enquirer, July 27, 1996, Saturday, Pg. A03, 443 words, Group says spending more on kids will
prevent future crime, HOLLY YEAGER, WASHINGTON
95. The Des Moines Register, July 27, 1996, Saturday, Main News, Pg.3, 547 words, 'Invest in Kids' initiative seeks
to stop crime before it can start While overall violent crime is falling around the United States, it's rising sharply among
younger people.
96. Los Angeles Times, July 27, 1996, Saturday, Home Edition, Page 14, 675 words, MARC KLAAS JOINS
COALITION SEEKING TO PREVENT CRIME; CHILDREN: SLAIN GIRL'S FATHER BACKS
ORGANIZATION OF POLICE OFFICERS, PROSECUTORS, VICTIMS. GROUP BELIEVES EARLY
INTERVENTION IS BEST., MELISSA HEALY, TIMES STAFF WRITER, WASHINGTON
97. Morning Star (Wilimington, NC), July 27, 1996, Saturday, Editorial; Pg. 8A 365 words, Ounce of prevention
beats pound of cure
98. THE ORANGE COUNTY REGISTER, July 27, 1996 Saturday, MORNING EDITION, Pg. A10, 384 words,
New anti-crime group urges spending more on kids; SOCIAL ISSUES: The coalition of police chiefs, prosecutors and
victims' families wants to help youngsters get a good start in life., HOLLY YEAGER, Hearst Newspapers,
WASHINGTON, DC
99. The Times Union (Albany, NY), July 27, 1996, Saturday, ONE STAR EDITION, Pg. A4, 401 words, A call to
aid kids, cut crime, HOLLY YEAGER; Times Union Washington bureau
100. Chattanooga Free Press, July 26, 1996, Friday, 433 words. Crime Fight By Child Aid Asked, By The
Associated Press
101. FNS DAYBOOK, JULY 26, 1996, FRIDAY, GENERAL NEWS EVENTS, 293 words, EVENT: POLICE
CHIEF POLL FAVORS INVESTING IN KIDS TIME: 10:00 am, LOCATION: National Press Club, Lisagor Room.
14th and F Sts. NW., 13th Floor. -- July 26, CONTACT: Mary Caron, 202-638-0690
Sep 18 97 07:12p
R. Joseph Barton
(757) 220-5581
p.8
102. Reuters Daybook, July 26, 1996, Friday, BC cycle, 3079 words, THE REUTER DAYBOOK, DAYBOOK3
103. The San Francisco Examiner, July 26, 1996, Friday; Second Edition, NEWS; Pg. A-15, 454 words, Newgroup
urges youth programs to stem crime; "Very grim truth': Murders committed by teens increasing, HOLLY YEAGER,
WASHINGTON 104. Reuters Daybook, July 25, 1996, Thursday, BC cycle, 2029 words, THE REUTER
DAYBOOK, DAYBOOK1-JULY26
105. Reuters Daybook, July 25, 1996, Thursday, BC cycle, 2961 words, THE REUTER DAYBOOK, DAYBOOK2
106. Reuters Daybook, July 23, 1996, Tuesday, BC cycle, 1342 words, THE REUTER DAYBOOK OF MAJOR
EVENTS, DAYBOOK-MAJOR-JULY23
107. Reuters Daybook, July 23, 1996, Tuesday, BC cycle, 5511 words, THE REUTER DAYBOOK, DAYBOOK3
108. Reuters Daybook, July 22, 1996, Monday, BC cycle, 1293 words, THE REUTER DAYBOOK OF MAJOR
EVENTS, DAYBOOK-MAJOR-JULY23
109. Reuters Daybook, July 22, 1996, Monday, BC cycle, 3984 words, THE REUTER DAYBOOK, DAYBOOKI
110. Reuters Daybook, July 22, 1996, Monday, BC cycle. 5300 words, THE REUTER DAYBOOK, DAYBOOK2
111. Reuters Daybook, July 19, 1996, Friday, BC cycle, 1433 words, DIARY-WEEKAHEAD-JULY23
112. Reuters Daybook, July 19, 1996, Friday, BC cycle, 600 words, DIARY-WEEKAHEAD-JULY26
8301 217 6539
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1= Intervie W:GR - Graphie;PC = Prese Conferenes:A Reader: at Studio Interview; T= Teaser. 12 Tassed Segment;V - Visual
(seel 353-6467
Monitoring Report
MONTGOMERY COUNTY GOVERNMENT - JANET RENO
9/10 To 9/11
1) All News Channel
All News Channel Cable Programming
9/10/97
5:30-6:00 PM
00.30 Kids and Crime, More kids are involving themselves in crime now. V:
Kids in school. PC: Sanford Newman, Fight Crime. invest in Kids. says
that the hour after SC+ pl dismissal is a dang- bus one turning 5 million
latch key kids onto the streets. PC: Janet Rena, Attorney General. says
that it is better to prevent a crime than to punish the criminal after
another victim is harmed. Parents often cannot wait for a government
solution. I; Martha Donnelly says that a 10 wants her children to have a
sense of home so she works at home. Pat Rogers reporting. 02.20
2) CNN Today
CNN Cable Programming
9/10/97
2:00-3:00 PM
37.08 Taens. Attorney General Janet Rino said teens commit more violent
crimes after school on week davs. GR: luvenile Justice. V; School
interior. PC; Attorney General Janet Rer o said kids need something
constructive to do. Clinton Administration said any juvenile justice bill
must fight gangs and have programs for kids. I; Rep. Bill Mccollum,
Florida, said these programs coddle offenders. I: Homer Lopez. Dir.,
Dorchester Youth Authority, said we work hard with the kids. V; Program
meeting. V; Probation officers and police work together. 1; Officer said
the panal system is sending them through college. There were no youth
homicides in Boston in the last 3 years. SI; Ralph Martin, DA. said he
offers increased penalties. Boston's program is cheaper than locking them
up. Ariene O'Connor. Boston, reporting. > The House defeared a measure
that would have required parents be not fied before their minor kids were
given contraceptives that are federally funded. Clinics must council
teens. 40.32
3) Early Prime
CNN Cable Programming
9/10/97
5:00-5:30 PM
03.22 TZ: Teen Crime. A study has shown that more teen crime happens
after school on week days. V: Kids in school. GR; Juvenils Justice. PC;
Attorney General Janet Reno said crime prevention programs work. The
Clinton Administration insists any juvenils justice bill must fight
gangs. and keeps kids off the streets in lifter school programs. SI: Rep.
Bill McCollum, Florida, said the programs coddle offenders. I; Homer
Lopez, Dorchester Youth Authority, said criminal justice is not locking
kids up. V; Programs helping kids. V; Police and Probation officers work
together. SB; Voice of Sam Bellistri, Protation Officer. said the penal
system is sending them through college. Boston has had no juvenile
homicides in 3 years. 51; Ralph Martin, District Attorney, said his
program is not soft on crime. Eileen O'Connor, Boston, reporting. 06.10
FA - w result 10 of the above sogments. smillal rew Modil MS offer
NOTINIHSUM-SWN N- AT 16. TT se
01
8301 117 6539
Public information
VIDEO MONITORING SERVICES OF AMERICA, LP
Page: 2
MONTGOMERY COUNTY GOVERNMENT - JANET RENO
Continued
3) Early Prime [continued...]
CNN Cable Programming
9/10/97
5:00-5:30 PM
14.16 TZ: Kids and crime. A new study by Crime Prevention Group, says
that most tesn crimes happen after set gol, when parents are not around.
V: Teens arrested. $B; Attorney General, Janet Reno, says that more
mentoring, and prevention is needed, and says they work. 14.56
41 Noticlero Univision
Univiaion Network Programming
9/10/97
6:30-7:00 PM
19.38 TZ; Crime. Luis Magid speaks with experts on sources of crime by
teens. V; Arrest footage. V; Teans. I; Luis Urista, Teacher, tells of
Teems committing violence and getting younger. Most violance is occurring
between 3pm and 8pm. Parents working gives kids idle time, PC; Janet
Reno, Attorney General, says we know what works to prevent teen time, V:
Prisons. New low will fund alternatives for teen activities hopefully
deterring crime. 1: Hector Alvarado, Stu dent, tells of cutting classes.
21.55
5) Nighttime Edition
NTU-TV Cable CH 12 New York
9/10/97
10:00-11:00 PM
31.30 Juvenile crime. Pat Rogers reports from WA, DC. I; Sanford Newman
of Fight Crime Invest in Kids says juven is crime triples when kids leave
school and before parents come home. ; Janet Reno US Atty General says
we must prevent crimes from occurring. 1: Marths Donnelly working mom,
works from home. 33.00
6) Afternoon Drive
WBBR-AM (NBC) Freq. 1130 New York
9/10/97
5:00-6:00 PM
02.01 World and national news with Mark Krumpton. > Attorney General
Janet Reno says it is necessary to spenc more federal money to create
after school programs for kids. > The Fideral Reserve okayed Nations
Bank's acquisition of Montgomery Securities.
7) News 55 At 10
WLNY-TV (Ind) CH 55 New York
9/10/97
10:00-11:00 PM
29.27 Atty Gen Reno Wants Congress to put more money into after school
programs. Effort to fight crime. 29.52
8) 9 News Noon Report
KCAL-TV (Ind) CH 9 Los Angeles
9/10/97
12:00-1:00 PM
11.47 Hour of Crime. 2pm is time of most juvenile crime occuring until
8pm. ATTY Gen. Janet Reno and Children Advocacy Group found stats. 12.11
For videocasottes or transcripts of any of the abov. sugments, contact your namest VMS office
9.00/9
2023935451 TO 3012176539
SEP 11 '97 15:12 FR UMS-WASHINGTON
Public Information
8301 217 6539
VIDEO MONITORING SERVICES OF AMERICA. LP
Page: 3
MONTGOMERY COUNTY GOVERNMENT JANET RENO
Continued
9) Noticlas
KMEX-TV (Univision) CH 34 Los Angeles
9/10/97
6:00-6:30 PM
16.38 TZ; Crime. New report shows that most violent crimes by teens occur
after school. Ofelia De La Torre reports on interest by Washington. V;
Janet Reno press conference. V; Police arrest. V; Boys and Girls Club of
Echo Club. 1; Martha Chavez, says parents are working and no one is at
home when kids get home. club gives kids an outlet. 1: Maria Ortiz,
Volunteer, tells of non-violent atmosphere at club. v; Classroom. I;
Peter Iragueta, Participant. V; Classroom. 18.52
101 News At Ten
KTLA-TV (WB) CH S Los Angeles
9/10/97
10:00-11:00 PM
23.09 TZ: Kids & Crime. A new study shows young offenders are most
vir 'ent the hour after classes end. V; Fle footage. PC; Janet Reno, US
Attorney General. 24.11
11) KNTV News at Six
KNTV-TV (ABC) CH 11 San Jose
9/10/97
6:00-7:00 PM
14.56 Juvenile Crime. Attorney Genera Janet Reno says Congress must put
more money into after school programs. V: police car. A private study by
Fight Crime Invest in Kids criticizes law.; pending in Congress. 15.31
12) Eyewitness News at Five
KPIX-TV (CBS) CH 5 San Francisco
9/10/97
5:00-5:30 PM
12.33 TZ: Kids and Crime. A new study reveals that half of all violent
crime committed by juveniles occurs in the afternoon. after school.
Attorney General Reno said we need mere after school programs. 13.06
13) Newscenter Four At Four
KRON-TV (NBC) CH 4 San Francisco
9/10/97
4:00-4:30 PM
14.18 Juvenile Crime. GR; Report show: juvenile crime occurs between 2
and 8 pm while parents are still at work. V; Janet Reno visiting a Fight
Crime volunteer group. 15.40
14) Evening Drive Time
KCBS-AM (CBS) CH 1220 San Francisco
9/10/97
4:00-7:00 PM
5.42.00 Juvenile Crime. Attomey General Janet Reno met today with
advocates who are trying to prevent juvenile crime, which appears to
happen most often after school when pa ents are not home.
15) Newscenter 5 at 5:30
WCVB-TV (ABC) CH 6 Boston
9/10/97
5:30-5:00 PM
10.16 Health Beat. > New study finds IT est violent juvenile crime occurs
between end of school day and when paients return from work. Findings
released by Janet Reno. V; Court scenes, police. 11.23 > Blind people may
have more accute sense of touch. V; Blind person. 11.42
For videocaumettes or transcripts of any of the show sugments, contret your nevrast VMS wifice
carba's
8301 217 6539
Public Information
VIDEO MONITORING SERVICES OF AMERICA, LP
Page: 4
MONTGOMERY COUNTY GOVERNMENT - JANET RENO
Continued
16) UPN 38 Prime News
WSBK-TV (UPN) CH 38 Boston
9/10/97
10:00-10:30 PM
02.38 Programs Needed Attney Gen, Janet Reno, says after school crime
prevention programs to prevent juvenik crime are needed. SB; Reno on
issue. V: Teens, Reno, police officer. Her recommendation based on study
that said most juvenile erimes occured after school. 03.08
171 Afternoon Report
News8 Cable Washington
9/10/97
1:00-2:00 PM
00.01 T; Janet Reno.
...
00.40 TZ; Janet Reno. Attorney General Janet Reno wants Congress to spend
more money juvenile Crime Prevention. V; Reno at The Other Way. SB: Reno
said that early investment in the youth eads to less crime and more
production citizens. 01.40
18) News8 Washington Report
News8 Cable Washington
9/10/97
6:00-6:30 PM
05.22 Janet Reno. Asked for more mor BY TO prevent juvenile crime. SB;
Reno, early investment leads TO less crime down the road. 06.03
19) Daytime Report
News8 Cable Washington
9/11/97
9:00-10:00 AM
05.29 Juvenite crime. Atty General revealed report yesterday that says
peak times for juvenile crime are 3 to 8 PM. PC; Rena, says after school
programs keep kids out of trouble. 06.12
20) Merning Edition Local Cut-ins 1
WAMU-FM (NPR) CH 88.5 Washington
9/10/97
6:00-8:00 AM
08.10 WAMU/LOCAL Report on Efforts to Legally Challenge Montgomery
County's Privatization of Jobs. The Montgomery County employees union is
legally challenging the county's move to privatize more than 100 jobs
this past year. County administrator Dol glas Duncan says the move has
saved the county thousands of dollars a ready this year and says the
long-term savings will be greater. Union officials say the more is just
the first strike against their membership and that the county will
continue to give their jobs away to lows -paid non-union workers. The
case could have implications on all state municipalities according to
state officials. A state appeals court will make its decision in the
coming weeks. Roger Goodman reporting. 08.39
21) News
WTOP-AM (CBS) CH 1500 Washington
9/10/97
12:00-1:00 PM
11.57 Juvenile crime. Attorney General Janet Reno says engage kids in
productive things to fight juvenile delinquency. She visits a Rockville
School. Kate Ryan reporting. 12.333
For videacassettes or transcripts of any of the above sognients, contact your nassest VMS office
C1 2023935451
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VIDEO MONITORING SERVICES OF AMERICA, LP
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MONTGOMERY COUNTY GOVERNMENT - JANET RENO
Continued
22! News 7 at 6:00 PM
WJLA-TV (ABC) CH 7 Washington
9/10/97
6:00-6:30 PM
03.46 Idle time. Most juvenile crime occur in the time period that starts
whan schools end and ends when parents come home. V: Kids. V: Attorney
General Janet Rena at The Other Way. SB; Reno said that these students
are less likely to go bad. 04.43
23) Eyewitness News at 6:00
WUSA-TV (CBS) CH 9 Washington
9/10/97
6:00-7:00 PM
03.45 Juvenile Crime. New study shows half of all violent crime by
juveniles is committed between two and eight p.m. V: stabbing victim. SB;
Atty General Janet Reno, we know what works to prevent juvenile crime.
The Other Way is outpatient clinic in Rockville helps at risk children
turn their lives around. 05.03
241 TV 51 News
KNWS-TV (Ind) CH 51 Houston
09/10/97
6:00-6:30 PM
02:23 Juvenile crime New study shows. the most violent hour begins when
school ends. GR; Juvenile crime study. V; Janet Reno visiting center for
at risk teens. S; Janet Reno, U.S. Attorney General, lack of people who
care. 03:17
25) TV 51 News
KNWS-TV (Ind) CH 51 Houston
09/10/97
8:00-8:30 PM
05:12 Juvenile crime New study shows the most violent hour begins when
school ends. GR; Juvenile crime study. V; Janet Reno visiting center for
at risk teens. S; Janet Rena, U.S. Attorney General, lack of people who
care. 06:06
261 Fox News 7:00 AM
KRIV-TV (FOX) CH 26 Houston
9/11/97
7:00-8:00 AM
16.58 Crime. > Most violent hour of the day for juvenile crime begins at
three in the afternoon. Crime drops in de late evening. GR; Statistics.
> Attorney General Janet Reno wants more money spent on after school
programs.
27) Notivision 45
KXLN-TV (Univision) CH 45 Houston
9/10/97
10:00-10:30 PM
02.54 Juvenile Crime. US Attorney Gen tral Janet Reno says most violent
crimes are committed in the evening. V: Students. 03.20
281 News
WINZ-AM (CBS) Freq. 940 Miemi
9/11/97
6:00-6:30 AM
20.02 School Study. New study shows cids should stay in school as long as
parents work; the few hours that kids are alone after school before their
parents get home are prime juvenile crime time. SB: US Atty General Reno,
wants to help communities steer at-risk children towards healthier
choices. 21.05
For videocassettes or transcripts of any of the above sugments, contact your nearost VMS office
60/92'3
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8301 217 $539
Public information
VIDEO MONITORING SERVICES OF AMERICA, LP
Page: .
MONTGOMERY COUNTY GOVERNMENT - JANET RENO
Continued
29) Channel 71 News First Edition
WPXI-TV (NBC) CH 11 Pittsburgh
9/10/97
5:00-6:00 PM
17.54 - Study update. Teens without emotional connection to their parents
are more likely to be stressed and do drugs and alcohol. Study done by
the American Medical Assn, > US Attorney General Janet Rene reports that
a teens most troubled hour is between 3PM and 4PM. 18.52
30) Nine News
KUSA-TV (NBC) CH 9 Denver
9/10/97
5:00-5:30 PM
00.11 After School Crime. A new report shows most juvenile crime occurs
after school. The report was released by Janet Reno. It shows that 50% of
violant juvenile crime occurs between 2 and 8pm. Approximately 11.4% of
violent juvenile crime occurs between 3 and 4pm. The report is based on
figures from 8 states including Colorado. Denver schools are trying get
kids involved in after school activities which ; fun and challenging.
Smiley Middle School offers educational after school programs. v: Smiley
Middle School computer room. They offer such things as literature, medics
and problem solving. V; Exterior Smiley Middle School. Ada Southall. Dir,
Smiley Neighborhood says most problems occur between 2:30 and 6pm in this
age group. I; Elthopia Fuller, Asst Principal says WE offer the
opportunity to display their talents. I; Stave Rickard, Denver PD says in
my book the place to put your money is in grade school or maybe early
middle school. The extended day program is already in operation while the
after school program begins next month and will run until 6pm. Carla
Alston reporting. 03.15
311 Nine News
KUSA-TV (NBC) CH 9 Denver
9/10/97
10:00-10:35 PM
13.10 Juvenile Crime. A report by Attorney Gen Janet Reno happens between
2-8pm. GR; After school crime. The report is based on FBI figures from
eight states. V: Scenes from Smiley Middle School, which has many after
school activities. including computer trai ning. 13.59
32) Nine News Daybreak
KUSA-TV (NBC) CH 9 Denver
9/11/97
5:30-6:00 AM
5.50 TZ; Crime. Children are leaving school unsupervised until parents
return home from work and this leads to 8 rise in crime. GA; After School
crime. Attorney General Janet Reno stucy sevs half of all juvenile crime
is between hours of 2pm and 8pm. V: S niley Middle School has an after
school program. The school offers a variety of activities. 6.40
For videocossottes of transcripts of any of the six ve segments. contact your nearest VMS office
50/20'd
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NOLENIHSUM-SKN RE 02:51 25. IT des
8301 217 $539
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09/11/97
VIDEO MONITORING SERVICES OF AMERICA, LP
Page: 7
MONTGOMERY COUNTY GOVERNMENT - JANET RENO
Continued
33) Newschannel 8
WTNH-TV (ABC) CH 8 New Haven
09/10/97
11:00-11:35 PM
C0.17 Violence. The Countries Top cop has a warning about crime. it is so
something about it now or face a lot of violence down the road. Judy
Chang reports, A Study released today revealed that half of all violence
occurs between TWO and eight pm. Attorney General Janet Reno is
encouraging congress to put more monny into after school programs. V:
Unidentified students getting an award. 1: Ismael Correa, 14 Years old,
He talks about people caring for him. PC; Janet Reno, Us Attorney
General, She talks about the risk factors of crime. V: Unidentified kids
on the street. I; Damarie Vasquez, 12 years old, She talks about the kids
whose parents don't care about them. I Priestley Best, Youth Counselor,
He talks about the activities they could be doing. 02.31
34) Newschannel 8
WTNH-TV (ABC) CH 8 New Haven
09/11/97
5:00-7:00 AM
1.43 TZ; After School Study reveals half of all crimes occur between 2
and 8 pm when kids get out of school. '1; Surviving in the Hood Program.
I: Ismael Correa, 14 years old, says you can get into trouble. I; Janet
Reno, U.S. Attorney General, says we know what causes this. V; kids
fighting. 1; Damarie Vasquez, Student. says kids have parents who don't
care about them. Vᵢ school. I; Priestly Bast. Youth Counselor, says we
need more after school programs. Judy Chang reporting. 3.40
35) 12 News First At Four
WKRC-TV (CBS) CH 12 Cincinnati
9/10/97
4:00-4:30 PM
07.16 Juvenile crime. GR; Janet Reno says more money needs to go to after
school programs TO cut crime. Details of study that show half of all
violent crimes are between 2 and 8 pm on school days. 07.50
36) News 3 at 5:30
WWMT-TV (CBS) CH 3 Grand Rapids/Kalamazor
9/10/97
5:30-6:00 PM
00.38 Teen crime. A study just out today finds crime is up when school is
out. GR; statistics. V; Police situation. I; Janet Reno says there are
risk factors out there. V: Students. V: School. After school programs are
being made. 01.53
37) News 8 10 PM
WVUE-TV (Fox) CH 8 New Orleans
9/10/97
10:00-10:30 PM
02.08 Murder Triel. A new study found that half of juvenile violent crime
happened within 6 hours after school. V, Janet Reno, attorney general.
The Clinton administration seized on the report to push for more federal
money for after school programs. Critics say the government already
spends several billion on at-risk kids. 02.47
38) Fox 43 News at 10:00
WPMT-TV (Fox) CH 43 Harrisburg/York
9/10/97
10:00-11:00 PM
02:20 Crime stats. National Crime Prevention Organization report shows
that crime rates rise after school hours. 11; scenes. PC: Janet Reno, the
government needs to help communities. 03:07
For videocassettas or transcripts of any of the above segments, contact your nearust VMS sffice
60/80'd
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VIDEO MONITORING SERVICES OF AMERICA. LP
Page: B
MONTGOMERY COUNTY GOVERNMENT - JANET RENO
Continued
391 Fox 7 News 5:00
KTBC-TV (Fox) CH 7 Austin
9/10/97
5:00-5:30 PM
2.51 Juvenlle Crime. GR; New research showing the makeup of juvenile
crime, with most crime happening between the and of the school day and 11
p.m. V; School hallways. PC; Rape victin who with Janet Reno says
Congress should be funding prevention programs. Jamie Noring reporting.
5.04
401 WAND News Nightcast
WAND-TV (ABC) CH 17 Springfield IL
09/10/97
10:00-10:35 PM
03.32 Study. A study says kids that hav : more time on their hands get in
more trouble. 1: Mother says ke- ing her kids busy keeps her out of
trouble. V, Homework Hangout classroom. PC; Janet Rono, US Attorney
General. says kids have to be productive to reduce crime. I: Keith
Anderson, Homework Hangout, says kid: have to be accountable if they are
there Kim Davis Reporting. 05.23
41) Good Morning Central Illinois
WAND-TV (ABC) CH 17 Springfield IL
03/11/97
6:00-7:00 AM
15.05 Kids. A study says kids that have more time on their hands get in
more trouble. 1; Mother says keeping her kids busy keeps her out of
trouble. V; Homework Hangout classroom. PC; Janet Reno, US Attorney
General, says kids have to be productive to reduce crime. I: Keith
Anderson, Homework Hangout, says kid:. have to be accountable if they are
there. Kim Davis Reporting. 16.55
421 Eyewitness News at 6
KLAS-TV (CBSI CH 8 Las Vegas
9/10/97
6:00-7:00 PM
42.03 Juvenile crime / Pat Rogers reports. V; New survey says children
are more prone to commit crimes shortly after school lets out for the day
because parents aren't home TO prevent it. V; Sanford Newman speaking of
crime tripling. V; Attorney General Janet Reno speaking of crime
problems. 43.58
43) Channel 29 Eyewitness News at Six
KBAK-TV (CBS) CH 29 Bakersfield
9/10/97
6:00-7:00 PM
12.18 TZ; Juvenile Crime Study. V; Atto ney General Janet Reno visited a
center for at risk teens today and says that the study is further proof
that there is a need for after school crime prevention programs. 12.42
441 Ch. 69 News Berks Edition
WFMZ-TV (Indl CH 69 Allentown
9/10/37
5:30-6:00 PM
03.03 Juvenile crime Study says half of violent juvenile crime occurs
between 2 and 8 PM. V; Children in school hallway. V; Police cars. V;
Attorney General Reno visiting center for at risk teens. PC: Janet Reno
says we know risk factors. 03.59
###
For videocastation or transcripts of any of the above segments, contact your market VMS office
60/50'3
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SEP 11 '97 15:20 FR UMS-WASHINGTON
TOO
09/11/97 THU 18:09 FAX 2023955567
P.C.P.C.
The President's Crime Prevention Council
Fax Transmittal Sheet
DATE: 9/11/97
PAGES: 5 (INCLUDING COVER)
TO:
Jennifer Klein, DPC
FAX:
6-2878
FROM:
Jean Nelson, PCPC
FAX:
202-395-5567
PHONE: 202-395-5555
MESSAGE:
Thought you may be interested in this.
736 Jackson Place, N.W., Washington, D.C. 20503
002
09/11/97 THU 18:10 FAX 2023955567
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U.S. Department of Justice
Office of Justice Programs
National Institute of Justice
National Institute of Justice
Research Preview
Jeremy Travis, Director
August 1997
Youth Afterschool Programs
and Law Enforcement
A Summary of a Presentation by Marcia Chaiken, Ph.D.
Comprehensive child development relies on the sup-
Survey Methods
ports, relationships, and activities available to children at
home, at school, and in the community. However, from
Questionnaires were sent to a stratified random sample
early adolescence through the mid-teenage years, peer
of more than 1,000 program directors and volunteers,
influence competes with that of family, and about 60
with a 47-percent response rate. The principal reason for
percent of a youth's waking hours are spent outside of
nonresponse was high staff turnover. About half the
school. Thus, an opportunity to significantly affect the
responding organizations were in big cities with high
direction and quality of young lives resides in the com-
crime rates, about one-quarter were in big cities with
munity.
relatively low crime rates, and one-quarter came from
small cities and towns. The majority of organizations
Recent findings show that children and teens are most
were providing programs in youth centers or clubs,
vulnerable either to committing or being a victim of crime
churches or other religious facilities, and schools.
between 2:30 p.m. and 8:30 p.m. Community organiza-
tions with afterschool youth development programs are
Findings
particularly well positioned to counter some of the
hazards that threaten children, particularly urban ado-
What children need and want. Previous research has
lescents: drug abuse. gang activity, and criminal involve-
shown that the most successful programs are those that
ment or victimization.
address comprehensive child and adolescent develop-
ment, which rests on the guidance and bonds that
The National Institute of Justice (NIJ) and the Carnegie
children may find at home, at school, and in the commu-
Corporation of New York jointly supported a national
nity. However, in communities where many children have
survey of youth-serving organizations to discover the
fewer supports at home and school, there are also fewer
dimensions of crime affecting these organizations during
youth-serving organizations in the neighborhoods to
nonschool hours and what approaches they are using to
meet their needs. Whether teens and children live in
prevent such crime. The survey, conducted by LINC and
seven national youth organizations and their local
inner cities or smaller towns, they told researchers they
affiliates, found that local affiliates of national organiza-
want afterschool programs that provide challenging
activities and a chance to contribute to their communi-
tions are serving many children and teenagers who are
ties. Young people prefer programs that provide a range
at high risk for crime and delinquency and, to the extent
of choices-sports and recreation, activities that bolster
that these local affiliates are themselves imperiled by
their educational and social skills, activities that increase
crime and violence, they are likely to enlist police
their ability to say "No" when faced with temptation, and
assistance in implementing prevention programs.
computer and other technical instruction. They also want
Research in Progress Seminar Series
003
09/11/97 THU 18:10 FAX 2023955567
P.C.P.C.
places where they can be safe during afterschool
In Arlington, Texas, a teen center has recruited partici-
hours-where there are no gangs, weapons, or crime.
pants who are members of different youth gangs.
The survey found that national youth-serving organiza-
Together, participants decided to leave their gang
paraphernalia-weapons, colors, and signs-outside.
tions are recruiting children and teens who are at high
Police assured apprehensive neighbors they would
risk for crime and delinquency and attracting extraordi-
help keep things calm.
narily large numbers in economically depressed areas.
These young people want adult leaders who know
In Bristol, Connecticut, police collaborate with youth
children and who understand what it is like to live in
organizations to bring schools, probation and parole
neighborhoods where violence is rife.
departments, and families together when a child or
teen breaks the law.
Crime. Program sites are facing formidable problems
In Spokane, Washington, leaders of youth organiza-
from crime. During the 1993-1994 program year, over
tions and the police department went door-to-door, got
half the organizations had at least one criminal incident
together people who once were afraid to go outside
involving a staff member, participant, or property. Van-
their homes, and helped them take back their
dalism was the most frequent problem reported. How-
community.
ever, almost a quarter said some violent crime had been
committed.
Implications
Within the 1993-1994 program year, 2 percent of the
National youth-serving organizations play a key role in
organizations reported that participants brought guns to
teaching young people skills to become responsible
the program area, almost 4 percent reported that
members of their communities. The local affiliates of
participants brought drugs. and 7 percent reported that
these organizations are serving many children and teens
participants brought weapons. Ten percent of the organi-
least likely to learn these skills anywhere else. Although
zations reported that they took action-either suspend-
crime is a barrier to serving these young people, police
ing or expelling a participant-because they committed
are helping to provide safe and productive places during
other crimes. Seven percent of the organizations re-
nonschool hours. Evidence from police departments in
ported that a participant or staff member had been
the three case-study sites shows that these communities
attacked with a weapon. Thirty-nine percent said that a
are experiencing lower rates of crime after actively
participant had committed a crime at the program site.
involving adolescents in these organizations, and the
Nonparticipating youths. however, were committing the
children and teens being served feel they are contributing
majority of crimes. Only 4 percent said they try to keep
to the community.
out kids who are bringing in problems.
This Research Previewis based on a presentation
Police involvement. The survey showed that organiza-
by Marcia-Chaiken Ph Director of Research at
tions most affected by crime are reaching out to their
LINC, a phyate research organization based in
police departments not just when a crime occurs but to
Alexandria Virginia
implement preventive approaches. Program directors
most frequently asked police departments to provide an
As part of NIJ Research in Progress Seminar
officer "just one time" to talk with the children about
Series Dr. Chaiken discussed her study with an
drugs, crime, and other topics.
audience of researchers and criminal justice profes-
sionals and practitioners A 60-minute VHS video-
Youth-serving organizations that receive services they
tape outh A fterschool Programs and the Role of
request from their police are experiencing significantly
Law Enforcement, is available for 19 ($24 in
less crime than those with less responsive police depart-
Canada and other countries) Please ask for NCJ
ments. Police have been most responsive in communi-
163057
ties that have formed broad coalitions among youth-
serving organizations and community volunteers, and
Use the order form on the next page to obtain this
that have made it clear that a safe, productive place for
videotape and any of the other tapes now available in
children during nonschool hours is a vital community
the series.
need.
Points of view in this document do not necessarily reflect the official
Three case-study sites provide examples of effective
position of the U.S. Department of Justice.
partnerships between youth-serving organizations and
FS 000169
police departments:
004
09/11/97 THU 18:11 FAX 2023955567
P.C.P.C.
The Latest Criminal Justice
Videotape Series from NIJ:
Research in Progress Seminars
Learn about the latest developments in criminal justice research from prominent criminal justice experts.
Each 60-minute tape presents a well-known scholar discussing his or her current studies and how they relate to
existing criminal justice research and includes the lecturer's responses to audience questions. In addition to
Youth Afterachool Programs and the Role of Law Enforcement, reported on in this Research Preview, the other tapes
available in VHS format are:
NCJ 152235 Alfred Blumstein. Ph.D.,
NCJ 153730 Lawrence W. Sherman,
NCJ 156925 John Monahan. Ph.D.,
Professor, Carnegie Mellon University: Yourb
Ph.D., Professor, University of Maryland:
Professor. University of Virginia: Mental
Violence, Guns, and Illicis Drug Markets.
Reducing Gun Violence: Community Policing
Illness and Violent Crime.
Against Gun Crime.
NCJ 152236 Peter W. Greenwood. Ph.D.,
NCJ 157643 - Benjamin E. Saunders.
Director, Criminal Justice Research Program.
NCJ 153272 Cathy Spatz Widom, Ph.D.,
Ph.D., and Dean G. Kilpatrick, Ph.D.,
The RAND Corporation: Three Strikes, You're
Professor. State University of New York-
Medical University of South Carolina:
Out: Benefits and Costs of California's New
Albany: The Cycle of Violence Revisied Six Years
Prevalence and Consequences of Cbild Victimiza-
Mandalory-Sentencing Law.
Later.
sion: Preliminary Results from the National
Survey of Advicecents.
NCJ 152237 Christian Pfeiffer, Ph.D.,
NCJ 153273 - Wesley Skogan, Ph.D.,
Director, Kriminologisches Forschungs-
Professor, Northwestern University:
NCJ 159739 Joel H. Garner, Ph.D.,
institut Niedersachsen: Sentencing Policy and
Community Policing in Chicago: Fact or Fiction?
Research Director. Joint Centers for Justice
Crime Rates in Reunified Germany.
NCJ 153850 - Scott H. Decker. Ph.D..
Studies: Use of Force By and Against the Police.
NCJ 152238 - Arthur L. Kellermann. M.D.,
Professor, University of Missouri-St. Louis.
M.P.H., Director. Center for Injury Control,
and Susan Pennell. San Diego Association of
NC.J 1597-0 - Kim English, Research
Director. Colorado Division of Criminal
and Associate Professor. Emory University:
Governments: Monitoring the 11legal Firearms
Understanding and Preventing Violence: A Public
Market.
Justice: Managing Adult Sex Offenders in
Health Perspective.
Community Settings: A Containment Approach.
NCJ 154277 - Terrie Moffiet, Ph.D.,
NCJ 152692 - James Inciardi. Ph.D..
Professor, University of Wisconsin: Partner
NCJ 160765 Michael Tonry. Ph.D..
Director. Drug and Alcohol Center.
Violence Among Young Adults.
Professor. University of Minnesota:
University of Delaware: A Corrections-Based
Ethnicity. Crime, and Inunigration.
Continuum of Effective Drug Abilie Treatment.
NCJ 156923 Orlando Rodriguez, Ph.D.,
Director. Hispanic Research Center.
NCJ 161259 - Robert Crutchfield. Ph.D.,
NCJ 153271 - Marvin Wolfgang. Ph.D.,
Fordham University: The New Immigrant
Professor, University of Washington:
Director. Legal Studies and Criminology,
Hispanic Populations: Implications for Crime and
Labor Markets, Employment, and Crime.
University of Pennsylvania: Crime in a Birth
Delinquency in the Name Decade.
Cobort: A Replication in the People's Republic of
(continued on back)
China.
NCJ 156924 - Robert Sampson. Ph.D.,
Professor. University of Chicago:
Communities and Crime: A Study in Chicago.
To order any of these tapes, please complete and return this form with your payment ($19. U.S.; $24, Canada and
other countries) to National Criminal Justice Reference Service, P.O. Box 6000, Rockville, MD 20849-6000.
Call 800-851-3420. or e-mail [email protected] if you have any questions.
Please send me the following tapes:
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005
NCJ 161836 - Geoffrey Alpert. Ph.D.,
NCJ 163059 - Jeffrey Fagan. Ph.D..
NCJ 164725 - Ronald Huff. Ph.D., Professor,
Professor. University of South Carolina:
Professor. Columbia University: Adalescent
Ohio State University: Criminal Behavior of
Police in Pursuis: Policy and Practice.
Violence: A View From the Street.
Gang Members.
NCJ 163056 - Daniel Brookoff, M.D.,
NCJ 163921 - Patricia Tiaden. Ph.D.,
NCJ 164726 - James Austin, Ph.D.,
Ph.D., Associate Director. Medical Education.
Senior Researcher. Center for Policy
Executive Vice President, National Council
Memphis Mechodist Hospital: Drug Use and
Research: The Crune of Stalking: How Big
on Crime and Delinquency: Sentencing
Domestic Violence.
Is the Problem?
Guidelines: A State Perspective.
NC.1 163058 - Eric Wish, Ph.D., Director,
NCJ 164262 - Andrew Golub. Ph.D.,
NCJ 165585 - Garen Wintemute. M.D.,
Center for Substance Abuse Research,
Principal Research Associate. National
Director. Violence Prevention Research
University of Maryland: Dependence and Drug
Development and Research Institutes. Inc.:
Program, University of California-Davis:
Treatment Needs Among Adult Arrestees.
Crack's Decline: Some Surprises Across U.S. Cities
Predicting Criminal Behavior Among Authorized
Purchaser of Handguns.
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