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After School Programs [1]
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After School Programs [1]
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David Lussier's Subject Files
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Withdrawal/Redaction Sheet
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. card
Business card re: Rachael Worthington Walker (partial) (1 page)
n.d.
P6/b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
David Lussier (Subject Files)
OA/Box Number: 21656
FOLDER TITLE:
After School Programs [1]
2011-0581-S
rc263
RESTRICTION CODES
Presidential Records Act [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA]
h(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRAJ
an agency [(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
h(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
h(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information ((b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
h(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
fterschool.gov
A new web site for after-school programs
Get information about federal resources
Funding
Snacks
Mentors
Grants
Safe web site for kids and teens
And much more
Learn how to host an After-School Resource Fair
Learn from colleagues about developing new resources
Link your community after-school web site to a national network
Visit www.afterschool.govl
Sponsored by Federal Support to Communities Initiative, with General Services Administration and
the National Partnership for Reinventing Government
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55. How would you describe the area in which you live-Do you live in 4 city with OVER a million people, in &
smaller city. in a suburban area ourside 1 city, in a small town, or in z nural area?
City (1 million+)
25
Smaller city
35
Suburban area
19
Small town
11
Rural area
8
(don't know)
1
Just ID make sure we have 2 representative sample. what is your Tace?
White
72
Black
7
Hispanic (Puerto Rican. Mexican-American, etc.)
14
SKIP TO Q58
Asian
3
(Other)
3
(Don't know/refused)
1
58. What is your zip code?
And finally. strictly for verification purposes, can I have just your first name?
And your phone number a make sure 11 is correctly marked off of our list?
That completes our public opinion survey. Thank you very much for your time and cooperation, and have a
pleasant (day/evening).
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49. Do your children currently attend an afterschool program?
Yes (GO TO Q50)
29
No (GO TO Q52)
70
(dont know) (GO TO Q52)
1
IF 049=1, ASK:
SO. Do your children attend 1 DAILY atterschool program?
Yes (GO TO Q50)
70
No (GO TO Q52)
30
(don't know) (GO TO Q52)
0
IF Q50=1, ASK:
51. Do they amend an afterschool program which takes place at school or one which takes place ML a community
organization. like the YMCA?
School based
68
Community based
21
(both)
5
(neither)
6
(other)
0
(don't know)
0
S2. Are you or your spouse or parmer home when your children return from school?
Yes
67
No
24
(don't know)
9
RESUME ASKING ALL:
53. Do you have any grandchildren?
Yes
25
No
73
(don't know)
2
S4. What is the last year of schooling that you have completed?
[CIRCLE ONE . DO NOT READ]
1 - 11th grade
6
High school graduare
25
Non-college post H.S.(e.g. tech)
3
Some college (js- college)
24
College graduate
29
Post-graduate school
14
(don't know)
0
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44. Do you have any children 18 years of age or younger?
Yos (GO TO Q45]
38
No [GO TO Q53]
61
(don't know) [GO TO Q53]
0
45. What is the age of your youngest cluid?
0-5 years
37
6-12 years
37
13-18 years
24
(don't know/refused)
2
46. How many children do you have in your household?
1 child
38
2 children
37
3 or more children
24
(don't know/refused)
1
47. Do your children arend public school. private school, or parachial or religious school?
Public school
72
Private school
9
Parochial or religious school
3
(anend more than ONE Type)
3
(don't know)
14
48. What grade IS your child/children in?
Circle all that apply
Pre-school
13
Kindergarten
9
1st
13
2nd
11
3rd
13
4th
13
5th
13
6th
8
7th
8
8th
11
9th
g
10th
9
11th
DO
12th
8
(don't know)
13
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39. Are you married, single, separated, widowed. or divorced?
Married
56
Single
24
Separated/divoreed
12
Widowed
8
(don't know)
1
40. [IF MARRIED MALE] Does your wife work, half-time or more outside the home. or would you say that her work is
mainly at home?
Employed
63
At home
35
(dont know)
!
41. [IF FEMALE RESPONDENT Do you have a paid job, half-time or more or would you say that your work is mainly at
home?
Employed
55
At nome
44
(don't know)
1
RESUME ASKING ALL
42. What is your occupation?
Professional
25
WC Managerial
7
WC Clerical
7
Service employer
6
Govt employee
4
Farmer
1
Unskilled BC
6
Skilled BC
8
Homemaker
13
Other
10
(dont know)
0
(refused)
5
43. How many hours per week do you work?
Less than 10
1
10 w 20
4
21 to 40
25
Over 40
36
(don't work)
5
(homemaker)
12
(retired)
12
(don't know)
5
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RESUME ASKING ALL
Thank you. The few remaining questions are for classification purposes only.
36. Generally speaking, do you think of yourself as a Republican, a Democrat, an independent, or something else?
(IF REPUBLICAN OR DEMOCRAT ASK:] Do you consider yourself 1 strong (Republican/Democrat) or a not so strong
(Republican/Democrat)?
[IF INDEPENDENT ASK:] Would you say that you lean more toward the Republicans or more toward the Democraters?
strung Republican
19
32
not 50 strong Republican
9
indep. leans Republican
.4
independent
22
indep. leans Democratic
7
not so strong Democrar
12
surong Democrat
19
38
dk/na/other
8
37 On polideal issues do you consider yourself a liberal, a conservative. or a moderate?
(IF LIBERAL OR CONSERVATIVE:) Would you call yourself a strong (liberal/conservativa), or somewhat
(liberal/conservative)?
(IF MODERATE:) Do you think of yourself as closer to being liberal or being conservative?
Suong liberal
15
31
Not strong liberal
16
Moderate lean liberal
0
Moderate
33
Moderate . conservative
9
Not strong conservative
10
Strong conservative
11
30
(other)
1
(don't know/refused)
5
38. What is your age?
(CODE 101 FOR DON'T KNOW)
IF REFUSED: I am going a read you some age categories. Scop me when we got B your category:
18-24 years
10
25-29
10
30-34
10
35-39
12
40-44
12
45-49
10
50-54
10
55-59
6
60-64
5
Over 64
13
(refused/dan't know)
2
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34. Of the following. who do you see IS the most responsible for student achievement?
READ AND ROTATE
Federal government
s
State government
5
Local government
6
Local schools
19
Parents
57
Privare sector
0
Faith-based organizations
0
Community organizations
2
(all of the above, ASK: But if you had to choose one?)
3
(none of the above, ASK: But if you had to choose one?)
0
(other)
1
(don't know)
4
[IF CHOICE GIVEN IN Q34, ASK:]
35. And who would be the next most responsible for sudens activement?
READ AND ROTATE, DELETE ITEM MENTIONED IN Q34
Federal government
4
State government
7
Local government
6
Local schools
45
Parents
22
Private sector
.2
Faith-based organizations
3
Community organizations
6
(all of the above, ASK: But if you had 5 choose one?)
0
(none of the above, ASK: But if you had 5 choose one?)
1
(other)
1
(don't know)
3
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ASKING ALL
for something slightly different. Some people have recommended that public schools be open and available for
immity members a use during afternoon. evening and workend hours for activities like health clinics, recreation
ritles, and parenting and adult education classes. Would you favor or oppose using public schools in your community
bese acquities? (If favor/appose. Ask: Is that strongly/net so scrongly?)
Strongly favor
56
13
Not so strongly favor
27
No: so strongly oppose
S
Surongly oppose
5
10
(don't know)
7
Ish of the following statements comes closer to your point of view?
D AND ROTATE
people/other people say schools. clues, and counties should cooperate and work together to make public schools
and available for community members because it is good for the whole community and provides evening and
kend activities for everyone.
one people/other people say schools. sines, and counties do not need 9 be working together to open up public schools
community members because each have their own concerns and goals and should focus on them Opening up public
hools is less of a priority for these groups.
Cooperate and work together
85
Do not need 9 work together
6
(both)
4
(neither)
2
(don't know)
4
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SPLIT SAMPLE B
29. If a candidate for public office opposes government funding for afterschool programs, how likely would you be to vote
against him - extremely likely. very likely, somewhat likely. not we likely, not likely al all, or wouldn't is make a
difference?
Extremely likely
17
34
Very likely
17
Somewhat likely
15
Not too likely
10
Not likely at all
8
33
No difference
26
(don't know)
8
30. Now I am going to read you a list of items that could result from #0 afterschool program. Please tell me which one IS the
most important item to you that could result from an afterschool program.
READ & ROTATE
Provides a place where homework can be done
16
Helps working families
16
Builds social skills
15
Provides opportunines to learn and master new skills
14
Makes children like school
5
Makes communities stronger
8
Improves academic achievement
14
(all of the above, ASK: But if you had to choose one?)
5
(none of the above, ASK: But If you had to choose one?)
0
(other)
0
(don't know)
in
(IF CHOICE GIVEN IN Q30, ASK:]
31. Which ODE would be the next most important item?
READ & ROTATE [DELETE ITEM MENTIONED IN Q30]
Provides a place where homework can be done
15
Helps working families
15
Builds social skills
17
Provides opportunities to learn and master new skilly
16
Makes children like school
5
Makes communities scronger
11
Improves academic achievement
18
(all of the above. ASK: Bur if you had to choose one?)
0
(none of the above, ASK: But if you had to choose one?)
D
(other)
0
(don't know)
2
(END OF SPLIT SAMPLE E, GO TO Q32]
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SPLIT SAMPLE A
26. If a candidate for public office supports government funding for afterschool programs. would you be more US loss likely
to vote for this candidate or wouldn't it make a difference? [If more/less likely. Ask: Is that much/somewhar more/less
likely?]
Much more likely
26
SS
Somewhat more likely
29
Somewhat less likely
3
Much less likely
4
8
No difference
32
(doa's know)
5
37. Now I am going w read you 1 list of items that could result from an atterschool program. Please tell me which one IS the
most important item 5 you that could result from an afterschool program.
READ & ROTATE
Provides a place where homework CHD be done
15
Helps working families
14
Builds social skills
13
Provides opportunities to learn and master new skills
17
Makes children happy
5
Makes communities scronger
6
Improves academic activement
18
(all of the above, ASK Bur if you had to choose one?)
7
(none of the above. ASK: But if you had to choose one?)
1
(other)
0
(don't know)
4
(IF CHOICE GIVEN IN Q27, 25K:)
28. Which one would be the next most important item?
READ & ROTATE [DELETE ITEM MENTIONED IN Q27]
Provides a place where homework can be done
14
Helps working families
20
Builds social skills
16
Provides opportunities to learn and master new skills
17
Makes children happy
3
Makes communities stranger
12
Improves academic achievement
16
(all of the above, ASK But if you had to choose oue?)
0
(none of the above, ASK: But if you had to choose one?)
o
(other)
0
(don't know)
2
(END OF SPLIT SAMPLE A, GO TO Q32]
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SPLIT SAMPLE c
24. Do you agree or disagree that school districts should SCL aside specific funds to be used for afterschool programs? [If
agree/diaugree, Ask: Is that strongly/not so strongly?)
Strongly agree
58
78
Nor so strongly agree
21
Not so strongly disagree
8
Strongly disagree
11
18
(don't know)
4
[END OF SPLIT SAMPLE C, SPLIT SAMPLE A GO TO Q26,
SPLIT SAMPLE B GO TO Q29]
SPLIT SAMPLE D
25. Do you agree or disagree that city and county governments should set uside specific funds to be used for afterschool
programs? (If agree/disagree, Ask: is that strongly/not so strongly?]
Strongly agree
60
83
Not to strongly agree
23
Not so strongly disagree
n
Suongly disagree
6
11
(don't know)
6
[END OF SPLIT SAMPLE D, SPLIT SAMPLE A GO TO Q26,
SPLIT SAMPLE B GO TO Q29]
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SPLIT SAMPLE A
20. Thinking about the responsibility of state government wish regard to afterschool programs - How much of a role, if any.
should state government play in helping to develop afterschool programs? Do you think they should play - ROTATE
FRONT TO BACK, BACK TO FRONT) a major role. a medium role, a minor role. or no significant role at all -- in
developing afterschool programs in your community?
Major role.
36
69
Medium role
34
Minor role
19
No role at all
8
26
(don't know)
4
31. Do you agree or disagree that the federal government should SCL aside specific funds 9 be used for afterschool programs?
(If agree/disagree. Ask: Is that strangly/act so strongly?)
Surongly agree
55
78
Not so strongly agree
22
Not so strongly disagree
8
Strongly disagree
10
17
(don's know)
5
(END OF SPLIT SAMPLE A, SPLIT SAMPLE C GO TO Q24,
SPLIT SAMPLE D GO TO Q25]
SPLIT SAMPLE B
22. Thinking about the responsibility of businesses in your community with regard 9 afterschool programs - How much of a
role. if any, should businesses in your community play in helping to develop afterschool programs? Do you think they
should play - ROTATE FRONT TO BACK, BACK TO FRONT] a major role. a medium role. a minor role, or no
significant role at all - in developing afterschool programs in your community?
Major role
25
64
Medium role
39
Minor role
22
No role It all
10
31
(don't know)
5
23. Do you agree or disagree that the state government should set aside specific funds to be used for afterschool programs?
[If agree/disagree. Ask: Is that strongly/not so surongly?]
Strongly agree
60
83
Not so strongly agree
23
Not so strongly disagree
6
Scrongly disagree
7
12
(don't know)
5
[END OF SPLIT SAMPLE B, SPLIT SAMPLE C GO TO Q24,
SPLIT SAMPLE D GO TO Q25]
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16. Thinking about the ISSUE of the state budget surplus. Some people from this part of California favor using a partion of the
state budget surplus to fund afterschool programs throughout the state. while other people feel this money should be used
for increased funding for education and health case. Thinking about your views on this issue, would you favor or oppose
using a portion of the state budget surplus to pay for afterschool programs throughour the state? (If favor/oppose, Ask:
Is that strongly/not SD strongly favor/appose?)
Strongly favor
47
74
Not so strongly favor
27
Not so suongly appare
8
Strongly oppose
9
16
(don's know)
10
17. If your tax dollars are used to fund afterschool programs, would you want that money used for school-based afterschool
programs or community-based afterschool programs?
School-based programs
48
Community-based programs
26
(both)
18
(neither)
3
(don't know)
4
18. Which of the following statements comes closer to your point of view?
Schools and community organizations should share resources
9 provide afterschool programs in order to reach more children
77
OR
Schools and community programs should compete for resources
to provide atterschool programs in order 5 provide more options
13
(both)
S
(neither)
3
(don't know)
2
19. Which one of the following statements comes closest to your own view?
ROTATE
The responsibility for paying for afterschool programs should
ONLY be the parent's responsibility
16
The responsibility for paying for afterschool programs should be ALL
taxpayers' responsibility, but parents who use the program should pay
more
42
The responsibility for paying for afterschool programs should be ALL
taxpayers' responsibility
32
(all)
5
(neither)
2
(don't know)
3
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12. Now let me read you about a program which some people have recommended implementing This comprehensive
afterschool program would use public school buildings during after school hours five days a week to provide children
with fun. enriching learning opportunities that extend beyond school's traditional academic style, that challenge them,
and chat give them more individualized attention.
Having heard this description would you favor or uppose providing this program to children in your community? (If
favor/oppose. Ask: Is that strongly/net so strongly?)
Strongly favor
68
88
Not so surongly favor
20
Not so strongly opposa
4
Strongly oppose
2
6
(don't know)
6
13. Do you think children would be better off going home after school or taking part 10 this program? [If choice, ask: Is that
much/somewhat beace?)
Much better going home
13
29
Somewhat better going home
16
Somewhar better program.
23
Much better program
32
54
(don't know)
17
14. IfI told you this program will cost $1.000 per child. par school year. how willing would you be to use additional federal
or state taxpayer money to pur these programs in your community - very willing. somewhat willing. not too willing. or
not willing ar all?
Very willing
34
71
Somewhat willing
37
Not too willing
13
Not willing at all
9
22
(don't know)
7
[NOTE TO INTERVIEWER: REMIND THROUGHOUT REMAINDER OF SURVEY THAT REFERRING TO
THE FOLLOWING PROGRAM: This comprehensive afterschool program would use public school buildings during
after school hours five days a week to provide children with Fun, enriching learning opportunities that extend beyond
school's traditional academic style, that challenge them, and that give them more Individualized attention.]
15. Still thinking about this issue and your taxos. One proposal that has been put forward to pay for this program would be 3
increase state taxes by one hundred dollars per year. Thinking about this proposal, would you favor or oppose having
your state Laxes increased by one hundred dollars per year 9 pay for every child to attend an afterschool program? (If
favor/oppose, Ask Is that strongly/not so surongly?)
Strongly favor
39
65
Not so strongly favor
20
Not so strongly oppose
.11
Smongly oppose
16
27
(don't know)
8
0007
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8. or the following. which group should play the largest role in ensuring afterschool programs for children?
(READ AND ROTATE]
Federal government
10
State government
12
Local government
17
Parents
27
Public schools
12
Private sector
1
Faith-based organizations
2
Community organizations
11
(all of the above, ASK: But if you had to choose one?)
3
(none of the above, ASK: But if you had B choose one?)
0
(other)
0
(don't know)
4
[IF CHOICE GIVEN IN Q8, ASK:)
9. And which group should play the next largest role in ensuring afterschool programs for children?
[READ AND ROTATE, DELETE ITEM MENTIONED IN Q8]
Federal government
5
State government
14
Local government
20
Parents
30
Public schools
18
Private sector
2
Faith-based organizations
3
Community organizations
14
(a)l of the above, ASK: Bur if you bad to choose one?)
0
(none of the above, ASK: But if you had to choose one?)
1
(other)
0
(don't know)
3
10. Does your community currently provide afterschool programs everyday during the hours after school or does it not
provide daily atterschool programs?
Provides daily afterschool programs
38
Does not provide daily afterschool programs
19
(provides some programs. but not enough)
13
(don't know/refused)
31
11. Where would you most want to see daily afterschool programs take place?
[READ AND ROTATE]
_A: public schools
33
_As community organizations, like boys' and girls'
clubs or the YMCA and YWCA
10
_AI churches or temples
4
_AI libranes
2
_At cultural institutions. like museums
I
_At other public facilities, like parks
and recreation departments
12
- (all of the above, ASK: Bur if you had 9 choose one?)
5
(none of the above. ASK But if you had to choose one?)
I
(other)
1
(don't know)
5
401 3036
PES
SEP-18-00 11:13
PAGE 03
FROM-MARTIN 1 GLANTZ LLC
415-381-3252
T-845 P.04/18 F-928
page 2
SPLIT SAMPLE A
4. How important is it to you personally E ensure access to strerschool programs for children in your community? Is it very
important. somewhar important, not too important. or not important all?
Very important
62
88
Somewhar important
26
No: too important
5
Not important at all
;
10
(dop't know)
2
[END SPLIT SAMPLE A, GO TO Q6]
SPLIT SAMPLE B
5. How important 10 it to you personally to ensure access to atterschool programs for all children? Is it very important.
somewhat important. not too important, or not important all?
Very important
50
86
Somewhat important
26
Not too important
9
Not important at all
3
12
(don't know)
2
(END SPLIT SAMPLE B, GO TO Q61
RESUME ASKING ALL
6. Still thinking about atterschool programs, would you say that afterschool programs are a necessity for your community?
(If yes/no. Ask: is that strongly/net so strongly?)
Yes, strongly
65
83
Yes, not so surongly
18
No, not so strongly
9
No. strongly
4
13
(don't know)
4
7. Do you think there are more than enough, cnough. or not enough afterschool programs available for children in your
community today?
More than enough
5
Enough
17
Not enough
59
(don't know)
18
09/24/2000
20:42
4013036
PES
PAGE 02
SEP-18-00 11:12
FROM-MARTIN 1 GLANTZ LLC
416-331-3252
T-845 P.03/18 F-923
M:CLIENDMOTT0OQUF-CA911
CA Statewide
FINAL
Interview #.
September 2000
800 VOTERS
TIMING - 13 MINUTES
SPLIT FORM: AC AD BC BD
Hello. My name IS
I'm calling for Nanonal Opinion Surveys. We are conducting a public opinion survey and 1
would like to ask you some questions. We are not selling anything. and I will not ask you for a contribution as donation.
Could I please speak with the ROTATE MALE/FEMALE] 18 or older in your household who is at home right now?
GENDER OF RESPONDENT
Male
48
Female
52
1. Are you registered 9 vote as this address? IF NO, ASK FOR A FAMILY MEMBER WHO IS. IF NONE,
TERMINATE AND MARK TQ1 ON SAMPLE SHEET)
2. Thinking specifically about the are ctuldren spend after school hours. of the following what worries you most about this
name after school?
READ AND ROTATE
Children Ird alone and unsupervised
35
There are no secuerured activines for children a do
&
Children are isolated
3
Violence among youth is increasing
8
_Children spend most of their time watching television
a
Children not doing their homework
3
Children spend cheir time hanging out
3
Children have no adult supervision and are too influenced by peers
14
Children can't explore their own neighborhoods like they used to
4
(none of the above)
2
(all of the above)
10
(don't know)
3
3. Do you agree or disagree there should be some type of organized activity or place for children and isens to 20 after
school every day that provides opportunities for them to learn? (If agree/disagrec, Ask: is that strongly/hot so aurongly?)
Strongly agree
79
92
Not so strongly agree
13
Not 50 surongly disagree
3
Strongly disagree
4
7
(don't know)
1
09/24/2000 20:42
4013036
PES
PAGE 01
U.S. Department of Education
Office of the Secretary
400 Maryland Avenue, SW
Washington, DC 20202
FAX COVER SHEET
TO
:
Bethany little
Fax Number: 456-5581
(Number of pages, including cover sheet:
17,
)
FROM
Adriana de Kanter
Special Advisor on Afterschool Issues
(Telephone: 202/401-3132)
California polling figures- some new
ufo on using CA suphis, too.
09/22/00 FRI 16:54 FAX 2026320390
NATIONAL PERFORMANCE REV
005
Page I of 4
After-School Resource Fairs
LIST OF RESOURCE FAIRS
HOME
Parts
Dates to be Determined
Akron, OH
Select a Main Topic]
Contact: Jennifer Scofield
(330) 376-1335 ext 231
Select a Shortcut]
Contra Costa County, CA
Central County
Contra Costa County, CA
East County
Denver, Co
Contact: Lynn Simons
(303) 844-3544
August 2000
August 12th
Sioux City, IA
Cindy Jenkins
(515) 323-2463
[email protected]
September 2000
September 28
Port Ludlow, WA
Contact: Anne Tiernan
Federal Executive Board/US Department of Education
(206) 220-6171
After School providers are invited.
October, 2000
October 2
Waynesburg, PA
Contact: Missy Whetzel
Pennsylvania State Cooperative Extension, Greene County
(724) 627-3745
The Fair will be held at Stover Hall, Waynesburg College from 3:30-
6:00 pm.
October 10
Hartford, CT
Contact: Liz Brown
Connecticut Commission on Children
http://www.afterschool.gov/cgi-bin3/main.pl?pagelD=4
9/20/00
09/22/00
FRI 16:54 FAX 2026320390
NATIONAL PERFORMANCE REV
004
After-school Resource Fairs
Page 4 of 4
December 5
Boston, MA
Contact: Shirley Furr
(617) 565-8342
The Fair will be held in the Kennedy Library.
February 2001
February 2-4
Minneapolis, MN
Contact: Raymond Morris
(612) 713-7201
The Fair will be held in the Mall of America.
Date TBD
Pittsburgh, PA
Contact: George Buck
(412) 395-6607
March, 2001
March 10
St. Louis, MO
Contact: Marion Eisen
(314) 454-1371
Search this site 1 Register a Fair I Send a Summary of Your Fair
Disclaimer 1 Privacy Policy
9/20/00
09/22/00 FRI 16:54 FAX 2026320390
NATIONAL PERFORMANCE REV
003
After-school Resource Fairs
Page 3 of 4
October 12*
Norcross, GA
Contact: Art Allen
(404) 527-7112
(404) 527-7689
The event will be held at the A.Worley Brown Boys and Girls Club at
3pm.
October 12*
New York, NY
Contact: David Mickenberg
The Afterschool Corporation (TASC)
(212) 547-6949
The Fair will be held at PS 153, 1750 Amsterdam Avenue,
Washington Heights. The program will feature the Dance Theater of
Harlem.
October 12*
St.Louis
Contact: Bev Pfeifer-Harms
(314) 289-4419
The Fair will be held at the Science Center
October 23
SEATAC, WA
Contact: Anne Tiernan
Federal Executive Board/US Department of Education
(206) 220-6171
November 2000
November 1st
Kansas City, KS
Contact: Maryanne Garcia
(913) 551-5593
November 10
Fayetteville, NC
Contact: Elaine T. Cole
Cumberland County Health Department
227 Fountainhead Lane
Fayetteville, NC
(910) 960-8432
November 29
Pierre, SD
Contact: Rosemary Hayward
OST Program Specialist
Office of Child Care Services
700 Governor's Drive
Pierre, SD 57501
(605) 773-4766
Fax: (605) 773-7294
December 2000
9/20/00
09/22/00
FRI 16:53 FAX 2026320390
NATIONAL PERFORMANCE REV
002
After-school Resource Fairs
Page 1 of 4
After-School Resource Fairs
LIST OF RESOURCE FAIRS
HOME
Friir
Dates to be Determined
-
Akron, OH
[Select a Main Topic]
Contact: Jennifer Scofield
(330) 376-1335 ext 231
Select a Shortcut]
Contra Costa County, CA
Central County
Contra Costa County, CA
East County
Denver, Co
Contact: Lynn Simons
(303) 844-3544
August 2000
August 12th
Sioux City, IA
Cindy Jenkins
(515) 323-2463
[email protected]
September 2000
September 28
Port Ludlow, WA
Contact: Anne Tiernan
Federal Executive Board/US Department of Education
(206) 220-6171
After School providers are invited.
October, 2000
October 2
Waynesburg, PA
Contact: Missy Whetzel
Pennsylvania State Cooperative Extension, Greene County
(724) 627-3745
The Fair will be held at Stover Hall, Waynesburg College from 3:30-
6:00 pm.
October 10
Hartford, CT
Contact: Liz Brown
Connecticut Commission on Children
http://www.afterschool.gov/cgi-bin3/main.pl?pageID=4
9/20/00
16:53 FAX 2026320390
NATIONAL PERFORMANCE REV
4
001
NATIONAL
PARTNERSHIP
FOR
REINVENTING
GOVERNMENT
Vice President Al Gore
National Partnership for
Reinventing Government
750 Seventeenth Street NW
Washington, D.C. 20006
Voice 202 632-0150
Fax
202 632-0390
Web www.npr.gov
Fax Cover Sheet
PLEASE DELIVER As SOON AS POSSIBLE
TO: DAVID
TELEPHONE NUMBER:
FAX NUMBER:
FROM: PAM
DIRECT TELEPHONE NUMBER: 202694-001 001
DATE:
NUMBER OF PAGES INCLUDING COVER:
SPECIAL MESSAGE OR COMMENTS:
PHOTOCOPY
PRESERVATION
People
NEA's National ESP of the Year
S most students are scrambling to
pants-and one pair had a hole.
get to their homeroom class at the
"When he had to wear that pair, he didn't
tone of the tardy bell, Union City
come to school because he was too embar-
(N.J.) attendance officer Richard
rassed," says Malizia. "So we bought him a
Malizia is on the streets looking for kids who
new pair of pants: problem solved!"
should be in school, but aren't.
"I'm in the unique position of being able to
Recently named NEA's educational
go into homes and bring information back to
support person of the year, Malizia is the
the schools," Malizia said. "Most attendance
lifeline between teachers and those students
officers live in the communities we work in, so
who would otherwise rarely see the inside of
we know the kids and their families."
a classroom.
Malizia has remained dedicated to public
"Poor attendance is one indicator of a prob-
education for 25 years, as an attendance
lem," says Malizia, who has served on the
officer, a janitor, and a teacher's advocate.
Rachelle Omenson
NEA Board of Directors. "If we can get to that
He's helped form an alliance between Union
problem early and solve it, we can enhance
City teachers and school support personnel.
student achievement."
"Once teachers see how ESP can help them,
An example: Malizia found that one student
they appreciate our roles." Malizia says. "ESP
chronically absent only had two pairs of
care deeply for the children we serve.'
On a Mission To Build Character
arbara Lewis is a
The action-oriented Lewis, who
Mexican girl who bravely told her
teacher-and an
thrives on conducting community
mother the truth about squan-
author-on a mission.
problem-solving classes with young-
dering the family's tortilla
She's determined, through
sters, says whenever she feels the
money on candy.
her writing, to bombard
need for new material to
The book also suggests very
students with positive
use with students, she
concrete steps kids can take at
role models.
ends up writing a book.
home, at school, and in their
"Youngsters are inun-
BEING YOUR
"As soon as I finish one,"
communities to become honest,
dated with hundreds of
BEST
she laughs, "I come up with
caring, and responsible citizens.
thousands of negative
another."
Character
"Character development begins
Buckting
influences from the
Her seventh and latest,
when a child is bom," says
media, politicians,
Being Your Best: Character
Lewis, the grandmother of
sports figures, and
Building for Kids 7-10, is
three. "We need to teach
elsewhere," says this
chock full of real-life role
kids that we all have con-
Utah teacher, who
models for character and
trol over what we become
coordinates her Park City school
community service.
and that we're responsi-
district's program for high-achieving
The examples include a Utah boy
ble for what we do. "
students. "We have to counteract
who gave a homeless man his
For more information,
that."
brand-new basketball shoes and a
call 1/800-735-7323.
thousands of negative
another."
Character
"Character development begins
influences from the
Her seventh and latest,
when a child is born,' says
media, politicians,
Being Your Best: Character
Lewis, the grandmother of
PHOTOCOPY
sports figures, and
Building for Kids 7-10, is
three. "We need to teach
elsewhere,' says this
chock full of real-life role
kids that we all have con-
PRESERVATION
Utah teacher, who
models for character and
trol over what we become
coordinates her Park City school
community service.
and that we're responsi-
district's program for high-achieving
The examples include a Utah boy
ble for what we do.
students. "We have to counteract
who gave a homeless man his
For more information,
that."
brand-new basketball shoes and a
call 1/800-735-7323.
Teacher Guides Students to Follow Their Conscience
etter writing is a powerful
Yugoslavian students imprisoned
should treat each other.
Adams says. "Now Broad Meadows
but underutilized corner-
because they asked for bilingual
"We used to be known as the
kids have a reputation as historians
stone of democracy, Ron
education and built three schools for
school for the housing project kids,
and activists. It's the change of atti-
Adams believes.
underprivileged children abroad.
and that was deeply insulting,"
tude that has kept me motivated."
Adams helps his seventh grade
-
The letters Adams's students have
language arts students at Broad
written span the issue spectrum,
Meadows Middle School in Quincy,
from local topics like traffic to inter-
Massachusetts, realize the power of
national concems over child labor.
a well-written letter through "Writing
"If I forced the students to write
Wrongs," a teaching unit he's been
about something,' he says, "they
using for the past 10 years.
would stop caring once I closed the
In the unit, students are asked to
grade book."
identify an injustice and write a for-
The kids who learn with Adams
mal letter to someone they believe
care even after they leave his class.
can help end it.
Students as old as high school sen-
The assignment has led students
iors convene every Friday afternoon
to such varied projects as creating a
to continue their projects.
textbook about World War Il's female
The letter unit began as a way to
shipyard workers and opening a
reach Quincy's increasing immigrant
floating museum celebrating
population. Reading and writing
Quincy's history.
about things that "aren't fair,"
Efforts by students in Adams
Adams hoped, would help teach the
classes have also freed four
district's diverse students how they
Bethany Versoy
September 2000
39
PHOTOCOPY
PRESERVATION
Health&
Fitness
Keeping Kids Out of Trouble
During After-School Hours
I
f kids are going to get in trouble, it's often between 3 and 7 p.m. Rena
Mesa. Consistent, knowledgeable
staff who have a commitment to
Large of the NEA Health Information Network looks at a possible solution:
children and understand the social,
model after-school programs that include anti-drug messages and teach
cultural, and economic issues
that substance abuse threatens the safety of the school and community.
children face in their community
are also essential, as is ensuring
that an adequate number of staff
How much trouble do kids
closely with the Mesa Community
safe and orderly program operations
are engaged.
get into after school?
Action Network to establish an after-
and safe transportation home for
After-school programs also need
Plenty. In 1999, 57 percent of seri-
school program.
participating students.
structure, but Marlene Wong, the
ous juvenile crimes occurred from 3
The resulting Kerr KidsCan! pro-
director of Mental Health Service for
to 7 p.m., reports the U.S. Office of
gram offers numerous "clubs" that
Are all after-school pro-
the Los Angeles Unified School
Juvenile Justice and Delinquency
expose students to a variety of skills
grams this successful?
District, is quick to recommend that
Prevention. Juveniles are more likely
and activities, from sports, crafts,
The U.S. Department of Education
after-school programs should be
to be victims of violent crime
and drama to tutoring and help with
says public schools are uniquely
less structured than the normal
between the hours of 3 and 9 p.m.
homework. Kerr KidsCan! now
suited to meet the extended learning
school day-to allow children to
Children are finding trouble
reaches more than 3,000 kids from
needs of students, in a safe and
have down time, grab a snack, and
because more and more of them get
five elementary schools.
drug-free after-school environment.
do homework.
no adult supervision after school.
As a direct result of this model
Carefully planned programs can
Wong also encourages using
"We need to recognize," says Dr.
after-school program. the Kerr com-
provide a number of services that
after-school time to teach social
Steve Kelder, an expert on adoles-
munity has seen a dramatic
enhance a student's daily learning,
skills and nurture children's
cents from the University of Texas,
decrease in crime and vandalism.
activities that range from tutoring in
creative sides.
that kids left unsupervised after
NEA members in the area credit the
reading for younger children to the
school are more likely to exhibit
program for increasing the number
supplying of mentors who can guide
behaviors that place them at higher
of positive connections, both
children through challenging courses
RESOURCES
risk for alcohol, tobacco and other
between students and staff and
and provide positive support and
drug use, as well as sexual activity."
parents and school.
supervision from caring adults.
Kerr KidsCan! is one of many
successful programs creating safe
school communities featured in
NEA's Safe Schools Now network
broadcast series. These programs
all aim to help schools and their
communities create more secure
environments for children.
The first broadcast of this series
for the new school year, which airs
on September 28, will focus on
school programs that promote
chlrdrentnrougncnallenging'courses
risk for alcohol, tobacco and other
between students and staff and
and provide positive support and
PHOTOCOPY
drug use, as well as sexual activity."
parents and school.
supervision from caring adults.
Kerr KidsCan! is one of many
PRESERVATION
successful programs creating safe
school communities featured in
NEA's Safe Schools Now network
broadcast series. These programs
all aim to help schools and their
communities create more secure
environments for children.
The first broadcast of this series
for the new school year, which airs
on September 28, will focus on
school programs that promote
student-school connectedness
and steer students away from
substance abuse.
Tammy Smith
For more information, check the
Web at www.safeschoolsnow.org
or call 202/822-7746.
The National Juvenile Justice
Clearinghouse, operated by the
U.S. Office of Juvenile Justice and
Delinquency Prevention, offers
information on programs and initia-
Are schools the answer?
Is this another case of
Still, as of 1991, 70 percent of
tives related to the reduction of
Take a look at Kerr Elementary in
educators being asked to
all public elementary and combined
juvenile crime, violence, and
Mesa, Arizona. Built more than
do more, more, more?
schools did not offer either before-
victimization. For more, go to
seven years ago, the school figured
No. The Mesa Education Associa-
or after-school programs. The num-
www.ojjdp.ncjrs.org or call
800/638-8736.
to be the most vandalized school in
tion has encouraged members to
bers of after-school programs are
the state, given local community
become part of the solution by help-
increasing, but. in 1995, only
Bringing Education into the
crime statistics.
ing to ensure that teacher facilitators
3.4 percent of the 23.5 million
Afterschool Hours, a U.S. Depart-
Residents of that community met
are adequately compensated for
school-age children with working
ment of Education publication,
early on with local law enforcement
their after-school work.
parents were enrolled in the 18,111
provides ideas on how schools can
officials, in one parent's home, to
before- or after-school programs
use after-school programs to pro-
discuss possible solutions. At one
What else helps explain
in public schools.
mote student achievement and
point in the meeting, the group
the Mesa success?
meet the needs of their students
stepped outside to survey the neigh-
The Mesa program is funded by the
So what are the essential
and community. Among the pro-
borhood. A group of kids took that
United Way, with additional funding
features of a successful
gram ideas discussed: reading,
opportunity to vandalize the home.
from the governor's office and other
after-school program?
math, the arts, safe and drug-free
Undaunted, the entire community
funding partners. Local law enforce-
After-school programs are most
schools, and parent involvement.
recognized the need for structured,
ment officers and the superintendent
successful when they result from a
To order, go to www.ed.gov or call
positive alternatives. They worked
are also participating, to help ensure
collaborative community effort, as in
877/4-ED-PUBS.
40
National Education Association
www.nea.org/neatoday
Bethany Little
09/21/2000 12:35:04 PM
Record Type:
Record
To:
David F. Lussier/OPD/EOP@EOP
CC:
Subject: re: email address
Forwarded by Bethany Little/OPD/EOP on 09/21/2000 12:35 PM
Sandy Newman <[email protected]>
09/19/2000 03:20:13 PM
Record Type:
Record
To:
Bethany Little/OPD/EOP
CC:
Heather H. Howard/OPD/EOP, Ann O'Leary/OPD/EOP, Barbara Chow/OMB/EOP
Subject: re: email address
Thanks, Bethany,
Heather Howard returned my call just before I got your e-mail. She said
she or Ann would be glad to put in a call to Charles Simon at doj.
As you'll see from the e-mail to Heather and Ann that I cc'd to you, I
also made a little progress myself yesterday reaching nice human beings rather
than voicemails at DOJ today.
Barbara and I had brainstormed a bit about whether we should join forces
with Dept of Ed to do one event releasing both their 21st Century CLC
report and our Prime Time for Juvenile Crime/After School programs report.
We agreed that it would make sense to do a White House event with Riley and
the Prez to release both reports jointly. Barbara's feeling was that it
might make sense to do one event even if the Pres. weren't involved.
When I discussed that with our Communications Director though, his feeling
was that, if the Pres. is not involvled, the Dept of Ed and we are probably
better off to do two separate events on different days because the total
coverage of our issue is likely to be maximized that way. The press would
cover their event as a story on the benefits of 21st CCLC, and ours as "Law
Enforcement calls for more after-school programs to fight prime time for
juvenile crime."
We're not locked into two events, but just concerned that if we do it
together, we could find that we step on their story or vice versa. With
the President's involvement, on the other hand, the story would be big
enough to cover both parts of the message.
We'll obviously be coordinating with Dept of Ed given that our objective is
to increase support for their program, but our inclination at this point is
to proceed on the assumption that we'll each be doing our own events unless
either: a) the President becomes available, or b) the Dept wouldn't
otherwise do an event on its own, in which case we'd go for doing a joint
event.
I've pasted below a brief summary of some research done on the effectiveness of our message and law
enforcement as spokespeople. I thought you might find it interesting.
I am out of the office in New York today, but if you have any questions, you can reach Chris Lockard at
202-776-0027 ext. 116 or [email protected]. He is helping with the scheduling of the press
conference. I will be back in the office on Wednesday.
Many thanks for all your help!
To:
Jeff Kaban
From: David Batts
Date:
September 15, 2000
Re:
Effectiveness of FIGHT CRIME: INVEST IN KIDS Message and Spokespeople
Two separate focus group studies, conducted by Ethel Klein for Lifetime Television and by Meg Bostrum
for the Funders Collaborative on Violence Prevention, both concluded that law enforcement leaders were
the most effective of the spokespeople tested in educating others about the importance of after-school
programs and community building efforts respectively.
Focus groups conducted by Celinda Lake for the Invest in America Coalition found the most effective of
ten pro-investment messages tested was one saying police chiefs felt after-school programs and child
care would reduce crime.
UCLA researcher Frank Gilliam's controlled experiment for the Funders Collaborative on Violence
Prevention found, of news segments he tested, only the one in which a chief urged access to child care
and after-school programs boosted viewers' support for increased spending.
In a recent experiment conducted for FIGHT CRIME: INVEST IN KIDS by RMA, Inc., 59% of the control
group favored "increasing" or "greatly increasing" funding for after-school programs - leaving 41% as the
"primary target group."
A separate experimental group of 300 respondents was read a message delivered by a police chief and a
crime victim about the peak hours of juvenile crime. This message moved one in four in the primary
target group to favor "increased" funding - raising support to 70% (an 11-percentage-point gain over the
control group).
In addition, this message increased the intensity of the secondary target group's support. Those who
favored "greatly increasing" funding went from 16% of the control group to 25% - a 50% gain.
> Thanks for calling Sandy - Barbara had mentioned your report to me. It
>sounds very interesting, and I would love to get some more infomation. My
>e-mail address is [email protected]. I look forward to hearing
>from you.
Sandy Newman, President
Fight Crime: Invest In Kids
2000 P Street, NW Suite 240, Washington, DC 20036
Phone: 202-776-0027 (ext 101).
Fax: 202-776-0110
FOR A FREE SUBSCRIPTION TO OUR RESEARCH AND ADVOCAY E-UPDATES CLICK here:
http://www.fightcrime.org/email.html while online.
Access Fight Crime's web site by clicking here: http://www.fightcrime.org
If the above addresses are not highlighted and underlined on your
screen,paste the one you want into the address line on your web browser,
instead of clicking on it in this message.
Fight Crime: Invest in Kids is the anti-crime organization made up of
people on the front lines battling crime: police chiefs, prosecutors,
sheriffs, victims of violence, and leaders of police officer organizations.
Bethany Little
09/21/2000 12:35:15 PM
Record Type:
Record
To:
David F. Lussier/OPD/EOP@EOP
CC:
Subject: after-school advocacy event
Forwarded by Bethany Little/OPD/EOP on 09/21/2000 12:35 PM
Sandy Newman <[email protected]>
09/18/2000 10:12:24 PM
Record Type:
Record
To:
Heather H. Howard/OPD/EOP, Ann O'Leary/OPD/EOP
CC:
Barbara Chow/OMB/EOP, Bethany Little/OPD/EOP, Chris Lockard <[email protected]>
Subject: after-school advocacy event
Hi, Heather and Anne,
Thanks for calling back last night, Heather. And Ann, sorry to hear you were sick; hope you're feeling
better.
As Heather and I discussed, we're preparing a new report on the peak hours of juvenile crime and
victimization of juveniles, the crime-prevention impact of after-school programs, and law enforcement
support for expanding those programs.
The report will be ready to issue on 9/26, and we'd like to issue it sometime that week in order to
strengthen support for after-school programs while y'all are negotiating over the increase in 21st Century
CLC's.
I've spoken to Barbara about the possibility of our presenting it to the President that week, and she has
said she'll keep it "in the mix," perhaps to be combined with the release of the Dept of Ed's 21st Century
CLC report, but any decision on it would likely be last-minute.
In the meantime, we agreed I should proceed to put together an event that doesn't count on the
President's participation. We think that, if the President isn't involved, the Attorney General's
participation is key to getting the kind of press we're after.
So far, Boston Police Commissioner Paul Evans has said he could participate on 10/27 and Sen. Jeffords
has said he could likely participate on the afternoons of the 26
or the 27th.
After I spoke with you, Heather, Deb Smolover in Eric Holder's office patched me through to Alexandra
Quinn, who is the A.G.'s new scheduler. Deb said she thought Eric could participate any day that week
except Friday, but she understood we'd get much more press with the A.G. Alex Quinn said it sounded
like it might be of interest to the A.G, and that' she'd check on it.
I still think it would be very helpful if you could call or drop an e-mail to Charles Simon to say
we're good folks, who do solid reports and usually are quite successful in getting media with
them. You could also mention that Kinney Zalesne reported to us after our last event with the AG
that she thought it was a great event, and wanted to do more events with us.
Many thanks for your help. And thanks, too, for the photos from the last event.
You're both great to work with.
I'll be out of town tomorrow, but Chris Lockard in our office is really handling all this anyhow. His e-mail
address is in the CC header, and he's reachable at the same office number as me, 202 776-0027.
A bit more background on our upcoming report follows:
You'll recall the report on "prime time for juvenile crime" that we presented to the A.G. at a joint press
conference with her in 9/97, when the President was seeking to increase 21st Century CLC funding to $40
million. The event scored 30 million in print circulation and tv viewership in that 24 hours news cycle and,
thanks in no small measure to the work of the Pres., First Lady and VP (and y'all) has continued to
reverberate in the press and among policy-makers. (The more recent event you put together for the First
Lady to receive our child care report has reaped over 20 million in print circulation and tv viewership).
This report will be an update of our '97 Prime Time for Juvenile Crime report. Co-authors will include
Northeastern U. Criminologist James Alan Fox, myself, and probably some of our chief or sheriff
members, and maybe another criminologist or scholar.
(Like our 1997 report) it will focus on the peak hours of crime, and the value of after-school programs.
It will contain the latest available data, showing that violent juvenile crime triples in the first hour
after-school gets out, and that the peak hours of juvenile crime are from 3-6 p.m. (The latest available
data is FBI data for 1997. The latest already released to the public in OJJDP reports is for 1996)
*
It will also show that the after-school hours are the peak hours for kids to become victims of crime.
*
It will have more solid data than ever before on the extent of unmet need for after-school programs.
*
It will have the most current research evidence showing that after-school programs can greatly reduce
crime, while providing educational and other benefits, including evidence about the rigorously evaluated
Quantum Opportunities after-school program, proven to cut convictions among participating at-risk kids by
over 75%, increase high school graduation by 50% and increase post-secondary education by 250%.
*
It will show that these are the peak hours for juvenile car crashes (leading cause of death among
juveniles), and may have other striking data about particular crimes, such as sexual assaults.
*
It will include polling data showing a) that police chiefs, (by a margin of 4 to one over alternatives such
as trying more juveniles as adults, and 70-1 over more metal detectors) pick after-school programs as the
most effective way to reduce youth violence; and b) that both law enforcement and the public agree that
after-school programs can greatly reduce youth crime.
Sandy Newman, President
Fight Crime: Invest In Kids
2000 P Street, NW Suite 240, Washington, DC 20036
Phone: 202-776-0027 (ext 101).
Fax: 202-776-0110
FOR A FREE SUBSCRIPTION TO OUR RESEARCH AND ADVOCAY E-UPDATES CLICK here:
http://www.fightcrime.org/email.html while online.
Access Fight Crime's web site by clicking here: http://www.fightcrime.org
If the above addresses are not highlighted and underlined on your screen,paste the one you want into the
address line on your web browser, instead of clicking on it in this message.
Fight Crime: Invest in Kids is the anti-crime organization made up of people on the front lines battling
crime: police chiefs, prosecutors, sheriffs, victims of violence, and leaders of police officer organizations.
Bethany Little
09/28/2000 05:05:38 PM
Record Type:
Record
To:
David F. Lussier/OPD/EOP@EOP
CC:
Subject: FW: Details for October 4 Lights On Afterschool event on Capitol
Hill
I just noticed that you probably didn't get this
Forwarded by Bethany Little/OPD/EOP on 09/28/2000 05:05 PM
"De Kanter, Adriana" <[email protected]>
09/27/2000 09:35:12 AM
Record Type:
Record
To:
Bethany Little/OPD/EOP
CC:
Subject: FW: Details for October 4 Lights On Afterschool event on Capitol
Hill
Somehow I mixed your name with someone else's and made you a Pole so you
never received this message let me try this again!
Original Message
From: De Kanter, Adriana
Sent: Wednesday, September 27, 2000 9:22 AM
To: "[email protected]'; "[email protected]'
Subject: FW: Details for October 4 Lights On Afterschool event on
Capitol Hill
Just to let you know, as the potential WH event gets pushed back, that we're
doing a pre_lights On Afterschool event on the Hill with kids from DC
afterschool programs...see below.
Details for October 4 Lights On Afterschool event on Capitol
Hill:
October 4, 2000
2:00 p.m.
House Administration Committee Room (1309 Longworth)
Event Sponsor:
The Honorable Steny Hoyer (MD-5)
with support from The Honorable Lynn Woolsey (CA-6)
Event Summary:
Temporary Assistance for Needy Families (TANF) oversees afterschool programs
in more than 57 DC public schools and hopes to be operating in every school
in within the next 3 years.
On October 4, TANF will showcase its 21st Century Community Learning Center
grantees at an open house for afterschool in the U.S. House of
Representatives. Afterschool participants will demonstrate their expertise
in wireless web technology to Members, invite Members to join them in
creating a recycled art sculpture, and deliver an artistic performance.
Members and their staff will also have the opportunity to find out about
Lights On events happening in their Districts.
Event elements:
--Welcoming remarks from Member sponsors to students, afterschool
supporters in the DC and Federal government, and Members and staff. (DC
TANF plans to send out invites to various folks, including the Mayor, Deputy
Mayor, Mr. Vance, DC Superintendent,, Barbara Kamara, DC Dept of Early
Childhood Education, DC Agenda, etc. )We may also have a brief musical
performance to kick things off. We can use the center of the room for
remarks and performances. With about 40 to 50 kids and their adult
chaperones, additional invited guests and Members and staff, we should have
a nice size crowd.
After remarks, the event turns into an open house, with a variety of
activities going on in the room, including:
--Wireless Web technology demonstration focusing on Youthline USA, which
runs a stock market game--an excellent activity that combines advanced
technology, fun, and reading and math skills. DC TANF will invite Youthline
to be on hand to answer any specifics about the technology.
--Creation of Recyclable Art Sculpture. Artist Karen Brown will be on hand
to help students, Members and guests create a real work of art. Mary
Liniger
Hickman, The Arts In Education Director for the Dc Commission on the Arts
and Humanities, will also attend, as will the Arts Commissioners..
--Roving Afterschool Reporters--kids who will interview Members and staff.
The Roving Reporter area can share space with invited media.
--Afterschool Snack. Traditional afterschool goodies--cookies and milk,
fruit and juice.
--Lights On Afterschool kiosk where Members and staff can locate events
in their Districts.
--DC TANF would also like to include a community service component. Many of
their schools visit senior citizens. They may create a very large, six feet
by three feet, card for a geriatrics ward in a local hospital. Then all of
the attending Members and VIP's could sign the card, which creates an
interactive community service project between the dignitaries and the kids.
I've already scheduled a photographer and will be happy to get a
videographer if budget allows it. (Judy, please let me know.) We will have
the Lights On Afterschool banner and posters, as well as balloons (hopefully
printed with Afterschool for All) as decorations. We'd like to be able to
give out plenty of materials, so please let me know what you'd like to give
away. I don't know yet if our flashlights will be ready by next week. Does
anyone know if NCEA has any left that we could have just in case? Could I
please get some buttons too?
Even if we don't use this venue to launch the PSA, it would be great to have
it shown here and have the enlarged photos. Do you have a continuous loop
tape that we could set up? If we do launch here, please give me heads up
ASAP so that we can get appropriate equipment.
While Mr. Hoyer's office will be sending out invitations to Members, we also
need to do our own outreach to ensure that we reach our intended audience.
Are their Members the Alliance would especially like to target (in addition
to ed approps and ed workforce committee members)? Who else needs to be
invited? (Adriana, who should we invite from ED?)
Sorry this is all so fast and furious, but I think it will be a great event
for all involved. Any suggestions on how to make it even better are
welcome!
Thanks for your help.
Rachael
703-237-5455
The White House
Office of Presidential Messages
Telephone: 202-456-7487
Bethany- I
Fax: 202-456-2806
couldn't get The
Here through Thanks.
Eleen
IIIIIII IIIIIII MOHE
IIIIIIIII mm nam
THE WHITE HOUSE
WASHINGTON
Facsimile Transmittal Sheet
No. of pages (including cover):
4
Date: 10/5/00
Fax Number: 65581
To: Bethany little
Comments:
per our conversation. Afterschool week
for your review Please let me Know by 11:00 am tomonow
if you have any edits puggestions Thankil
From: Eileen mcComghey (x65494)
THE WHITE HOUSE
WASHINGTON
Betnany Betnanylittle
October 5, 2000
Ann O'leary
MEMORANDUM FOR:
FIRST LADY'S STAFF (MELANNE VERVEER)
LISEL LOY (ADAM ROSMAN)
BETH NOLAN
THURGOOD MARSHALL, JR.
CHUCK BRAIN
BRUCE REED
MARY BETH CAHILL
MINYON MOORE
MARK LINDSAY
STEPHANIE STREETT - FYI
FROM:
Eileen McCaughey/Maureen Hudson
for DELIA COHEN
SUBJECT:
(Draft Proclamation)
Afterschool Week, 2000
Attached for your review is the above-mentioned proclamation
designating October 8-14, 2000, as "Afterschool Week, 2000."
It was submitted by the Department of Education and edited/revised
by the Presidential Letters and Messages Office.
IMMEDIATE ATTENTION REQUIRED. Written or oral response required
by no later than 11:00 a.m., Friday, October 6, 2000. IF WE HAVE
NOT HEARD FROM YOU BY 11:00 a.m., WE WILL ASSUME THAT THE DRAFT IS
ACCEPTABLE TO YOU.
For questions, discussion, or routine clearance, contact Eileen
McCaughey, extension 65494, or Maureen Hudson, extension 65902,
via phone or interoffice mail, in room 91. Thank you.
CC: Tim Saunders
AFTERSCHOOL WEEK, 2000
BY THE PRESIDENT OF THE UNITED STATES OF AMERICA
A PROCLAMATION
Each weekday afternoon in America, the ringing of school
bells signals not just the end of the school day, but also the
beginning of a period when 8 to 15 million of our children are
home alone. These so-called "latchkey" children can be found
in every American community, whether urban, suburban, or rural;
they are the children of working parents who, for a variety of
reasons, are unable to arrange or afford a better alternative.
Not surprisingly, most juvenile crimes are committed and most
children are likely to become victims of crime during the 5 or
6 hours immediately after the school day ends.
Providing appropriate supervision for children after school
is one of the more difficult challenges that working parents
face. Recognizing this, my Administration has worked hard to
provide parents with alternative afternoon activities for their
children. Through our 21st Century Community Learning Centers
program, under the leadership of Education Secretary Richard
Riley, we are providing schools and community organizations with
funding to create expanded learning opportunities for children
in a drug-free, supervised environment. This program enables
schools to stay open longer so that students have places in
which to do their homework, receive mentoring in basic skills
and counseling about the dangers of substance abuse, and parti-
cipate in a wide array of academic and recreational activities
that challenge their imagination and broaden their horizons.
In the four years since we created the 21st Century
Community Learning Centers program, hundreds of thousands
of children across our country have enrolled in safe and smart
afterschool programs. My proposed budget for fiscal 2001 will
2
double the Federal commitment to this program, enabling us to
reach as many as 2.5 million students next year. These community
learning centers provide America's parents with the comforting
assurance that, while they are out earning a living, their
children are participating in engaging and constructive
afterschool activities.
To highlight the growing need for afterschool programs,
the Afterschool Alliance -- a partnership of public, private,
and nonprofit organizations dedicated to raising awareness and
expanding resources for afterschool programs -- has announced a
nationwide project called "Lights On Afterschool!" On October 12
of this year, schools, community centers, museums, libraries, and
parks across the country will host activities to inform families
about the places currently open to children after school and the
need to provide additional centers where children can participate
in wholesome and stimulating activities until their parents get
home from work.
NOW, THEREFORE, I, WILLIAM J. CLINTON, President of the
United States of America, by virtue of the authority vested
in me by the Constitution and laws of the United States, do
hereby proclaim the week of October 8 to October 14, 2000, as
Afterschool Week. I encourage parents, students, educators,
community and business leaders, and concerned citizens to
participate in "Lights On Afterschool!" activities on Thursday,
October 12. I also urge all Americans to recognize the impor-
tance of providing afterschool programs in their communities
to promote the safety and well-being of our Nation's children.
IN WITNESS WHEREOF, I have hereunto set my hand this
the
day of
/ in the year of our Lord
two thousand, and of the Independence of the United States of
America the two hundred and twenty-fifth.
Afterschool Week, 2000
By the President of the United States of America
A PROCLAMATION
Each weekday afternoon in America, the ringing of school bells signals not just the end of
the school day, but also the beginning of a five- or six-hour period when eight to 15
million of our children are unsupervised and home alone. These so-called "latch-key"
youngsters can be found in our urban, suburban and rural communities, the children of
working parents who for a variety of reasons are unable to arrange or afford a better
alternative. Not surprisingly, the hours immediately after the end of the school day are
the most dangerous period in the life of a child - a period of idle time when opportunities
to be mentored and challenged academically are often squandered, when most juvenile
crime is committed, and when our children are most likely to be the victims of crime.
Providing or arranging for appropriate supervision of their children during the afternoon
is one of their most difficult challenges that many working parents face.
Throughout our Administration, Vice President Gore and I have worked to advance a
different vision for our children's afternoons, one in which students soar beyond
expectations because their afterschool hours are filled with academic challenges and
enriching activities, supervised by responsible adults, and include a rich array of activities
that challenge our young peoples' imaginations and broaden their horizons. Across the
country, this vision is being transformed into reality by school systems and community
groups that have launched safe and smart afterschool programs that provide a broad range
of academic, recreational, and cultural opportunities, in a safe and structured
environment. For America's parents, these programs provide something they value
above almost everything else: the confidence that while they are out earning a living,
their children are well cared for. For America's children, these programs help them learn,
thrive, and find the hero within.
Many afterschool programs have been made possible by our Administration's 21st
Century Community Learning Centers program, under the leadership of Secretary of
Education Richard Riley. In the four short years since we created the 21st Century
Community Learning Centers initiative, hundreds of thousands of children have enrolled
in safe and smart afterschool programs. This year, if Congress agrees to my budget
proposal, the federal commitment to 21st Century Community Learning Centers will
double to one billion dollars, enabling us to reach 2.5 million children next year. These
and other local afterschool programs are also supported by leaders of the business,
nonprofit and philanthropic communities. Their efforts are helping to create a safe,
engaging, and constructive afterschool environment for our children.
NOW, THEREFORE, I, WILLIAM J. CLINTON, President of the United States of
America, do hereby proclaim the week of October 9, 2000, as "Afterschool Week" and
encourage every educator, community leader, parent, student, business leader and
concerned citizen to participate in the "Lights On Afterschool!" events on October 12. I
urge the press, radio, television, and all other media to mark this observance with
appropriate news coverage of local afterschool programs and encourage the American
people to contemplate their own contributions to the safety and well-being of our children
on this day. IN WITNESS WHEREOF, I have hereunto set my hand this xxxth day of
XXXX, in the year of our Lord two thousand, and of the Independence of the United States
of America the two hundred and twenty-fifth.
A PROCLAMATION
Each weekday afternoon in America, the ringing of school
bells signals not just the end of the school day, but also the
beginning of a period when 8 to 15 million of our children are
home alone. These so-called "latchkey" children can be found in
every American community, whether urban, suburban, or rural; they
are the children of working parents who, for a variety of
reasons, are unable to arrange or afford a better alternative.
Not surprisingly, most juvenile crimes are committed and most
children are likely to become victims of crime during the 5 or 6
hours immediately after the school day ends.
Providing appropriate supervision for children after school
is one of the more difficult challenges that working parents
face. Recognizing this, my Administration has worked hard to
provide parents with alternative afternoon activities for their
children. Through our 21st Century Community Learning Centers
program, under the leadership of Education Secretary Richard
Riley, we are providing schools and community organizations with
funding to create and expand learning opportunities for children
in a drug-free, supervised environment. This program enables
schools to stay open longer so that students have places to do
their homework, receive counseling about the dangers of substance
abuse, and parti-cipate with mentors in a wide array of academic
and recreational activities that challenge their imagination and
broaden their horizons.
In the 4 years since we created the 21st Century Community
Learning Centers program, hundreds of thousands of children
across our country have enrolled in safe and smart afterschool
programs. My proposed budget for fiscal 2001 will more than
double the Federal commitment to this program, enabling us to
reach as many as 2.5 million students next year. These community
learning centers provide America's parents with the comforting
assurance that, while they are out earning a living, their
children are participating in engaging and constructive
afterschool activities.
To highlight the growing need for afterschool programs, the
Afterschool Alliance -- a partnership of public, private, and
nonprofit organizations dedicated to raising awareness and
expanding resources for afterschool programs - - has announced a
nationwide project called "Lights On Afterschool!" On October 12
of this year, schools, community centers, museums, libraries, and
parks across the country will host activities to inform families
about the places currently open to children after school and the
need to provide additional centers where children can participate
in engaging, stimulating activities until their parents return
from work.
NOW, THEREFORE, I, WILLIAM J. CLINTON, President of the
United States of America, by virtue of the authority vested in me
by the Constitution and laws of the United States, do hereby
proclaim the week of October 8 to October 14, 2000, as
Afterschool Week. I encourage parents, students, educators,
community and business leaders, and concerned citizens to
participate in "Lights On Afterschool!" activities on Thursday,
October 12. I also urge all Americans to recognize the impor-
tance of providing afterschool programs in their communities to
promote the safety and well-being of our Nation's children.
IN WITNESS WHEREOF, I have hereunto set my hand this sixth
day of October, in the year of our Lord two thousand, and of the
Independence of the United States of America the two hundred and
twenty-fifth.
WILLIAM J. CLINTON
###
Message Sent To:
rhood
00
rschool
Lights On
ducation Association
Afterschool
A
project of the Afters hool Alliance
Mark October 12, 2000 on your calendars - Lights On is coming to an
afterschool program near you!
Afterschool programs across the country will be turning their lights on and hosting
an "open house" for their communities. Parents, community leaders and organizations,
local businesses, elected officials and media will be invited to attend.
Please let us know if you would like to be part of this effort to showcase the
Lights On
importance of afterschool programs and underscore the need for quality afterschool
Afterschool
programs for all children.
To register as a Lights On event site or to learn more about how you
can participate, please call (202) 296-9378 or visit our website,
http://www.afterschoolalliance.org Indicate your interest in Lights On
in the comment field.
A Lights On! Action Kit will be distributed to all who express interest.
Bookmark our website for periodic updates!
Afterschool Alliance
The Aiterschool Alliance is an emerging alliance oi public, private and nonprofit groups committed to raising awareness and expanding resources for afterschool programs. Initiated and currently
coordinated by the Charles Stewart Mott Foundation, the Alliance grew out of a partnership between the Foundation and the U.S. Department of Education. Original partners include: the
Mott Foundation. U.S. Department of Education, ICPenney, Advertising Council. Entertainment Industry Foundation, Creative Artists Agency Foundation and People Magazine.
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
Lights On Afterschool
October 12 Event Ideas
In cities, suburbs, and rural areas, in parks and schools, in libraries and museums, afterschool
programs across America will be hosting Lights On Afterschool events to build community awareness
highlighting their successes and addressing their needs. Parents, educators, business leaders, policy
makers, and others will be invited to see firsthand the support for families, the increased learning
opportunities, and the building blocks for safe communities that afterschool programs provide.
Here are some ideas that you can use to make your afterschool program shine on October 12. We
invite you to share your good ideas with us at www.afterschoolalliance.org or call 202-261-3566.
A is for Afterschool
Wish upon a star. Let the needs of your afterschool program be known throughout your community.
Think about what resources, community commitment, etc., you need to take your afterschool program
to the next level. Create a wish list to circulate to the media, community and government
organizations. Make a giant version of your list and hang it prominently at your program site. Invite
members of your community who can help you reach your goal to your program on October 12.
Create a pledge card and encourage these visitors to make commitments to help you achieve your
wishes.
The power of one. Be ready to capitalize on the enthusiasm of visitors to your program. What can
individuals do to participate in afterschool? Spend time reading to a child. Educate students to prevent
substance abuse. Recruit and organize tutors. Mentor a child in math. Help expand your afterschool
program. Sponsor career days and internships at work sites. Plan an event that connects middle and
high school students with colleges. Volunteer time to assist teachers. Make the most of individual
talents and resources to get and keep people involved.
A is for Advocate
Town meeting. Host a community discussion to address afterschool needs in your community-
explore partnerships to create innovative programming to meet the needs of local youth or co-host a
"share fair" with the U.S. Department of Education. Resources are readily available at www.ed.gov.
Give thanks. Show your champions in Congress how much their support of your afterschool program
means. Create a GIANT thank you card and collect signatures from your program participants, their
parents, families, educators, and others. Invite your member of Congress to your program on October
12 to present the card to them, along with testimonials and other thanks from your students.
Afterschool Alumni. Teens who participated in your afterschool program as young children can offer
broad support. Invite "graduates" of your program back on October 12 to be special guest readers, to
prepare refreshments, or to lead song and dance activities. Your alumni could also write to or meet
with members of Congress, the mayor, or town council members to discuss the important role
afterschool has played in their lives.
Lights On Afterschool is a project of the Afterschool Alliance.
Sponsored by JCPenney. Co-hosted by the National Community Education Association.
Visit the Afterschool Alliance Web site at www.afterschoolalliance.org for Lights On Afterschool updates.
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
Reaching Out to the Media
Lights On Afterschool! offers you a prime opportunity to get some positive press
coverage of your afterschool program. Reporters are always looking for "feel-
good" stories that involve members of the community that they serve. So, while
you're planning your Lights On activities, don't overlook press outreach.
Following are Ten Easy Steps to getting media coverage of your event, followed
by sample press materials that you can quickly tailor to your event.
Step One: Save the Date
Send out a Save the Date (see sample below) note to all of your local media
outlets. This can be done at the beginning of the school year and is intended to
get Lights On Afterschool onto calendars of future events. If you don't already
have an existing list of reporters, editors and producers who cover education in
your area, this is a good time to create one. Make a list of all the TV and radio
stations (including college and university-affiliated stations), local newspapers
(including weeklies) and magazines. Then call and ask for the name of the editor,
reporter or producer who covers education. Also get telephone, fax and, if
possible, e-mail addresses. If you do this at the beginning of the school year,
your list should be fairly accurate in early October.
Step Two: Invite Them to Come
Once you have designed your event, you may want to use the media to
encourage people to come. A sample announcement could be:
Celebrate all that afterschool programs do for our children and for our
community, here in (name of community). On October 12, from 3:00 -
6:00 p.m., (name of program) invites everyone in the community to Lights
On Afterschool! at (location). We'll (give a 20 word description of event).
Don't miss out on this great opportunity to help our children discover the
heroes within themselves. For more information, call (phone number).
This announcement can be sent to all local community calendar editors of media
outlets the last week of September. You can attach a short note asking the editor
to run the announcement as often as possible prior to October 12. Be sure to
include your phone number in case there are any questions.
Step Three: Tell Them Why It's Important
Develop key messages about your program. These messages will be integrated
into all your press materials and will be the primary things said by all your
spokespersons. If possible you should narrow your key messages to three. In
OFFICIAL PROCLAMATION
(Sample Local Governing Body Resolution/Proclamation)
WHEREAS, the citizens of
stand firmly committed
to quality afterschool programs because they:
Stimulate children's imaginations and enriches our students' lives;
Provide a safe, friendly learning environment for our kids that boosts their
academic achievement;
Support working families by ensuring that their children are safe and productive
after the regular school day ends;
Encourage families to become more effective partners in their children's
education;
Build stronger communities by involving our students, parents, business leaders
and adult volunteers in the lives of our young people; and
WHEREAS,
has provided significant leadership in the
area of community involvement in the education and well-being of our youth, grounded
in the principle that quality afterschool programs are a critical link to helping our children
become successful adults; and
WHEREAS, "Lights On Afterschool," a national celebration of afterschool programs on
October 12, promotes the critical importance of quality afterschool programs in the lives
of children, their families and their communities;
THEREFORE BE IT RESOLVED that
calls
on the citizens of
to assure that every child
has access to a safe, friendly place where the lights are on afterschool on the day of
October 12, 2000; AND BE IT FURTHER RESOLVED that this body enthusiastically
endorses "Lights On Afterschool" and commits our community to engage in innovative
afterschool programs and activities that ensure that children are safe and productive
when the school day ends.
09/08/00 FRI 16:14 FAX 202 694 0002
NATIONAL PERFORMANCE REV
001
NATIONAL
National Partnership for
PARTNERSHIP
***
Reinventing Government
750 Seventeenth Street, NW
Suite 200
FOR
Washington, D.C. 20006
REINVENTING
GOVERNMENT
Voice 202 632-0150
CE President N Core
Fax
202 632-0390
Web
www.npr.gov
FAX COVER SHEET
PLEASE DELIVER AS SOON AS POSSIBLE
TO: David Lussier
Telephone Number:
Fax Number:
From: Marion Connell
Direct Telephone Number:
202-694- 0119
Date: 9/8/00 Number of Pages Including Cover: 3
Special Message or Comments:
09/08/00 FRI 16:15 FAX 202 694 0002
NATIONAL PERFORMANCE REV
002
Opening up GIS borders
Page 1 of 3
HUD Charlette louisville Ballimme
FCW.COM
Keep your promise to put a
desktop on every, um, desk
YOUR GOVERNMENT IT RESOURCE
FEDERAL COMPUTER WEEK
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Federal Computer Week
NEWS BY TOPIC:
Agencies
Opening up GIS borders
Agenda
Defense
HUD taps ESRI to make federal geographic data open t
local governments
Education
E-Government
BY HEATHER HARRELD
Industry
07/17/2000
New Products
RELAT
Procurement
The Department of Housing and Urban Development awarded
Technology
a contract to Environmental Systems Research Institute Inc.
Telecom
"A Grand
(ESRI) last month to develop and deploy a geographic
Wireless
for maps
Work Force
information system that consolidates the agency's GIS data
Compute
10,2000
and makes it available via the Internet to state and local
MICROSITES
governments to aid in their community development work.
"Web exp
Security
boundari
[civic.com
Records Management
As part of the $10 million, five-year contract, ESRI will
Seat Management
customize existing applications, integrate them into a
"ESRI win
TOP HEADLINES
mapping
consolidated GIS and design a software tool to give local
Compute
Pentagon scrutinizes
governments data and mapping capabilities for sophisticated
22, 1999
handheld security
information analysis and data sharing. The contract is part of
"Compan
HUD's Community 2020 project, designed to improve the
GIS/GPS
Feds digitize spread of
ability of communities to make local planning declsions.
[civic.com
West Nile virus
Kiosks link people to
The new Empowerment Information System will integrate
government
HUD's business intelligence support software, its enterprise data wareh
existing GIS software to run on one enterprise hardware platform, said
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Nystrom, senior information technology adviser at HUD.
Federal Computer Week
and Civic.com
"There's a real move toward consolidating, integrating and eliminating
E-Mail Newsletters
way too many systems at HUD," Nystrom said. "What the GIS platform
MEDIA CENTER
actually allow people to do analysis on HUD data so communities can g
MediaZone
federal assets and do queries."
Contact Us
For example, Wayne County, Mich., has already taken its high-resoluti
- which the county has spent millions to gather and develop - and m
http://www.fow.com/fcw/articles/2000/0717/tec-hud-07-17-00.asp
7/31/00
09/08/00 FRI 16:16 FAX 202 694 0002
NATIONAL PERFORMANCE REV
Opening up UIS porders
Page 2 of 3
HUD's data. "When somebody dials in to HUD and zooms down to Way
the high- resolution data is county data, not HUD data," Nystrom said.
federal assets are really not high enough resolution for the counties. It
source of data that the communities really want."
In addition to consolidating HUD's systems on a single GIS platform, E
design a community planning software tool for local governments to us
GIS data from disparate servers via the World Wide Web. Although sta
governments maintain geospatial data on their systems that is particu
region, they currently have to build base maps or foundations to add g
data generated from other sources, such as federal agencies, to genera
comprehensive maps.
The new tool will allow local governments to access geospatial data fro
agencies via the Internet. A local government could, for example, add
estate data to its own maps and narrow those maps to show the exact
HUD homes, in contrast to a map that now shows the block where a HU
located.
ESRI will also be rolling out Internet applications to allow citizens to ac
geospatial data via the Internet. "If you need census data, you could a
out to that node [on the Internet] and actually bring in the latest cens
information for your part of the county," said Todd Rogers, federal bus
development manager for civilian agencies at ESRI.
"The intent is that the government is going to provide this type of Info
little or no cost to the consumer," he said. "We've already paid for it as
Rogers added, "Generally, data should be available at a very low cost t
We're trying to create a situation where people share information freel
ESRI will use two of its highly scalable software programs for HUD's Em
Information System. ArcIMS 3, the company's new Internet mapping S
GIS, and ArcSDE, its spatial database engine, will address HUD's requi
database management, analysis and dissemination.
ArcSDE is client/server software for storing, managing and quickly retr
data from a database management system. ArcIMS Is an end-user soft
program capable of establishing a common platform for the exchange
enabled GIS data and services. It is a framework for distributing GIS C
via the Internet.
--Harreld is a freelance writer based in Cary, N.C.
http://www.fcw.com/fcw/articles/2000/0717/tec-hud-07-17-00.asp
7/31/00
Lights On Afterschool
Pledge to Participate
Lights On
Afterschool
Lights On Afterschool is a nationwide event on October 12 to recognize the critical importance
of quality afterschool programs in the lives of children, their families and their communities. On
October 12, in a day of national activity, Lights On Afterschool will spotlight innovative, high
quality afterschool programs available to communities across the country. Parents, community
and business leaders, elected officials, and the media will have an opportunity to see firsthand
how afterschool programs help our children discover the heroes within themselves.
On October 12th, our Lights On Afterschool event will:
Contact Name/Title
Address
City
State
Zip
E-mail
Phone
National Affiliation:
21st Century Community Learning Center
4-H
Boys & Girls Club of America
YMCA/YWCA
Other Please specify:
Do you have a community board or advisory group?
YES
NO
Please return this card to: Lights On Afterschool
2121 K Street NW, Suite 800
Washington, DC 20037
Phone: 202-261-3566
Fax: 202-261-3562
http://www.afterschoolalliance.org
Lights On Afterschool is a project of the Afterschool Alliance©. Sponsored by JCPenney.
Co-hosted by the National Community Education Association.
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
nts
P cerschoo Efterschoo
ctober 12, 200
t t of the Afterschoo
Lights On Afterschool!
Summaries of Events in 10 Target Cities
Atlanta, GA
"Afterschool Fashions at the Brookhaven Boys & Girls Club"
6:00 p.m. to 8:00 p.m.
Brookhaven Boys & Girls Club (1330 N. Druid Hills Road, Atlanta, GA 30319)
Contact Stacie Hanna, 404-527-7487
Boys & Girls Clubs of Metro Atlanta provides health, education and employability programs as well as a
positive environment for youth ages 6 to 18. There are 20 year round Clubs in Atlanta's ten metro
counties. The Brookhaven Boys & Girls Club has a large, diverse membership population serving some
700 children of 22 nationalities.
Clothes aren't the focus of the afterschool fashion show at Brookhaven Boys & Girls Club. On
October 12, it's the style and substance Club members attribute to their afterschool program that
will be modeled in high fashion. Brookhaven Club members will join staff, parents, and invited guests
(including a local police officer, JCPenney store manager, and Boys & Girls Club executives) to walk
down the runway and offer testimonials of personal success, stories of interest, and brief
performances. A local radio deejay is invited to emcee the show, which will have all the trimmings of
Paris runway--music, photographers, and of course, lights!
Chicago, IL
"Lights On Afterschool! with Fight Crime: Invest in Kids Illinois"
3:00 p.m. to 5:00 p.m. (formal program 3:30 - 4:00)
Agape Youth Development and Family Services (320 South Spaulding, Chicago, IL 60624)
Contact Ann Potter, 312-986-9200 or Tasha Ruth, 312-986-9200
FIGHT CRIME: INVEST IN KIDS is a national anti-crime organization led by more than 800 police
chiefs, sheriffs, police association presidents, prosecutors, and survivors of violent crime. In Illinois,
Fight Crime works in conjunction with the Illinois Center for Violence Prevention (ICVP) to promote
youth activism and leadership in violence prevention efforts.
On October 12, participants in the Agape Youth Development and Family Services Youth Peace
program will join other students from Agape's youth development initiative to send a message about
the key role afterschool programs play in violence prevention. (Agape is a church-based, non profit
organization operated for the benefit of youth and families living in the Garfield Park community.)
Weather permitting, the event will be held on Agape's basketball court with speakers from the
Department of Human Services, the Chicago Police Departments and Fight Crime. Agape's Peace
Force will also give a performance.
Cleveland, OH
"Lights On Afterschool in Cleveland"
TBD
Downtown Branch УМСА (2200 Prospect Ave E Cleveland, OH 44115)
Contact Linda Sadowsky, 216-263-6805
Details to come.
Dallas, TX
"Six Flags Over Texas, Texas History"
3:30 p.m. to 6:30 p.m.
Thomas Tolbert Elementary (4000 Blue Ridge Blvd., Dallas, TX 75233)
Anticipated audience: 300 children (Invitations sent to 200 special guests.)
Contact Ron Morris, 214-951-8669 or Anna Anderson, 214-330-5238.
The Dallas Independent School District (DISD) keeps the lights on afterschool in all 179 District
elementary and middle schools. DISD also operates 17 learning centers through the U.S. Department
of Education's 21st Century Community Learning Center grant program, offering tutoring by adults
and college-work study students and Adult Basic Education, including family literacy programs.
To celebrate Lights On Afterschool! students at Thomas Tolbert Elementary will cumulate two weeks
of ArtsPartners/Young Audiences afterschool programming with a performance under the theme
"Six Flags Over Texas, Texas History." In addition to sampling foods from Texas' six eras on October
12, invited guests and students will enjoy Curtains Up on Reading: The Underground Railroad; Discover
Theater: Texas History Play/Music; Hispana: Flamenco Dance; Anita Martinez: Ballet Folklorico;
Native American Weaving; and Central/South American Folk Art. The Tolbert Elementary Band will
also perform various Latin American, French and American selections.
Los Angeles, CA
"A Day in the Life of an LA's BEST Child"
4:00 p.m. to 6:00 p.m.
Logan Street Elementary School (1711 W. Montana Street, Los Angeles, CA 90026)
Contact Kim Larson, 213-847-3681.
LA's BEST - Better Educated Students for Tomorrow - is an afterschool education, enrichment and
recreation program serving more than 13,000 children ages 5 to 12 in 76 elementary schools across
LA. Established in 1988, LA's BEST is a partnership including the City of Los Angeles, the Los Angeles
Unified School District and the private sector.
At Logan Street Elementary School invited guests - including Los Angeles Mayor Richard Riordan, City
Council members, parents, LA's BEST alumni, and community members - will experience "A Day in the
Life of an LA's BEST Child" by actually participating in a variety of afterschool activities. A "Power of
One" table, staffed by LA's BEST Volunteer Coordinator, will help interested individuals get involved
in the afterschool program.
Miami, FL
"Miami Shows Its Colors for Afterschool"
TBD
TBD
Contact Manny Gonzalez, 305-995-1242
Miami-Dade County Public Schools School Age Child Care Programs and the Division of Community
Education plan to celebrate Lights On Afterschool! throughout the Miami metro area. Schools and
their afterschool programs have been invited to participate in an incentive program designed to
inspire Miami schools to show their true colors for afterschool. Students are encouraged to wear
black and yellow (the colors of the Coalition for Community Education), to decorate their school, to
participate in essay and poster contests, and to open their schools to community leaders, parents, and
neighbors. The ten schools which display the most enthusiasm and participation in Lights On
Afterschool! will receive prizes.
New York, NY
"Lights On Afterschool! Dance Performance"
5:00 p.m.
PS 153M (1750 Amsterdam Avenue (Harlem) New York, NY 10031)
Anticipated attendance: Auditorium seats 400
Contact Kathleen Gerard, 212-547-6928 or David Mickenberg, 212-547-6949
The After-School Corporation (TASC) is a non-profit organization dedicated to enhancing the quality
and availability of in-school after-school programs in New York City and New York State, and
eventually across the nation. TASC is supporting af ter-school programs operated by community-based
and nonprofit organizations in collaboration with the school and run from 3:00 to 6:00 p.m., Monday
through Friday every day during the school year, for children in kindergarten through 12th grade.
TASC's afterschool program with the Dance Theatre of Harlem at PS 153M will celebrate Lights On
Afterschool! with the joys of dance. Elementary school students that participate in the Dance
Theatre of Harlem's TASC-supported after-school program at PS 153M and dancers in the Dancing
through Barriers Ensemble will perform for students, parents and other invited guests.
Seattle, WA
Denny Middle School's After School Activities Program
2:15 p.m. to 4:30 p.m.
Denny Middle School (8402 30th Ave., SW, Seattle, WA 98126)
Anticipated audience: 250 students
Contact Pam Banks, 206-684-7123
The Middle School After School Activities Program (ASAP) provides a valuable service to families of
middle school students in Seattle schools. ASAP is administered by the Seattle Parks and Recreation
Department, housed within and co-managed by the School District and implemented with the help of
many of Seattle's community-based youth serving agencies. Over 50 % of the students enrolled in
middle schools (nearly 5,000 students) participated in ASAP during the 1999-2000 school year. These
students chose to compete in sports, perform in drama, band or dance clubs, and recreate with
friends in a supervised setting. Students also have opportunities to catch up on homework and
receive tutoring and other academic assistance.
At Denny Middle School, participation will be the key to their Lights On Afterschool! event. Invited
guests - parents, school board members, community business leaders, Senator Patty Murray,
Governor Gary Locke, Microsoft's Bill Gates, World Cup Soccer star Michelle Akers, Mayor Paul
Schell, and others - will be asked to participate with the kids in activities ranging from theater games
to ice hockey to a jazz band. The activities will run from 2:15 to 3:45, when everyone will join in a
pizza party. Denny Middle School's After School Activities Program (ASAP) is run by Seattle Parks
and Recreation.
St. Louis, MO
"Lights On Afterschool Mini-Conference"
8:30 a.m. to 12:30 p.m.
St. Louis University Health Sciences Center
Learning Resource Center (3545 Vista Avenue, St. Louis, MO 63104)
Contact Marion Eisen, 314-454-1371 or Jama Dodson, 314-241-7233
St. Louis for Kids, an initiative of St. Louis 2004, is working to keep kids on track by ensuring that all
children have access to enriching programs after-school and on weekends. The Regional Violence
Prevention Initiative (RVPI), a non-profit organization of elected of ficials and other civic leaders, has
made the St. Louis for Kids initiative its sole mission.
The "Lights On Afterschool Mini-Conference" on October 12 at the St. Louis University Health
Sciences Center Learning Resource Center is a collaborate effort of St. Louis for Kids, the St. Louis
Public Schools 21st Century Community Learning Centers, the St. Louis Community Planning Committee
for Afterschool Programs, and the St. Louis Science Center. The free conference is an opportunity
for staff from non-school-hour program provider groups to learn more about the importance of quality
terschool programs and to share model programs and approaches.
St. Louis, MO
"Lights On Afterschool at the St. Louis Science Center"
4 p.m. - 7p.m.
St. Louis Science Center's Special Exhibits Hall (5050 Oakland Avenue, St. Louis, MO 63110)
Anticipated attendance: 300
Contact Diane Miller, 314-533-8784
The St. Louis Science Center serves as a bridge between scientist and layperson, encouraging an
understanding of ecology and the environment, humanity, technology and the space sciences and how
each interrelates. Their Community Science program works closely with a variety of community
learning partners, creating programs that bring kids in afterschool programs to the museum and
recruiting and training teens to teach science to younger children in afterschool programs.
On October 12, 2000 The St. Louis Science Center's Community Science department will host, "Lights
On Afterschool at the St. Louis Science Center." The Science Center has invited 20 of its community
partner organizations with afterschool programs to the museum to publicize their programs, as well
as demonstrate educational and interactive activities that the youth participate in afterschool. Each
organization will be asked to bring approximately 15 youth participants. All of the organizations will
be gathered in the Science Center's Special Exhibits Hall where students will showcase what happens
in the various programs. This will include fun math and science activities led by teens and games that
involve kids, parents, educators, and special invited guests.
Washington, DC
"The House's Afterschool Open House"
TBD
TBD (Working with Rep. Steny Hoyer's office (Dayle Lewis) to secure Hill venue.)
Contact Rachael Walker, 703-237-5455 or Michael Herrmann, 202-442-5580
Temporary Assistance for Needy Families (TANF) oversees afterschool programs in more than 57 DC
public schools and hopes to be operating in every school in within the next 3 years.
On October 12, TANF will showcase its 21st Century Community Learning Center grantees. Plans are
underway to create an open house for afterschool in the U.S. House of Representatives where
afterschool participants will demonstrate their expertise in wireless web technology to Members,
invite Members to join them in creating a recycled art sculpture, and deliver an artistic performance.
Lights On Afterschool!
Page 1 of 1
On October 12, 2000
Lights On Afterschool
An event highlighting the need for afterschool programs.
Afterschool
Sponsored by JCPenney & co-hosted by the
National Community Education Association.
Alliance
Home
549 communities have
9/6
As of August 28th, the following have
already signed up.
signed up as Supporting Organizations:
Join Us!
American Association of
Museums
On October 12 afterschool
American Symphony Orchestra
9/8
programs across the country
League
America's Promise
will be turning their lights on
Boys & Girls Clubs of America
and hosting "open houses" for
Campfire Boys and Girls
their communities. At the
Center for Youth Development
events, everyone from parents
and Policy Research
and grandparents to media
Coalition for Community Schools
and elected officials to
Fight Crime: Invest in Kids
community leaders and
Illinois Fatherhood Initiative
residents will learn firsthand
McDonalds of the NY/NJ
what afterschool can offer
Metropolitan area
children and youth.
National Association of School
Psychologists
National School-Age Care
Afterschool programs help
Alliance
working families, keep kids
National Catholic Education
Association
safe and improve academic
National PTA
achievement. Yet only a small
Partnership for Family
percentage of our kids have
Involvement in Education
access to them. Help us bring
YMCA of the USA
attention to the need for
afterschool by participating in
Lights On Afterschool!
Sign up to Host a Lights On
Event. Find planning tips and
Event Ideas for your event.
Search for an event in your
community. Media, visit the
Press Room for information
about local and national Lights
On Afterschool events.
http://www.afterschoolalliance.org/lightson.htm
9/7/00
Lights On Afterschool
October 12, 2000
Lights On
Afterschool
Lights On Afterschool is a nationwide event to recognize the critical importance of quality
afterschool programs in the lives of children, their families and their communities.
On October 12, in a day of national activity, Lights On Afterschool will spotlight innovative,
high quality afterschool programs available to communities across the country. Parents, com-
munity and business leaders, elected officials, and the media will have an opportunity to see
firsthand how afterschool programs help our children discover the heroes within themselves.
Lights On Afterschool is a project of the Afterschool Alliance, sponsored by JCPenney, and
co-hosted by the National Community Education Association.
Quality afterschool programs provide a safe, friendly learning environment for
our kids, and boost their academic achievement.
Quality afterschool programs build stronger communities by involving students,
parents, business leaders and adult volunteers.
Quality afterschool programs support working families by ensuring that their
children are safe and productive after the regular school day ends.
Quality afterschool programs stimulate children's imaginations and offer them
an opportunity to shine.
Goals of Lights On Afterschool:
To raise national and local awareness of the importance of afterschool programs;
To increase funding for afterschool programs;
To ensure that afterschool programs have the resources they need to provide the highest
quality programs;
To support existing afterschool programs in their efforts to expand or improve, and to
help launch new afterschool programs in areas of the country where the Lights are off;
To ensure all children have access to quality, affordable afterschool programs by 2010.
To register as a Lights On Afterschool event site, to learn more about how you can participate,
or to request a Lights On Afterschool Action Kit, please call 202-296-9378 or visit our
Website, http://www.afterschoolalliance.org,
AFTERSCHOOL RESOURCES
National Center for Community Education (NCCE)
810-238-0463
www.nccenet.org
The National Center for Community Education promotes community
education by providing leadership training to people who are interested in
community schools and to those who are implementing community education.
National Community Education Association (NCEA)
703-359-8973
www.ncea.com
National Community Education Association has developed a book of funding
sources that support afterschool programs.
Children's Aid Society (CAS)
212-949-4800
www.childrensaidsociety.org
The Children's Aid Society creates programs for children that emphasize
prevention and early intervention. The Society's Community Schools
Technical Assistance Center helps communities across the country adopt
their program models.
Communities In Schools (CIS)
1-800-CIS-4KIDS
www.cisnet.org
Communities in Schools champions the connection of needed community
resources with schools to help young people learn, stay in school and prepare
for life.
Fight Crime! Invest in Kids
202-638-0690
www.fightcrime.org
Fight Crime! Invest in Kids is a national anti-crime organization led by more
than 500 police chiefs, sheriffs, police association presidents, prosecutors
and survivors of violent crime.
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. card
Business card re: Rachael Worthington Walker (partial) (1 page)
n.d.
P6/b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
David Lussier (Subject Files)
OA/Box Number: 21656
FOLDER TITLE:
After School Programs [1]
2011-0581-S
rc263
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRAJ
h(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRA]
an agency [(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
h(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA] I
h(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
h(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
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of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
h(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
5 5 SENEWIME
U.S. Department of Housing
and Urban Development
&
*
Real Estate Assessment Center
202/694-0119
AND
URBAN DEVELOPMENT
1280 Maryland Avenue SW. Suite 800
Washington, DC 20024-2135
www.hud.gov
mamon. [email protected] connell@npr. gov
Marion Fitch Connell
Survey Manager
Fox 202.708.5090
202.708.4932, Ext. 3197
Marion_E [email protected]
Rachael Worthington Walker
Consultant
GENERAL SERVICES ADMINISTRATION
OFFICE OF CHILD CARE
[001]
P6/(b)(6)
phone. 706-237-5455
Vicky Moss, Ed.D
for 703-237-1290
Child Care Program Analyst
P6/(b)(6)
e-mail:
Room 6119
Telephone:
(202) 208-1303
1800 & F Streets, NW
Fax:
(202) 208-5430
Washington, DC 20405
E-mail. [email protected]
Bethany Little
09/26/2000 09:16:08 AM
Record Type:
Record
To:
David F. Lussier/OPD/EOP@EOP
CC:
Subject: FW: Lights On major cities
Forwarded by Bethany Little/OPD/EOP on 09/26/2000 09:16 AM
"De Kanter, Adriana" <[email protected]>
09/26/2000 08:24:33 AM
Record Type:
Record
To:
Bethany Little/OPD/EOP
CC:
Subject: FW: Lights On major cities
Here are the events so far in the major media markets for Lights On
Afterschool on and around October 12th. Thought you'd be interested in the
list. We're still waiting on the Presidential proclamation.
Original Message
From: Judy Samelson [mailto:[email protected]]
Sent: Monday, September 25, 2000 4:36 PM
To: [email protected]; De Kanter, Adriana; An-Me Chung; Chris
Sturgis; Marianne Kugler; Zoe Gillett
Subject: Lights On major cities
Folks:
Attached is a list of the major cities targeted for extra Lights On efforts.
I wanted you to see the list and the events planned. These folks are working
hard to make this event very special and they have asked us in return to
consider participating or sending others who might attend and attest to the
importance of their efforts on behalf of afterschool.
I would like to create a coordinated response to their request and do all we
can to give them a fine representation and participation.
In addition to encouraging your own participation, I would like to know if
you have suggestions of others who should be invited to their events ? i.e.
our grantees, foundation/community foundation friends, or other national
organizations we might to ask to join in. We already are coordinating with
the Ys, B&GCA and Fight Crime to involve their representatives.
These 10 sites are just the tip of the iceberg in terms of total
involvement. More than 700 communities and many more sites are planning to
participate in these activities. Some cities have surpassed our target sites
in terms of total site involvement. It's quite amazing how our friends at
the Ys and B&GCA have embraced this and told us how glad they are we are
doing it. If you want to see a recent list of who is on board, go to
www.afterschoolalliance.org.
In any event, I welcome your thoughts and we welcome your involvement.
- 92000event summaries.doc
[email protected]
09/11/2000 02:14:34 PM
Please respond to [email protected]
Record Type:
Record
To:
David F. Lussier/OPD/EOP
CC:
Subject: Information on Lights On Afterschool activities in 10 target cities
Here it is, without the table:
Lights On Afterschool! Events in Targeted Cities as of 09/10/00
Atlanta
Boys & Girls Clubs of Metro Atlanta
Boys & Girls Clubs of Metro Atlanta provides a positive environment for
youth ages 6 to 18 and health, education and employability programs. There
are 26 service sites in metro Atlanta.
Art Allen, Vice President Programs and Staff Development
404-527-7112
Stacie Hanna
404-527-7100
[email protected]
Boys & Girls Clubs of Metro Atlanta
100 Edgewood Ave, Suite 700
Atlanta, GA 30303
fax: 404-527-7689
www.bgcma.org
All Metro Atlanta clubs will be encouraged to hold an open house on Oct. 12,
with a major activity going on a one select Club. Art and Stacie are
selecting an appropriate site. Plan to do demonstrations, have students give
testimonials, and involve guests in games.
Chicago
Fight Crime-Invest in Kids
FIGHT CRIME: INVEST IN KIDS is a national anti-crime organization led by
more than 800 police chiefs, sheriffs, police association presidents,
prosecutors, and survivors of violent crime.
Tim Carpenter, Fight Crime
[email protected]
Ann Potter
[email protected]
Debbie Bretag, Director IL Center for Violence Prevention
312-986-9200
fax: 312-922-2277
220 S. State Street, Ste 1215
Chicago, IL 60604
IL Fight Crime and the Center for Violence Prevention are planning an event
with the IL Dept. of Human Services and the IL Dept. of Education. They are
in the process of identifying an event location. They plan to have the
police chief, entertainment for kids, and testimonials by kids.
Cleveland
Urban League
The Urban League of Greater Cleveland. operates afterschool programs at 5
public housing sites in Cleveland focusing on helping kids do better on
standardized tests. They do a lot of skill drills using computers. They
also offer ABE and GED, so there are often parents working on skills right
along side their own children--a family literacy program of sorts.
David Brown
Urban League
13951 Terrace Road
East Cleveland, OH 44112
216-451-5654 x104
The Urban League is planning to hold an Open House at each of its sites.
(NOTE: Focus in Cleveland will most likely be on the Cleveland
YMCA--details to come.)
Dallas
Dallas Independent School District
"Lights and Action" afterschool program
DISD keeps the lights on in all 179 District elementary and middle schools.
DISD also operates 17 learning centers with a 21st CLC grant with tutoring
by adults and college-work study students and ABE, including family literacy
programs.
Mary Taylor
Ron Morris
214-951-8669
fax: 214-951-9035
[email protected]
Dallas Public Schools
1140 Empire Central, Ste. 106
Dallas, TX 75247
For media contact:
Ms. Weiss
972-925-3905
Plan to involve all DISD afterschool programs. (They are also willing to
reach out to involve Fort Worth programs.) DISD plans to select a diverse
elementary school program to host their "Six Flags of Texas" event on Oct.
12. With their partner Arts Partners/Young Audiences, event site will work
on six different activities for the two weeks before October 12. Then on
the 12, kids will present what they've learned and created. (Would like to
have JCPenney volunteers involved during those 2 weeks.) Also at the event,
the Mayor will read a Lights On proclamation. Members of the school board
will also proclaim Lights On Day.
Have also asked for posters and kits for each of the DISD sites. The
September DISD newsletter to 15,000 school employees will feature Lights On.
The DISD November newsletter to students will highlight October 12
activities for 180,000 readers.
Los Angeles
LA's BEST
LA's BEST (Better Educated Students for Tomorrow), approaches inner-city
children as resources to be developed rather than problems to be solved.
From its original 10 sites, LA's BEST has grown to serve over 12,000
students in 69 elementary schools.
Carla Sanger
213-847-3681
Kim Larson (Public Information Officer)
213-847-3683
[email protected]
Ana Gonzalez Rosenberg
(LA's BEST Ambassador)
213-625-4024
LA's BEST
Office of the Mayor
200 N. Main Street Suite 700
Los Angeles, CA 90012
LA's Best has selected Logan Elementary (Echo Park area) for their October
12 event. Propose an open house style reception, tours of different program
activities by LA's BEST students, opportunities for visitors to experience
"A Day in the Life of an LA's BEST Child," themed Reading-for-Fun Room
hosted by a celebrity reader, and a "Power of One" table for answering
questions and recruiting volunteers.
Miami
Miami-Dade County Public Schools
School Age Child Care Programs
And Division of Community Education
The School Age Child Care Programs have four service providers:
Miami-Dade County Public Schools: principal-operated programs and community
schools; FCAA (Family Christian Association of America); YMCA; and YWCA
Ms. Nancy Sapiro, Instructional Supervisor
1450 Northeast 2nd Avenue, Suite 737
Miami, Florida 33132
305-995-1899
fax: 305-995-1223
[email protected]
Manny Gonzales
Division of Community Education
1500 Biscayne Blvd., Suite 216
Miami, FL 33132
305-995-1242
[email protected]
Marge Pearlman
305-665-3364
Nancy, Manny and Marge will discuss plans for involving all 202 Dade Schools
afterschool programs in Lights On Afterschool activities and determine a
location at a Miami community school afterschool program for a major event.
Manny has worked closely with the Miami Heat and their "Heat Academy"
afterschool program. Manny has proposed to hold their event at the Miami
arena and involve the Miami Heat.
New York
The Afterschool Corporation (TASC)
The After-School Corporation (TASC) is a non-profit organization dedicated
to enhancing the quality and availability of in-school after-school programs
in NYC, NY, and eventually across the nation. TASC supports after-school
programs that operate from 3:00 to 6:00 p.m., Monday through Friday every
day during the school year, for children in kindergarten through 12th grade.
Currently 100 programs in NYC.
Lucy Friedman
212-547-6950
Kathleen Gerard (Dir. Development and Communications)
212-547-6928
[email protected]
www.tascorp.org
The After-School Corporation
925 Ninth Avenue
New York NY 10019
The Dance Theatre of Harlem will put on a performance with the students in
their after-school program at PS. 153M and their Dancing through Barriers
ensemble. The school is located at 1750 Amsterdam Avenue, NY 10031.
TASC will encourage all its programs to do something on Oct. 12.
Seattle
Seattle Parks and Recreation
The Middle School After School Program, funded through the Families and
Education Levy, offers after school activities at 18 schools serving 6th -
8th graders. Program offerings include recreation and sports, visual and
performing arts, leadership and service opportunities, and academic support
activities.
Seattle Parks and Recreation
Parks and Recreation Admin Building
100 Dexter Avenue North
Seattle, WA 98109
Pam Banks
206-684-7123
[email protected]
www.cityofseattle.net/parks
Has got the date set on the Mayor's schedule and on the School Supt.'s
schedule. Will be working with all middle schools to have a special
give-away and/or recognition of the National Campaign for kids, parents and
community.
Host a major special event at Denny Middle School. Will highlight the
variety of activities that provide different outlets for middle school kids
and want to demonstrate the commitment the entire Seattle community has made
to support after school programs. Envisions the Denny Network News activity
group interviewing the mayor and superintendent about how they support
youth, a drama group performing a musical number perhaps with a local
musician, kids playing roller hockey with some of our area athletes
St. Louis
St. Louis Science Center
The St. Louis Science Center serves as a bridge between scientist and
layperson, encouraging an understanding of ecology and the environment,
humanity, technology and the space sciences and how each interrelates.
Their Community Science program works closely with 21st Century Community
Learning Centers. "Science on the Go" brings kids in afterschool programs
to the museum. Youth Exploring Science recruits and trains teens 14 and up
to teach science to younger children in afterschool programs.
Diane Miller
St. Louis Science Center
5050 Oakland Avenue
St. Louis, MO 63110
314-533-8784
[email protected].
for media contact:
Bev Pfeifer-Harms
314-289-4419
The St. Louis Science Center would invite 20 community afterschool providers
to come to the Center and have students showcase what happens in the various
programs. This would include fun math and science activities led by teens
and games that would involve kids, parents, educators, and special invited
guests.
Afterschool Planning Committee
The Afterschool Planning Committee, a community planning group, organized a
Community and Federal Afterschool Resource Fair last November and has
continued to build a youth development network and foster growth of
afterschool programming.
Marion Eisen
Community Organizer
(recently left St. Louis HUD)
4616 Pershing Place
St. Louis, Missouri 63108
314-454-1371
314 361-2496 OR
314 454-1678 (computer fax) [email protected]
The Afterschool Planning Committee is working with St. Louis for Kids to
host an October 12 morning conference at St. Louis University offering
training and technical assistance for afterschool providers.
Wash., DC
DC Public Schools
TANF Aftercare
TANF (Temporary Assistance for Needy Families) oversees afterschool programs
in more than 57 DC public schools and hopes to be operating in every school
in within the next 3 years.
Mr. Howard Brown
Mr. Michael Herrmann
DCPS/TANF
825 N. Capitol St., NE
Room 8044
Washington, DC 20004
[email protected]
Working with TANF's 21st Century Community Learning Center grantees, plans
are underway for taking afterschool "live" to Capitol Hill. Students will
demonstrate their expertise in wireless web technology to Members, as well
as offer an artistic performance.
Bethany Little
10/10/2000 10:18:32 AM
Record Type:
Record
To:
David F. Lussier/OPD/EOP@EOP
CC:
Subject: A Proclamation by the President of the United States of America Afterschool Week, 2000
Forwarded by Bethany Little/OPD/EOP on 10/10/2000 10:18 AM
Karin Kullman
10/10/2000 09:37:42 AM
Record Type: Record
To:
Ann O'Leary/OPD/EOP@EOP, Bethany Little/OPD/EOP@EOP
CC:
Anna Richter/OPD/EOP@EOP
Subject: A Proclamation by the President of the United States of America Afterschool Week, 2000
fyi
Forwarded by Karin Kullman/OPD/EOP on 10/10/2000 09:37 AM
From:
Valerie J. Owens on 10/08/2000 11:01:52 AM
Record Type:
Record
To:
CC:
Subject: A Proclamation by the President of the United States of America Afterschool Week, 2000
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
October 7, 2000
AFTERSCHOOL WEEK, 2000
BY THE PRESIDENT OF THE UNITED STATES OF AMERICA
America's After-School Choice:
The Prime Time for Juvenile Crime,
Or Youth Enrichment and Achievement
A Report From
FIGHT CRIME: INVEST IN KIDS
By
James Alan Fox, Ph.D
FIX HIS TITLE College of Criminal Justice
Northeastern University
Unknown Author X.Y.Z.
Unknown Institutional Reference
Unknown Author X.Y.Z.
Unknown Institutional Reference
Sanford Newman, J.D.
President, Fight Crime: Invest in Kids
William Christeson, M.H.S.
Research Director, Fight Crime Invest in Kids
I
Copyright, Acknowledgement, and Fight Crime Info Page
[See Child Care Report, and check with Rich/David for updates on donors]
9/25/00 3:07 PM
2
America's After-School Choice:
Prime Time for Juvenile Crime,
Or Youth Enrichment and Achievement
CONTENTS
Executive Summary
XX
Chapter One:
XX
Prime Time for Juvenile Crime, and for Kids
To Become Victims of Crime and other Dangers
Chapter Two:
XX
After-School Programs Prevent Crime,
Teach Skills and Values
Chapter Three:
Unmet Needs and Wasted Opportunities
XX
Chapter Four:
Quality Matters
XX
Chapter Five:
Investing in After-School Saves Money and Lives
Chapter Six:
XX
From the Front Lines of the Battle Against Crime:
A Call for Action
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3
Executive Summary
Prime Time for Juvenile Crime, Kids Becoming Victims of Violence,
Other Dangers
In the hour after the school bell rings, turning millions of children and teens out
on the streets with neither constructive activities nor adult supervision, violent juvenile
crime suddenly triples and the prime time for juvenile crime begins.
On school days, the prime time for violent juvenile crime is from 3 PM to 6 PM.
The crimes that occur then are serious and violent, including murders. sexual assaults,
robberies, and aggravated assaults.
These are also the hours when kids are most likely to:
Become victims of violent crime.
Be in or cause a car crash (for 16- or 17- year-olds), the leading cause of death
among juveniles.
Being killed by household or other accidents.
Get hooked on cigarettes.
Experiment with other dangerous drugs.
The list goes on. Many experts believe, for example, that these are the hours when
teens are:
Most likely to engage in sexual intercourse and when girls are most likely to
become pregnant.
When kids of all ages are most likely to get hooked on semi-addictive
video games that too often provide training for violent behavior.
After-School Programs are Proven to Cut Crime, Reduce Risky Behavior
The good news is that after-school programs are now proven to greatly reduce the
terrible prospect that children and teens will be caught up in behaviors that can ruin their
lives and devastate thousands of innocent families. Good after-school programs really
work, keeping kids safe and out of trouble, and helping them learn to get along with
others and succeed in school and in life.
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4
Rigorous studies now show that after-school programs can:
Reduce juvenile crime and violence.
Reduce drug use and addiction.
Cut other risky behavior like smoking and alcohol abuse.
Reduce teen sex and teen pregnancies.
Boost school success and high school graduation.
For example, a four-city randomized study of the Quantum Opportunities after-
school program for high school students showed:
Boys left out of the program were six times more likely to be convicted of a
crime.
Boys and girls in the program were 50% more likely to graduate and 250%
more likely to go on to post-secondary education.
There is more good news too: If we can provide the quality after-school programs
and other constructive supports that help youngsters make it through this period without
becoming involved in crime, chances are good that they will stay out of serious trouble
the rest of their lives. Thus after-school programs ultimately reduce not only juvenile
crime but adult crime as well. Conversely, when a failure to provide after-school
X
programs increases juvenile crime, it also increases adult crime.
Needs Unmet, Opportunities Squandered
Our nation's commitment to making good after-school programs available to its
youth is falling far short of the need.
The principal federal program to fund after-school programs, the Department of
Education's 21st Century Community Learning Centers grant program serves only
650,000 children and teens nationwide. That represents progress; the program is thirty-
Trilling
five times as large as it was just three years ago.
But it leaves a long way to go. In fact, in the competition for 21st Century
Community Learning Center grant funds this year, the Department of Education received
2.252 requests for grants from communities. Only 310, one out of every seven, could be
4
only
mention
9/25/00 3:07 PM
efforts
5
funded. Forty percent of federally-funded after-school programs report they have waiting
lists of children wanting admittance to the programs.
Over four million children 6 to 12, including more than one in three 10 to 12 year
olds, are home alone after school on a regular basis.. An additional 4 million 13 and 14
year olds and millions of older teens are home alone or hanging out unsupervised. In
total, the number of children and teens in need of after-school programs likely exceeds
eleven million.
Afterschool programs save lives and tax dollars.
While millions of kids go unserved because of lack of after-school program
funding, studies show that government's failure to invest in these youngsters is actually
squandering taxpayer dollars.
Investment in after-school programs returns dividends, not only in lives saved, but
in money saved. For instance:
For every dollar spent on the Quantum Opportunities after-school
program, benefits to participants and the public amounted to $3.04 without
even accounting for a six-fold drop in crime by participating boys.
For each high-risk youth prevented from adopting a life of crime, experts
estimate the country saves between $1.7 and $2.3 million.
From the Front Lines of the Fight Against Crime: A Call for Action
Our nation faces a critical choice. Do we want the after-school hours to continue
to be the hours of risk and danger for kids to be hurt, and for kids to slide down a slope of
delinquency and crime that threatens the rest of us? Or do we want them to be golden
hours of opportunity and positive development for the children who are our future?
Do we want kids who crave excitement to turn to gangs for companionship and to
Jerry Springer and games of video violence to learn their conflict resolution skills? Or do
we want them to have access to afterschool programs that help them develop
relationships with caring adults, learn good skills and values and contribute to their
communities?
America's police chiefs have answered that question. Asked in a poll which one
of several strategies will be "most effective" in reducing youth violence. Chiefs chose
9/25/00 3:07 PM
6
expanding access to after-school programs and good child care programs by a margin of
four to one over alternatives such as trying more juveniles as adults and installing metal
detectors in schools. By margins of nearly nine to one, they said "expanding after-school
and child care programs will greatly reduce youth crime and violence," and that if we
fail to expand these investments "we will pay far more later in crime, welfare and other
costs."
Public opinion polls show that eight out of ten Americans agree with law
enforcement that after-school programs will "greatly reduce youth crime."
The one thousand police chiefs, sheriffs, prosecutors and victims of violence who
are members of Fight Crime: Invest in Kids have called on elected officials to lay out
plans to make after-school programs available for all families who need them.
This call have been endorsed by leading national and state law enforcement
organizations and the National Organization of Victims Assistance.
Law enforcement, crime victims and the public all agree that we need to make
sure all families have access to after-school programs. They know that failing to provide
these programs means:
Millions of youngsters will fall short of their potential to contribute to our
nation.
Every American family shoulders a needlessly high risk of becoming a victim
of crime.
When our nation faced a budget deficit, the President and Congress laid out a
five-year plan to eliminate it. Now, our federal budget and the budgets of most states are
in surplus. Today, the deficit that most threatens American's safety is a crime-prevention
deficit - the tragic shortfall in our investment in programs that help youngsters get the
right start.
Now is the time for our federal, state and local policy-makers to commit
themselves to making sure every community has the resources it needs to offer all its
families quality after-school programs.
Anything less is a dereliction of government's most fundamental duty, protecting
the public safety.
9/25/00 3:07 PM
7
1:
Prime Time for Juvenile Crime, Kids Becoming
Victims, and Other Dangers
In the hour after the school bell rings, turning millions of children and teens out
on the streets with neither constructive activities nor adult supervision, violent juvenile
crime suddenly triples and the prime time for juvenile crime begins. On school days, the
prime time for violent juvenile crime is from 3 PM to 6 PM.¹ The single most likely hour
of the school day for a juvenile to commit a an assault inflicting serious bodily injury, or
an assault with a weapon is between 3 and 4 PM. (if need be, we can cite to jo&v, pp.
64-65, but I'm hoping we can cite to Jamie's more recent data.)
Research shows that, "youngsters generally begin hanging out with gangs at 12 or
13 years of age, join the gang at 13 or 14 and are first arrested at 14."² The prime time
for gang violence now is in the hours just after school lets out. (May not be true, Jena
checking with BC, then Huff
Prime Time for Kids to Become Victims of Violence
The hours after school also are the prime time for youngsters to become victims
of violent crime.³ When school lets out, violent victimization of children more than
triples. The National Crime Victimization Survey indicates that even that sharp jump as
reported to law enforcement agencies probably underestimates the true peak by as much
as 44%. According to a Justice Department report: "because crimes in and around school
are likely to be reported initially to school officials who may not report them to police
law enforcement data may actually underestimate the proportion of crime that occurs in
the after-school hours."
Teens are twice as likely as adults to become victims of serious violent crime, and
three times as likely to become victims of simple assault. (Jamie, should we cite to
JO&V p. 26, or to other data?)
II CITE TO JAMIE
2 Huff, C.R., Comparing the Criminal Behavior of Youth Gangs and At-Risk Youths,
National Institute of Justice Research Brief, U.S. Department of Justice, October, 1998.
3 Ibid.
4 Ibid,
9/25/00 3:07 PM
8
Prime Time for Car Crashes, Teen Sex and Drugs
As more children go unsupervised after school and researchers probe more deeply
into the effects, it's clear that the risks to kids are manifold.
CAN WE FIND OUT WHETHER THIS IS THE SECOND-LEADING CAUSE
OF DEATH. IF SO, WE COULD INTRODUCE THIS SECTION BY SAYING: (Jena
checking
XX OF THE XXX leading cause of death among teens are automobile
accidents and other unintentional injuries (often in the home.) The peak hours for both
are the hours immediately after school.
The prime time for 16-17 year olds to be in or cause a car crash on school days is
also from 3 to 6 PM.⁵ Motor vehicle accidents are the leading cause of death for youths.6
At some point in their careers most law enforcement members of Fight Crime: Invest In
Kids have faced the grim task of calling parents to tell them that their child was injured or
killed in a crash.
Nearly 4.5 million children 14 and younger are injured in their homes every year,
and most unintentional injury-related deaths occur when children are out of school and
unsupervised. (Footnoted in CATO response) (GRAPH, IF POSSIBLE)
The after-school hours also are the most common time for teens to become
pregnant⁷, and being unsupervised after school puts kids at greater risk of truancy,
receiving poor grades, mental depression, and substance abuse In fact, being
unsupervised after school doubles the risk that an 8th grader will smoke, drink, or abuse
drugs. (Do we need a separate footnote?) WE NOW HAVE DATAPOINTS FOR GRAPH.
WE SHOULD EITHER REPEAT THIS LAST STATEMENT IN A BOX IN THE
MARGIN OR, IF WE HAVE TIME TO MAKE ONE, INCLUDE A GRAPH.
5 Rice, T., Southern California Injury Prevention Research Center, School of Public
Health, University of California, Los Angeles, personal correspondence, July 2000.
6 1997 Mortality data from the Centers for Disease Control web site.
7
Carnegie Council on Youth Development, Task Force on Youth Development and
Community Programs, A Matter of Time: Risk and Opportunity in the Non-School Hours,
Carnegie Corporation of New York, New York, 1992.
8 Richardson, J.L., Relationship Between After-School Care of Adolescents and
Substance Use, Risk taking, Depressed Mood, and Academic Achievement, Pediatrics, V.
92, No. 1, July 1993.
9/25/00 3:07 PM
9
WHICHEVER WE DO, WE SHOULD CHOOSE BETWEEN DOING IT HERE AND
DOING IT IN THE NEXT CHAPTER. (WE STATE THE FLIP SIDE OF THIS (THAT
BEING SUPERVISED CUTS THE RISK IN HALF IN CHAPTER 2 AND CALL FOR A
GRAPH THERE.)
The more hours youngsters spend on their own, and the earlier the age at which
they begin doing so, the greater the risk." For example, sixth graders who had bee
unsupervised after-school frequently during the first through third grades were socially
less competent, and had lower grades than a comparison group.¹⁰
') Richardson, J.L., Relationship Between After-School Care of Adolescents and
Substance Use, Risk taking, Depressed Mood, and Academic Achievement, Pediatrics, V.
92, No. 1. July 1993. Vandell, D.I., Posner, J., Shumow, L., Kang, K., Concurrent, Short-
term and Long-term Effects of Self Care. Poster session presented at the biennial
meeting of the Society for Research in Child Development, Indianapolis, IN, March
1995.
10 Pettit, G.S., Laird, R.D., Bates, J.E., Dodge, K.A., Patterns of After-school care in
middle childhood: Risk Factors and Developmental Outcomes, Merrill-Palmer
Quarterly, V. 43, 515-538.
11
See for example: Hawkins, J.D., et al., Predictors of Youth Violence, Juvenile Justice
Bulletin, Justice Department, OJJDP, Washington D.C., April 2000; Ensminger, M.E.,
Kellam, S.G., and Rubin, B.R., School and Family Origins of Delinquency: Comparisons
by Sex, in K.T., Van Dusen, Mednick, S.A., eds. Prospective Studies of Crime and
Delinquency, Kluwer-Nijhoff, Boston, MA, 1983; and Tremblay, et al., A Bimodal
Intervention for Disruptive Kindergarten Boys: Its Impact Through Mid-adolescence,
unpublished manuscript, Montreal: University of Montreal, Research Unit on Children's
Psycho-Social Maladjustment; and Elliott, D.S., Hamburg, B.A., Williams, K.R.,
Violence in American Schools, Cambridge University Press, New York, 1998.
9/25/00 3:07 PM
10
2:
After-School Programs Prevent Crime,
Teach Skills and Values
The good news is that we now know that making after-school programs available
from grade school through high school can greatly reduce the terrible prospect that
children and teens will be caught up in behaviors that can ruin both their lives and the
lives of others.
Quality after-school programs can cut crime and violence immediately and
transform the prime time for juvenile crime into golden hours of academic enrichment,
wholesome fun and community service. They also protect kids and adults from becoming
victims of crime, and cut teen pregnancy, smoking and drug use. After-school programs
help youngsters learn to get along with others, and develop the values and skills they
need to become good neighbors and contributing citizens.
Offering kids an alternative to being alone at home or hanging out unsupervised,
provides a world of benefits for youngsters and for their communities.
Research Shows:
After-school Programs
Cut Crime and Violence
The Quantum Opportunities Program randomly selected high school freshmen
from welfare families in four cities to participate in an intensive after-school enrichment
program. The program combined academics, personal development, community service,
and monetary incentives to keep at-risk youngsters on a path to high school graduation
and adult productivity.
Boys randomly assigned to participate in the Quantum Opportunities program
were only one sixth as likely to be convicted of a crime during their high school years as
the boys left out of the program.¹²
12 Taggart, R., Quantum Opportunities Program, Opportunities Industrialization Centers
of America, Philadelphia, 1995. See also: Lattimore, C.B., Mihalic, S.F., Grotpeter J.K.,
Taggart R., The Quantum Opportunities Program, in Elliott, D.S., eds. Blueprints for
9/25/00 3:07 PM
11
In Highland Park, Michigan, a 40% drop in juvenile crime was recorded after
the launch of an after-school program funded by the 21st Century Community Learning
Centers program. (Chris, Jena doing cite; SN has e-mailed B. Stonehill for further info.)
Researchers compared five housing projects in which new Boys and Girls
Clubs were set up to five housing projects without clubs, and five others with previously
established clubs.
Levels of drug use and vandalism were initially equal in the projects without
clubs and those in which the new clubs were being established. The projects with
existing clubs were in much better shape. By the time the study ended, the projects with
new clubs achieved results almost as good as the projects with existing clubs. The
projects without clubs had 50% more vandalized housing units and 30% more drug
activity than those with new clubs¹³
This Boys and Girls Clubs study replicated the findings of a similar 1956 study of
the Red Shield Boys Club in Louisville. Data from before the club was founded in 1944
up until June of 1955 showed that juvenile delinquency dropped 52% in the
neighborhood, while delinquency almost tripled in a one comparison neighborhood. and
went up 33% in another similar neighborhood. FOOTNOTE
A sudy of a 32-month after-school and summer skill-development program in a
Canadian public housing project showed that compared to the two years prior to the
program, the number of juvenile arrests declined by 75% during the course of the program.¹⁴
In the three years after Baltimore's Police Department opened a Police
Activities League (PAL) after-school program in one high-crime neighborhood, juvenile
crime in the neighborhood dropped nearly 10% and the risk of children and teens
Violence Prevention Series, Center for the Study and Prevention of Violence, University
of Colorado, Boulder, 1998. www.Colorado.edu/cspv/
13 Schinke, S.P., Orlandi, M.A., Cole, K.C., Boys & Girls Clubs in Public Housing
Developments: Prevention Services for Youth at Risk, Journal of Community
Psychology, OSAP Special Issue, 1992.
14 Jones, M.A., and Offord, D.R., "Reduction of Antisocial Behavior in Poor Children by
Nonschool Skill-Development," Journal of Child Psychology and Psychiatry and Allied
Disciplines 30:737-750 (1989).
9/25/00 3:07 PM
12
becoming crime victims was cut nearly in half. While juvenile victimization rates were
coming down for all Baltimore juveniles, the rate in the area served by the PAL program
came down nearly three times as fast as it did for the city as a whole. 15
The Big Brothers/Big Sisters program shows what a difference a well-designed,
well-implemented mentoring program can make. A Public/Private Ventures study of that
program showed that young applicants randomly assigned to receive a well-trained, well-
supervised mentor were 46% less likely to initiate drug use and 32% less likely to commit
an assault than those randomly assigned to the control group. 16
A University of Wisconsin study of 64 after-school programs supported by the
Cooperative Extension Service found that teachers reported the programs had helped
children become more cooperative and better at handling conflicts. These children also
developed greater interest in recreational reading and received better grades. A third of
the school principals at these sites reported that vandalism at their schools had decreased
as a result of the programs."
After-School Programs Cut Smoking, Drug Use, Sex
Being supervised after school cuts in half the risk that middle school students will
smoke, drink, or abuse drugs.¹⁸ (Change cite to Richardson per SN)
INSERT GRAPH FOR 8ᵀᴴ GRADERS; WE NOW HAVE THE NECESSARY
ARTICLE WITH DATAPOINTS, BUT SEE MY NOTE ABOUT THE OBVERSE OF
THIS STATEMENT IN CHAPTER ONE. ADDITIONAL QUESTION: WHICH
GRAPHS SHOULD GO IN THE EXEC SUMM?
15
Baltimore Police Department Office of Planning and Research, Police Athletic League,
Baltimore Police Department, March 9, 1998.
16 Tierney, J., Grossman, J., Resch, N., Making " Difference: An Impact Study of Big
Brothers/Big Sisters, Public/Private Ventures, November 1995.
17 Riley, D., et al., Preventing Problem Behavior and Raising Academic Performance and
Raising Academic Performance in the Nation's Youth: The Impacts of 64 School-Age
Child Care Programs in 15 States Supported by the Cooperative Extension Service
youth-at-Risk Initiative, University of Wisconsin, Madison, 1994.
18 Richardson, et al., Substance Use Among Eighth-Grade Students Who Take Care of
Themselves After-School, Pediatrics, V. 84, no. 3, September 1989.
9/25/00 3:07 PM
13
With schools clamping down on smoking by students in and around school
buildings, focus groups show kids who smoke usually do SO on their way to school and in
the after-school hours. 19 Most adults who smoke regularly started during adolescence and
most student smokers begin smoking by age 13.20 This means that, when after-school
programs cut in half the risk that a middle school student will smoke, they are likely
cutting by a similar margin the chance that those children will grow up to be smokers.
Quality Programs Enhance Academic and Social Development
Out-of-school-time programs can provide important opportunities. Formal after-
school programs have helped low-income children develop social skills and learn to get
along with their peers,²¹ attributes which are strongly associated with school achievement,
adult success, and reduced risk of delinquency and crime.²² Out-of-school academic
enrichment activities can directly improve educational achievement. For example:
The boys and girls randomly assigned to participate in the Quantum
Opportunities program were 50% more likely to graduate on time and half as likely to be
teen parents as boys and girls not in the program PHIL - CAN YOU PLEASE SHOW
ME THIS DATA ON TEEN PARENTS? IS IT FOR BOTH BOYS AND GIRLS.
With schools having a hard time balancing their desire to focus classroom
hours on academics with their desire to teach values, it is also clear that the after-school
hours provide opportunities to implement academic or youth development programs
initially developed for in-school or summer use.
19 Personal communication with Tim McGloin, Assistant Director of the Tobacco
Prevention Program at the University of North Carolina's Center for Health Promotion
and Disease Prevention, 2000.
20 Schwartz, D.A., O' Donnel R., A Survey of Adolescent Smoking Patterns, Journal of
the American Board of Family Practioners, January-February 1996, vol. 9 no. 1, pp 7-13.
21 Posner, J. K., and Vandell, D. L., "Low-Income Children's After-School Care: Are
There Beneficial Effects of After-School Programs," Child Development, 65, pp. 440-
456 (Society for Research in Child Development, 1994), p. 454.
22 Miller, B.M., O'Connor, S., Sirignano, S.W., Joshi, P,. I Wish the Kids Didn't Watch
So Much TV: Out of School Time in Three Low Income Communities (School-Age Child
Care Project [now called the National Institute on Out of School Time], Center for
Research on Women, Wellesley College, 1996), p. 33.
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14
The Coca Cola Valued Youth Development Program increases the self-esteem
and school success of at-risk middle and high school students by placing them in
positions of responsibility as tutors of younger students. Only 1% of the kids in the
program dropped out of school, compared to 12% of kids in a control group. The
Voyager summer reading program, developed in collaboration with the Smithsonian
Institution, the Discovery Channel, NASA, and Polaroid, showed gains of 84% for
reading comprehension and 35% for word recognition for children in kindergarten
through ninth grade. 23
Both the Coca-Cola and Voyager programs are now being adapted for use in
after-school programs.
Why After-School Programs Have Such a Dramatic Impact:
The Safe Haven and Control, Values and Skills Effects
Quality after-school programs reduce juvenile crime immediately and continue to
reduce it for many years to come. They do this in two ways:
The Safe Haven and Control Effect. The day an after-school program welcomes its
first kid, after-school programs provide responsible adult supervision, constructive activities
and insulation from deleterious pressure from peers and older children during the high-risk
hours. On the day they open, they also provide a "safe haven" where children are protected
from becoming victims of crime.
Children, especially adolescents, crave excitement and activities with their peers. If
they cannot find it in programs organized by responsible adults, they become far more likely
to find it in gangs. In many neighborhoods, children without after-school safe havens are
easy prey; gangs may appear to offer protection, status, a sense of power, and the security of
belonging to a group. 24
In Chicago, a leader of one of America's biggest gangs - a criminal who is currently
serving a 150-year sentence for murder - was secretly taped explained his strategy for
recruiting kids. The strategy included picnics and parties and money to pay the family bills.
Then, he said, "the kids look up," and they find they've "got more now than they ever had
23 Voyager Expanded Learning, National Study: 1998 Voyager Summer Reading
Program, Time Warp, Voyager Expanded Learning, 2000.
²⁴Hamburg, B., ibid., p. 20.
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15
before, and they know they wouldn't have anything without" the gang. Is his strategy
working? That gang now has ten thousand members.
Former Chicago Police Superintendent Matt Rodriguez wrote that "Every day,
police officers in Chicago and across the country see gangs and drug dealers competing
with parents and with law-abiding citizens for the allegiance of America's youth
-bidding to recruit our children for their army, investing in our kids to lead them down a
path to disaster.
"The gangs aren't just recruiting in high schools, either. They are recruiting in the
junior high and grade schools too. And they are winning new recruits every day -
mostly kids who can see little other possibility to win the respect or success that nearly all
young people want and need.
"If we are going to win the fight for the souls of America's children, if we are
going to make America safe for our families, then we are going to have to invest in the
services that help kids get the right start they need in life, 'Rodriquez concluded.
For most youngsters, the adolescent years are marked by emotional volatility, and
strong needs for peer approval and respect. The parts of the brain responsible for good
judgment and looking ahead to project consequences are still developing. Conflicts are
often seen through a lens of starkly one-sided subjectivity, and impulse-restraint is often
fragile.
For too many teens, but especially for those in low-income, high crime
neighborhoods, this mixture may be stoked by the widespread availability of drugs and
alcohol to further cloud immature judgment, and of guns to make bad judgments lethal. 25
In one study, 23% of inner-city male high school students said they carried guns
occasionally, and 12% said they carried them most of the time.²⁶
If the juvenile violent crime rate for the period from 3 to 8 PM were reduced to
school-hour crime levels, one-quarter of all juvenile violent crime committed on school days
would be eliminated. (Obviously, investments in weekend and summer programs could also
be expected to have a major impact on crime committed on days when school is not in
session.)
²ˢHamburg, B., ibid., p. 22.
26Hamburg, B., ibid., p. 26.
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16
But this is only the first chapter of a story that lasts a lifetime. Recent research
makes clear that the impact of after-school and other quality programs for children and
youth far exceeds the Safe Haven and Control Effect.
The Values and Skills Effect. Quality after-school programs provide not only
immediate reductions in crime, but also positive experiences which have an enormous
and lasting impact on the attitudes, values and skills of participating children.
Quality programs not only help children and teens learn the skills they need to
succeed academically, but also teach concern and respect for others, honesty and the
importance of working hard and being responsible.
Such programs can also help children develop significant relationships with
caring adults, which is one of the strongest protections against becoming involved in
crime. And programs that include a community service component can help children
learn the satisfaction of helping others. These are important "protective factors," making
children less likely to engage in crime in the future.
Only 20% of children's' waking hours are spent in school. 27 How they spend the
other hours, not surprisingly, plays a major role in their development.
In this respect, as in others, after-school programs may have the biggest impact on
kids in low-income households and high crime neighborhoods. For example:
Children of highly-educated parents are five times more likely to be
reading in the time after they leave school than the children of the least educated
parents.²⁸
Children of poorly educated parents watch 60% more television than the
children of well-educated parents.²⁹ Much of this television viewing depicts murder and
other violence-as well as sexual promiscuity-without any realistic portrayal of the
agony crime leaves in its wake.
27 School-Age Child Care Project, Fact Sheet on School-Age Children, Center for
Research on Women, Wellesley College, September 1996.
28
Ibid
29 Ibid.
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17
Children's television viewing has been associated with lower reading achievement,
behavioral problems, and increased aggression. When children watch more than three hours a
day of television or watch violent programs, the incidence of these behavioral and learning
risks increase.: 10
Being unsupervised after school is substantially more likely to result in
behavior problems for low income children than for those from middle income families. 32
30 Miller, B., M, Out-of-School Time: Effects on Learning in the Primary
Grades (School-Age Child Care Project [now called the National Institute on
Out of School Time], Center for Research on Women, Wellesley College,
1995), p. 19.
This year, the American Medical Association, and other members of the public health
community issued a consensus statement saying "At this time, well over 1,000 studies -
including reports from the surgeon general's office, the National Institute of Mental
Health and numerous studies conducted by leading figures within our medical and public
health organizations - point overwhelmingly to a causal connection between media
violence and aggressive behavior in some children." Stapleton, S., Media Violence is
Harmful to Kids - and to Public Health, American Medical News, August 14, 2000.
31 Pettit, G.S., Laird, R.D., Bates, J.E., Dodge, K.A., Patterns of After-school Care in
Middle Childhood: Risk Factors and Developmental Outcomes, Merril-Palmer
Quarterly, v.43, pp. 515-38, summarized by Vandell, D.L., Su, H. Child Care and
School-Age Children, Young Children, November 1999, pp. 62-71
32 Marshall, N.W., et al., After-school Time and Children's Behavioral Adjustment,
Merril-Palmer Quarterly, v.43, pp. 497-514, summarized in Vandell, D.L., Su, H. Child
Care and School-Age Children, Young Children, November 1999, pp. 62-71
33 Pierce, K.M., Hamm, J.V., Vandell D.L., Experiences in After-School Programs and
Children's Adjustment in First-Grade Classrooms, Child Development, V. 70, no. 3,
May/June 1999.
34 Schinke, S.P., Cole, K.C., Poulin, S.R., Research Report; Thirty Month Data and
Process Findings, Boys and Girls Club of America, December 31ˢᵗ, 1998.
35 NSACA Standards for Quality School-Age Care, National School Age Care Alliance,
Boston MA, 1999, available at www.nsaca.org.
36 For a discussion of characteristics of effective out-of-school programs, see Quinn, J.,
"Positive effects of participation in youth organizations," in Michael Rutter, Psychosocial
Disturbances in Young People: Challenges for Prevention, Cambridge University Press
(1995),pp.289-298.
37 Ibid
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18
3: Unmet Needs and Wasted Opportunities
Federal help for after-school programs comes primarily through the 21st Century
Community Learning Centers program, which makes grants to schools. It has grown
considerably over the last three years, from $13 million in 1997 to $40 million in 1998,
$250 million in 1999, and $450 million this year. But despite this growth, it remains so
under-funded that it can serve only 650,00 kids nationwide.
Last year, 2,252 communities sought assistance to establish or expand 21st
Century Community Learning Centers after-school programs, even though the
Department of Education had enough funding to provide only 310 grants. 44 Even among
grantees, 40% report they still have waiting lists for children to get into the programs.⁴⁵
While states like California and Illinois have created significant new after-school
programs since 1997, their investment in these programs continues to be modest. The
Illinois Department of Human Services Teen REACH program provided $17.8 million to
fund 112 after-school programs serving 33,902 children age 6 to 17. California's After
38 Ibid.
39 Stapleton, S., Media Violence is Harmful to Kids - and to Public Health, American
Medical News, August 14, 2000.
40 Pettit, G.S., Laird, R.D., Bates, J.E., Dodge, K.A., Patterns of After-school Care in
Middle Childhood: Risk Factors and Developmental Outcomes, Merril-Palmer
Quarterly, v.43, pp. 515-38, summarized by Vandell, D.L., Su, H. Child Care and
School-Age Children, Young Children, November 1999, pp. 62-71
41 Marshall, N.W., et al., After-school Time and Children's Behavioral Adjustment,
Merril-Palmer Quarterly, v.43, pp. 497-514, summarized in Vandell, D.L., Su, H. Child
Care and School-Age Children, Young Children, November 1999, pp. 62-71
42 Hamburg, B., "The Epidemic of Youth Violence: Effective Solutions Require New
Perspectives," William T. Grant Foundation Annual Report, 1995, William T. Grant
Foundation, New York, 1995.
43 Charles M. Puzzanchera, Self-Reported Delinquency by 12-Year-Olds, Justice
Department, Washington, D.C., OJJDP Fact Sheet #03, February 2000.
44 Adriana de Kanter, U.S. Department of Education, correspondence, 2000.
45
Data Trends, Sustainability of 21st CCLC-First Cohort: National Center for Community
Education, Data Trends, survey completed February 2000.
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19
School Learning and Safe Neighborhoods Partnership program is funded at $87 million
this year and serves an estimated 97,500 children.
Home Alone: Eleven Million Kids
More than seven school-age children in every ten are in households where both
parents or the only parent are in the workforce. In 69% of all married-couple families
with children 6 to 17. both parents work outside the home. In 71 of single-mother
families and 85 percent of single-father families with children 6 to 17, the custodial
parent is working. (from CATO Response, need better citation)
Those working families are faced with filling the gap between the parents' work
schedules and the children's school schedules. That gap can amount to 20 to 25 hours per
week. (from CATO Response, need better citation) (I believe SN suggests UI)
A September, 2000 study from the Urban Institute estimates that 4 million
children between six and twelve years old are home alone in the after-school hours.
FOOTNOTE UI While only 10% (1.2 million) 6 to 9 year olds are home alone, fully
35% (nearly 2.9 million) 10 to 12 year olds are home alone. That is only the tip of the
iceberg. An additional 4 million 13 and 14 year olds are home alone or hanging out
unsupervised⁴, bringing the total to 8 million. And while solid data is not available for
teens over 14, it is clear that millions of high school youth also need constructive after-
school activities.
The number of youngsters unsupervised for at least some portion of each week
likely exceeds eleven million. Many more are in programs so starved for funding that
they can't begin to provide the quality services that kids need.
Do teens over 14 really need after-school programs? The Quantum Opportunities
program began when students were in high school. Leaving youths out of this program
multiplied by six times the risk that they'd be convicted of a crime, and slashed their
chances of finishing high school or going on to college.
46 Beth Miller, "Estimates of Thirteen and Fourteen Year-Olds Unsupervised After
School," (unpublished) National Institute on Out-of-School Time Wellesley College,
August, 2000.
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20
High-school students don't need baby-sitting, but they do need constructive
activities that put them in touch with caring adults, and help them gain valuable job skills,
learn to get along with others. and experience the satisfaction of serving their
communities.
Is the shortage of afterschool programs restricted to urban areas? Not by a long
shot. In rural areas, experts estimate that the availability of school-age care can cover
only about one-third of the population of children with employed parents.⁴⁷
Moreover the estimates above for kids who are unsupervised in the after-school
hours are only the most obvious part of the picture of the unmet need for after-school
programs. Even parents who are home at the end of the school day may want the
benefits of after-school programs for their children on one or more days each week.
Once children reach early adolescence, even the best parents may find that their
influence wanes as their children seek autonomy and independence. and strive for the
approval of peers." 48 Ordering a teen to stay in the house after school may be a recipe for
confrontation. One study of adolescents found that they spend an average of five minutes a
day exclusively with their fathers, and about twenty minutes a day with their mothers.4"
Meanwhile, insecurity and the need for peer approval and respect increase the likelihood
that adolescents will take risks, or respond with violence to insults or affronts.⁵⁰
Adults who work with kids in the after-school hours can't take the place of parents,
but they can serve as valuable adult role models who bring special talents and energy to
their work with children and teens.
Least Available Where Most Needed
After-school programs are least available where they would do most to prevent
crime and help kids get a solid start.
47 The David and Lucile Packard Foundation (1999). When school is out. The Future of
Children, 9(2). Los Altos, CA: Author.
48Hamburg, B., "The Epidemic of Youth Violence: Effective Solutions Require New
Perspectives," William T. Grant Foundation Annual Report, 1995 (New York: William T.
Grant Foundation, 1996), p. 20.
⁴"Carnegie Council on Youth Development, supra, n.47, p.32.
⁵⁰Hamburg, B., supra, n. 48, p.22.
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21
With government support still SO modest, research shows "the vast majority of after-
school programs are funded through parent fees. As a consequence, the programs primarily
serve children from middle income families and are located in middle-class communities."
Families of all incomes are challenged by the after-school hours. Many middle
income families scrape together funds to pay for after-school activities for their children and
somehow manage to cobble together the necessary transportation arrangements to get
children to and from these activities while the parents are working. Others are unable to do
so.
But the families least likely to be able to access after-school programs are low- and
moderate-income working families, especially those living in low-income neighborhoods.
These are often the neighborhoods where crime is highest.
Afterschool programs are least available to the kids who would benefit most from
them academically, emotionally and socially, and who without them are most at risk of
physical harm, exposure to drugs and other negative influences, and ultimately of becoming
involved in delinquency.
For low-income parents "hoping for the best" may mean, regrettably, hoping that
kids come home and watch television rather than hanging out with the drug dealers or
gang members working hard to recruit them.
Even when these youngsters and their families manage to get into an after-school
program, it is too often one which is under-funded, poorly-housed, and must make do
with staff who are poorly-paid, poorly-trained, and too few in number to develop the
close relationships between adults and youngsters which are at the heart of successful
programs.
Robert Halpern, studying after-school programs in Chicago observed:
"Supervisors and group workers who have been at [these programs] for at least a few
years have well-established relationships with some children, especially the 'regulars.'
51 Vandell, D.L., Su, H. Child Care and School-Age Children, Young Children,
November 1999, pp. 62-71
52 The David and Lucile Packard Foundation (1999). When school is out. The Future of
Children, 9(2). Los Altos, CA: Author.
53 Vandell, D.L., Su, H. Child Care and School-Age Children, Young Children,
November 1999, pp. 62-71
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22
They know these children's families and school situations They notice and intervene
when a child's behavior seems different than usual More commonly though, even
when there is "institutional" knowledge of a child. experienced staff members fail to
communicate that knowledge to a new staff member currently responsible for that child.
In part because group workers have so many children to attend to, children are most
likely to get individual attention when they misbehave."
Because of low pay, turnover is frequently very high. In the programs Halpern
was reviewing, 40% of the staff had been there less than one year. 54 Since it often takes
children several months to develop a trusting relationship with an adult, this kind of
turnover can be devastating to program success. No child should learn that adults
disappear just as trusting, caring relationships have solidified.
In short, the nation has a critical shortage of after-school programs. Moreover,
especially in low-income areas, the programs that are available are often too starved for
funds to provide quality services that can be expected to produce quality results.
54
Halpern, R., The Role of After-School Programs in the Lives of Inner-City Children:
A Study of the "Urban Youth Network", Child Welfare, Child Welfare League of
America, V. LXXI no. 3 May-June 1992.
55 Posner, J.K., Vandell, D.L., Low-Income Children's After-School Care: Are There
Beneficial Effects of After-School Programs?, Child Development, 1994, V. 65, pp 440-
456.
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23
4: Quality Matters
Will every after-school program achieve the dramatic reductions in crime and
other positive results reported in some of the research? Of course not. Program design,
implementation and staffing matters, and matters a lot. Some programs work far better
than others.
Programs must be small enough to maintain a strong sense of community and
intimacy. The ratio of adults to children and teens must be high enough that each
youngster can develop a close bond with one of the program's adults. The adults must
have the time to develop a personal relationship with each youngster.
A study of 37 participating after-school programs for first graders found that boys
in programs with staff members with positive attitudes had significantly better behavior,
according to their first grade teachers, than those boys who attended programs with staff
who displayed greater negativity. In other words, good, caring, trained staff matters.56
Program elements matter, too. For example, youths in a Boys and Girls Club
program that emphasized academic achievement, consistently out-performed their
counterparts in other Boys and Girls Club programs that did not receive the enhanced
educational assistance. Possibly even more important for their success in school and life,
they also had far fewer behavior problems. Thirty months after they started the
educational enhancement program at the club, the kids in the clubs had almost three times
fewer incidents of problem behavior at their schools as those kids not in the clubs.⁵⁷
????ASK SN.
This research clearly argues against trying to do after-school programs on the
cheap, stretching numbers served at the expense of quality.
56 Pierce, K.M., Hamm, J.V., Vandell D.L., Experiences in After-School Programs and
Children's Adjustment in First-Grade Classrooms, Child Development, V. 70, no. 3,
May/June 1999.
57 Schinke, S.P., Cole, K.C., Poulin, S.R., Research Report; Thirty Month Data and
Process Findings, Boys and Girls Club of America, December 31ˢᵗ, 1998.
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24
It argues for evaluating program design. and providing adequate funds to attract,
train, and retain good, caring program staff.
As after-school programs receive more funding, there will also be a need to
provide financial support for training, accreditation and evaluation. We don't leave
parents on their own to independently and individually evaluate the sanitary controls at
the supermarket as they buy food for their families, and we shouldn't expect them
individually to be able to fully inspect and evaluate each after-school program. The
National School Age Care Alliance Standards for Quality School Age Care provide a
useful guide for programs serving youngsters fourteen and younger.
Though some after-school programs should be more specialized than others, and
children of different ages need different kinds of programs, every community needs a
variety of programming. Programs won't produce the benefits we describe if they don't
hold youngsters' interest. They can't begin to produce benefits unless they are
sufficiently attractive so that families and young people choose to participate.
In general, young people should have out-of-school options that give them
opportunities for active play, academic enrichment to develop both basic skills and
higher-level thinking, exposure to arts, drama and music, and, especially for youngsters
who are in middle school or high school, opportunities to begin serving their
communities. For high school students, after-school options specifically aimed at career
development and job skills training should also be available.⁵⁹
The dramatic success of the Quantum Opportunities program provides a standard
against which to measure other programs. It also argues for offering scholarship
incentives and possibly other modest financial incentives, at least in high-crime
neighborhoods, to encourage program participation, and to provide a realistic hope that
hard work in school will lead to success in life.
As is the case with virtually every area of human service, from policing to
education, investing in more research will help us learn to build on what we already
58 NSACA Standards for Quality School-Age Care, National School Age Care Alliance,
Boston MA, 1999, available at www.nsaca.org.
⁵⁹For a discussion of characteristics of effective out-of-school programs, see Quinn, J.,
"Positive effects of participation in youth organizations," in Michael Rutter, Psychosocial
Disturbances in Young People: Challenges for Prevention, Cambridge University Press
(1995),pp.289-298.
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25
know, and to make the most cost-effective use of each dollar in program expenditures.
But we do now have models that work, and there is little excuse for failing to bring them
to scale so they are available for all the children and families who need them.
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26
5: Investing in After-School Saves Money and Lives
Protecting the public safety is the fundamental obligation of government. It is not
expected to be a financially self-supporting operation. No one would suggest that we
should have police preventing murders only if that activity produced enough savings to
pay for itself. But even if that were the test, after-school programs would pass with flying
colors.
Investments in after-school programs, especially for the children most at risk of
sliding into delinquency or becoming victims of crime, do pay for themselves many times
over, not only in lives but even in tax dollars. For example:
The Quantum Opportunities after-school program produced benefits to
recipients and the public of $3.04 for every dollar spent without even accounting for the
savings from a six-fold drop in crime by boys participating in the program. (citation?)
In the Canadian public housing project in which juvenile crime in the
project dropped 75% over the 32 months the after-school program operated., the resulting
savings to government agencies came to twice the program's cost.⁶⁰
RAND Corporation researcher Peter Greenwood and his colleagues
compared the cost-effectiveness of the Quantum Opportunities after-school program
with that of California's Three Strikes law, which required mandatory prison sentences
60 Jones, M.A., and Offord, D.R., "Reduction of Antisocial Behavior in Poor Children by
Nonschool Skill-Development," Journal of Child Psychology and Psychiatry and Allied
Disciplines 30:737-750 (1989).
61 Jones, M.A., and Offord, D.R., "Reduction of Antisocial Behavior in Poor Children by
Nonschool Skill-Development," Journal of Child Psychology and Psychiatry and Allied
Disciplines 30:737-750 (1989).
62 Cohen, M.A., The Monetary Value of Saving a high Risk Youth, July 1997
(Unpublished, permission for use granted by Professor Cohen).
63 Greenwood, P.W., et al., Diverting Children from a Life of Crime: Measuring Costs
and Benefits, RAND, Santa Monica, CA, 1996.
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27
for persons convicted of three serious crimes. They concluded that. per dollar spent,
Quantum Opportunities was over 5 times more effective at preventing serious crimes than
the Three Strikes law.⁶⁴ The extra income earned and taxes paid by youths who become
responsible citizens instead of criminals, and the contributions they make to their
communities, would produce enormous additional benefits not even counted in RAND's
analysis.
THERE MAY BE A GRAPH IN THE RAND STUDY WE CAN USE. ASK SN
TO CHECK.
A 1997 study by Professor Mark A. Cohen of Vanderbilt University
estimated that each high-risk youth prevented from adopting a life of crime could save
the country between $1.7 million and $2.3 million. 65
No wonder polls conducted for Fight Crime: Invest in Kids show that 68% of
Americans say expanding child care and after-school programs is a higher priority than a
tax cut.
The fact of the matter is that federal and state treasuries will actually have more
money in just a few years, whether for schools or tax cuts, highways or social security, if
government invests now in expanding after-school programs.
The most important savings, of course, are priceless: thousands of families will be
spared the agony that crime and violence leave in their wake.
64 Greenwood, P.W., et al., Diverting Children from a Life of Crime: Measuring Costs
and Benefits, RAND, Santa Monica, CA, 1996.
65 Cohen, M.A., The Monetary Value of Saving a high Risk Youth, July 1997
(Unpublished, permission for use granted by Professor Cohen).
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28
6:
From the Front Lines of the Battle Against Crime:
A Call for Action
The people on the front lines fighting crime are less concerned with political
ideology than with hard-nosed practical solutions. They insist on doing what really
works to fight crime.
Everyone agrees, of course, that dangerous criminals need to be locked up. But
the people who work day-in and day-out to track down, arrest, and prosecute criminals
know that the battle against crime can't be won solely with these back-end measures. It
will be won when America is equally as ready to invest in front-end solutions that
prevent crimes from ever happening in the first place.
Or, as Sheriff Patrick J.. Sullivan Jr (R-Arapahoe County, Colorado) put it, "We'll
win the war against crime when we're as ready to guarantee a kid a place in an after-
school program as we are to guarantee a felon room and board in a prison cell."
The one thousand police chiefs, sheriffs, prosecutors and crime victims who
comprise Fight Crime: Invest in Kids have called on all public officials to protect the
public safety by providing all at-risk children and teens access to quality after-school
programs. So have the 13,000 members of the National Sheriffs Association, the 290,000
members of the Fraternal Order of Police, the Major Cities (Police) Chiefs organization,
the Police Executive Research Forum, the National District Attorneys Association, and
law enforcement associations in Illinois, Iowa, Maine, New York, North Carolina, Rhode
Island, Texas, Arizona and California.
The nation's largest organization of crime victims, the National Organization for
Victim's Assistance, has joined as well in the call for quality after-school programs.
Law Enforcement and the Public United
The depth of law enforcement commitment to front-end solutions to crime was
shown in a national poll of police chiefs conducted by Professors Scott Keeter and
Stephen Mastrofski of George Mason University.
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29
Eighty-six percent of the chiefs agreed that "expanding after-school and child care
programs like Head Start will greatly reduce youth crime and violence." Nine out of ten
of the chiefs agreed with the statement: "If America does not make greater investments in
after-school and educational child care programs to help children and youth now, we will
pay far more later in crime, welfare and other costs."
The chiefs were asked to "guide elected officials" by picking "the most effective"
strategy to reduce youth violence. They picked "providing more after-school programs
and educational child care" by a four-to-one margin over such alternatives as prosecuting
more juveniles as adults and hiring more police officers, and by a seventy-to-one margin
installing metal detectors and cameras in schools.
National public opinion polls conducted by Opinion Research Corporation
International show the public agrees with the police. In an August, 2000 poll, 86 percent
of the public agreed that "America could greatly reduce violent crime by expanding
preventive measures like after-school programs for school-age children and teens. Head
Start and other early childhood development programs, and interventions for troubled
kids."
Our federal and state governments are falling far short of the investments in after-
school programs needed to meet their responsibilities to protect the public safety. That
shortfall is part of a gaping crime-prevention deficit that jeopardizes the safety of every
American.
It is time the leaders at the state and federal levels lay out a plan to eliminate that
deficit. No responsibility of federal and state governments is more fundamental than
protecting the public safety.
That responsibility simply cannot be met without providing communities with the
resources to assure that all families, especially those whose children are most at risk of
going astray, have access to quality after-school programs.
9/25/00 3:07 PM
30
9/25/00 3:07 PM
Percent of Crimes Against Juveniles Occurring Each Hour
14%
12%
3:00 P.M.
Kids risk of becoming
victims triples when
10%
school lets out
8%
6:00 P.M.
6%
2:00 P.M.
4%
2%
0%
12:00 AMI
3:00 AM
6:00 AM
9:00 AM
12:00 PM
3:00 PM
6:00 PM
9:00 PM
12:00 AM
25 September 2000
7
Source XXXXX
2:00PM
Boys and Girls Club Educational Enhancement Program
Problem behavior incidents
3.9
Problem Behavior Incidents Before the
start of the program
Problem Behavior Incidents 30 months
after the start of the program
1.0
Before the start of
30 months after the
the program
start of the program
Source XXXXX
Quality After-School
Programs Prevent Crime
Number of
convictions per
100 males
Males who did
Males who did
participate in
not participate
the Quantum
in the Quantum
Opportunities
Opportunities
After-School
After-School
Program
Program
Source XXXXX
After-School Programs Produce
Education and Social Benefits
Compared to similar youths left out, boys and girls
who participated in the Quantum Opportunities
After-School Program had far more positive
outcomes
Boys and girls in after-school
program
Boys and girls not in after-school ;
program
50%
42%
16%
12%
More likely
More likely to More likely to Less likely to
to graduate
go on to post-have received become teen
from high
secondary
an award or
parents
school
school
honor
Source XXXXX
Which of these strategies did Police Chiefs choose
as the most effective for reducing youth violence?
After-School and
69%
child care programs
Try juveniles as
17%
adults
Hire more police
13%
Metal detectors and
1%
cameras in the schools
Source XXXXX
What's more important to Americans than a tax cut?
68%
68%
44%
29%
26%
Source XXXXX
Percent of Violent Juvenile Crime Occurring Each Hour
14%
Violent Juvenile Crime
3:00 P.M.
12%
Triples When the
10%
School Bell Rings
8%
6:00 P.M.
2:00 P.M.
6%
4%
2%
0%
12:00 AM
3:00 AM
6:00 AM
9:00 AM
12:00 PM
3:00 PM
6:00 PM
9:00 PM
12:00 AM
Source XXXXX
Soaring
21st Beyond Century Expectations Community Learning Centers
Providing Quality Afterschool Learning
Opportunities for America's Families
U.S. Department of Education
September 2000
OF
*
*
UNITED STATES OF AMERICA
Richard W. Riley
U.S. Secretary of Education
Michael Cohen
Assistant Secretary for Elementary and Secondary Education
Terry K. Peterson
Counselor to the Secretary
Adriana de Kanter
Special Advisor on Afterschool Issues
Joseph Conaty
Director, New Projects Unit
Robert Stonehill
Director, 21st Century Community Learning Centers Program
September 2000
The text of this report is in the public domain. Feel free to photocopy or reprint. To order
copies of this report write:
ED Pubs
Editorial Publications
U.S. Department of Education
P.O. Box 1398
Jessup, MD 20794-1398
Fax: 301-470-1244; send email requests to: [email protected]; or call toll free: 1-877-433-
7827 (1-877-4-ED-PUBS).
Adriana de Kanter, Rebecca Williams, Gillian Cohen and Robert Stonehill at the U.S.
Department of Education wrote this report. Data and tables were prepared by Mathematica
Policy Research for the national evaluation of the 21st Century Community Learning Centers
program.
21st Century Community
Learning Centers
Soaring
DEPART OF
Beyond
Expectations
UNITED STATES OF AMERICA
21st Century Community Learning Centers
Providing Quality Afterschool
Learning Opportunities for America's Families
Each of you, at your 21st Century Community Learning Centers, is bringing the magic of
enriched learning opportunities to children and families in your community. You have
demonstrated that you are "the best of the best."
- Statement by Richard W. Riley, U.S. Secretary of Education
to the grantees at the 21st Century Community Learning Centers Summer Institute 2000
Each weekday afternoon in America, the ringing of the bell signals not just the end of the
school day, but the beginning of a time when at least 8 million of our children are left alone and
unsupervised. For working parents, ensuring appropriate supervision for their children during
the afternoon can be an extremely difficult challenge. As a result, so-called "latch-key"
youngsters can be found in our urban, suburban and rural communities where working parents,
for a variety of reasons, are unable to arrange or afford a better alternative. Instead of being a
time for growth and opportunity for these children, the hours immediately following the school
day are their most dangerous, for these are the hours when children are most likely to commit or
be the victim of crime. For many others, the afternoon hours are simply a period of idle and
wasted time, when opportunities to be mentored and academically challenged are squandered.
The 21st Century Community Learning Center program, authorized under Title X, Part I,
of the Elementary and Secondary Education Act, is a key component of the Clinton-Gore
administration's commitment to help families and communities keep their children safe and
smart. The 21st Century Community Learning Centers, supported by grants from the U.S.
Department of Education, enable school districts to fund public schools as community education
centers keeping children safe in the after-school hours. They also provide students with access to
homework centers and tutors and to cultural enrichment, recreational, and nutritional
opportunities. In addition, life-long learning activities are available for community members in a
local school setting. Moreover, these programs provide America's parents and grandparents with
something they value above almost everything else: confidence that while they are out earning a
living, their children are well cared for and learning. For America's children, these programs
help broaden their horizons, challenge their imaginations, and find the hero within.
Throughout the Clinton-Gore administration, the U.S. Department of Education has
worked to make our children's afternoons a time when they can soar beyond expectations. The
department has funded over 3,600 schools in more than 900 communities to become community
learning centers. The hours that children spend at these centers are filled with academic
challenges and enriching activities, supervised by responsible adults. This vision of the 21st
Century Community Learning Centers program has been reaffirmed by numerous evaluations of
high-quality afterschool programs, and now by the results of the current grantees' annual
performance reports. 1 The grantees' experiences confirm that investing in afterschool activities
makes a significant difference in the lives of America's children, families and communities.
Addressing the Needs of Children and Families
According to the report Working for Children and Families: Safe and Smart Afterschool
Programs, published in April 2000 by the Departments of Education and Justice, 69 percent of
all married-couple families with children ages 6-17 have both parents working outside the home.
In 71 percent of single-mother families and 85 percent of single-father families with children
ages 6-17, the custodial parent is working. The gap between parents' work schedules and their
children's school schedules can amount to 20 to 25 hours per week.
Statistics provided by the General Accounting Office (GAO), the National Institute on
Out-of-School Time, and other surveys show that the lack of affordable, accessible afterschool
opportunities for school-age children means that an estimated 8 million -- and up to as many as
15 million -- "latchkey children" on any given day go home to an empty house after school. 2
Forty-four percent of third graders spend at least a portion of their out-of-school time
unsupervised, and about 35 percent of 12-year-olds are regularly left alone while their parents
are at work.
Finally, studies by the FBI and youth-advocacy groups have found that the peak hours for
juvenile crime and victimization are from 2 p.m. to 8 p.m. -- hours when youth are most often
without supervision Yet we know that students who spend one to four hours per week in
extracurricular activities are half as likely to use drugs and one-third less likely to become teen
parents.
In over 900 communities across the nation, children
now have a positive alternative to unsupervised,
unstructured and uninspiring afternoons - 21st
Century Community Learning Centers.
Working to Provide More Afterschool Programs
According to 1999 and 2000 public polling data from the Mott/JCPenney afterschool
survey, more than 8 out of 10 voters have agreed that access to afterschool programming in the
community is important, and that this access must be available to all children. Yet, over the last
three years, nearly two-thirds of voters have reported that it is difficult to find programs in the
nation and in the community. Less than 4 out of 10 voters say their community actually
provides afterschool programs. This number has remained consistent over the last three years.
1 Submitted in April 2000
2 Miller, Beth (June 2000). Update of the National Child Care Survey of 1990. National Institute on Out-Of-School
Time; Seppanen, P., Kaplan de Vries, D., & Seligson, M. (1993). National Study of Before- and After-School
Programs. Washington, DC: Office of Policy and Planning, U.S. Department of Education.
Page 2
In some urban areas, the current supply of afterschool programs for school-age children
will meet as little as 20 percent of the demand.³ In rural areas, experts assert that the availability
of school-age care could cover only about one-third of the population of children with employed
parents. 4 As a result, millions of parents worry each day about where the children will go, and
what they will be doing.
The Clinton-Gore Administration, through the 21st Century Community Learning
Centers, is working to meet some of this demand. Nevertheless, in the last grant competition
administered by the U.S. Department of Education, there was sufficient funding for only 310 of
the 2,253 applications. More than 1,000 high-quality applications were unfunded. With more
fiscal support, more afterschool programs could be awarded 21ˢᵗ Century Community Learning
Center grants.
Of the $1.34 billion in
funding requested by schools across
Supply and Demand for Afterschool
the nation to start afterschool
Funding
programming this year, only $185.7
$1,600
million was available for this fiscal
$1,400
1,340
Total Funding
Requested in FY 2000
year, with an additional $267 million
$1,200
committed to continue programs in
communities which had previously
Funding (in illions)
$1,000
875
$800
received grants.
597
$600
$400
A total of $1 billion has been
187
New Funding Available
$200
93
for FY 2000
requested by the Clinton-Gore
40
0
Competition
$0
Administration from Congress for
1997
1998
1999
2000
this initiative in fiscal year 2001. If
Year
Congress passes this appropriation
level, 2.5 million children will be
served through the 21st Century Community Learning Centers. This increase in funding could
potentially eliminate as much as a quarter of the nation's "latch-key" problem for American
families.
To ensure that all school districts can prepare high-quality applications, the U.S.
Department of Education has worked for the past three years with the Charles Stewart Mott
Foundation, the National Center for Community Education, the National Community Education
Association, the National Association for Bilingual Education and other regional and local
organizations to provide numerous technical assistance opportunities for communities interested
in applying. Workshop attendance over the past two years has been remarkable. Some 13,000
representatives from families, schools, community and civic organizations, local governments,
foundations, faith-based organizations, and businesses came together to find out what quality,
extended learning is, how to collaborate, and what are some models of best practice. For this
year's competition, at least one workshop was provided in every state.
3 United States General Accounting Office (1997, May). Welfare Reform: Implications of Increased Work
Participation for Child Care, GAO/HEHS-97-75. Washington, DC: Author.
4 The David and Lucile Packard Foundation (1999). When school is out. The Future of Children, 9(2). Los Altos,
CA: Author.
Page 3
The investment in assisting local communities to plan afterschool and community
education programs seems to be working. Because of the extensive training provided to
potential applicants, the quality of 21st Century Community Learning Centers applications has
significantly improved over the past three years. The average standardized score has gone from
72 (in 1998) to 75 (in 1999) to almost 80 (in 2000). This year, over 1,300 applications (of the
2,253 received) earned an average rating of 75 or above.
Serving Children Where They Are
By locating 21ˢᵗ Century Community Learning Centers within public schools, we can see
that students receive educational enrichment and academic assistance directly linked to their
classroom needs. Principals have long seen a need for extended learning programs. In a 1989
Harris poll, 84 percent of school principals agreed that there is a need for before- and afterschool
programs. In December 1999, the National Association of Elementary School Principals updated
an earlier publication for their membership on quality standards for afterschool programs entitled
After-School Programs & The K-8 Principal. In it, they recognize that "an extraordinary
opportunity exists for principals to bring their schools and communities together to plan and
support after-school programs.
The 21st Century Community Learning Centers are located in public elementary schools,
middle schools, and high schools. In addition, host schools can serve a range of student grades.
The table below provides information on the grade levels served in 21ˢᵗ Century Community
Learning Centers host schools.
Percent Reporting
Grade Levels Served in 21st
Century Host Schools
Overall
Elementary
44%
Elementary and Middle
9%
Middle
31%
Middle and High School
4%
High School
7%
All grades
7%
These 21st Century Community Learning Centers will serve about 615,000 children and
youth and 215,000 adults during the 2000-2001 school year. All programs serve children, but
over 40 percent have reported about how they also serve adults.
5 National Association of Elementary School Principals (1999). Afterschool Programs and the K-8 Principal.
Alexandria, VA: Author.
Page 4
Rural St. Mary's County, Maryland's 21st Century program serves about 100 at-risk
students daily, as well adults. The program's strong adult literacy component focuses
on GED preparation, computer training, counseling and career development. The St.
Mary's program has been locally showcased for its development of community
partnerships and use of volunteers to manage the centers. The program publishes a
quarterly newsletter that features community collaborations and program success
stories.
During the 2000-2001 school year, there are 903 grants operating in local school districts,
with community partners, to implement public school-based 21st Century Community Learning
Centers. These grants are in every state, the District of Columbia, Puerto Rico, the Virgin
Islands, and the Federated States of Micronesia. The 21st Century Community Learning Centers
grants provide high-quality academic enrichment and expanded youth services in 3,610 inner-
city and rural schools. School district grantees operating the programs often manage three to
four school-based centers. The typical overall number of students served by a school district's
grant is 696, and an average of 248 adults is served by each grantee as well.
A typical school-based 21ˢᵗ Century Community Learning Center serves some 156 children.
As recently as 10 years ago, evaluations of afterschool programs showed as few as 50 children
participating in public school programs, and even fewer in non-school-based programs⁶. This
contrasts sharply with the large number of children participating in most 21st Century
Community Learning Centers, and strongly suggests that the high-quality range of services that
are offered, combined with the school-based setting, is effective in encouraging program
participation.
Participants in 21st Century
Community Learning Centers
Programs by District Grant and
Average Number
Individual Center
Served
Number of Students Served in a
696
Local School District
Average Number of Students
156
Served at a Local School
Number of Adults Served in a
248
Local School District
The Central Maine 21st Century Community Learning Centers project had a very
successful second year. Over 1,000 of the four participating schools' 2,700 students
regularly engaged in the wide variety of programs and services offered.
In a Mott Foundation/JCPenney survey of registered voters conducted in June 2000, the
public indicated that afterschool programs should be housed in schools and that schools and
community organizations should share, rather than compete for, resources. That philosophy
guides the way the 21st Century Community Learning Centers program is operated today.
6 Seppanen, et. al, 1993.
Page 5
Public schools, working with community partners, are the best place for afterschool programs.
Not only are they convenient and reach the most children, but they are at the center of the
community and in a great position to offer high-quality learning opportunities in a safe place.
--U.S. Secretary of Education, Richard W. Riley
Serving Those Most in Need
The 21st Century Community Learning Centers serve populations in rural and inner-city
locales, as about 55 percent of the 21st Century projects can be considered rural and 45 percent
are inner city. As recently as the 1993-1994 school year, 70 percent of all public elementary and
combined (e.g., K-12) schools did not have a before- or afterschool program. This picture was
even bleaker in rural areas, where 82 percent of public schools did not have such programs.⁷
Schools with 21st Century Community Learning Centers grants also serve more minority
students and are far more likely to serve high-poverty students than the average school.
Asian,
Hawaiian,
Race, Ethnicity, and Poverty
Pacific
Level of Students in 21st
Islander or
Century Community Learning
African
Hispanic or
Native
High
Centers
White
American
Latino
America
Poverty
21st Century Community
43%
26%
24%
6%
66%
Learning Centers (schools)
Esmeralda, a student in the low-income school district of La Quinta, California,
improved her reading level from 2.75 to 5.80 through the Computer Curriculum
Corporation program that provides reading software. She spent two hours a day, four
days a week, in her school's computer lab, which was funded by a 21ˢᵗ Century
Community Learning Centers grant.
In Huntsville, Alabama, 98 percent of students at Lincoln Elementary School receive
free lunch. The Camp Success program provides low-income students opportunities to
participate in activities they may be unable to access such as the Kiwanis Club, 4-H,
art classes, chemistry camp, the Chess Club, sports teams, and Boy and Girl Scouts.
7
National Center for Education Statistics (1996, September). Schools Serving Family Needs: Extended-Day
Programs in Public and Private Schools. Washington, DC: Author.
Page 6
Extending Time to Be Safe and Smart
There is strong support for afterschool from the public safety community. For example,
nearly 9 in 10 police chiefs said expanding afterschool programs will "greatly reduce youth
crime and violence." Nine out of 10 chiefs also agreed that "if America does not make greater
investments in after-school and educational child care programs to help children and youth now,
we will pay far more later in crime, welfare, and other costs."
Centers provide a safe place
for students to go after regular
school hours end. These figures
describe how much additional
Hours of Operation During the
time is provided:
School Year
20 or more
A total of 78 percent of
hours per
week
centers operate on a daily or
Less than 10
32%
semi-daily basis, and another
hours per
week
22 percent of centers provide
17%
only "special events" or
operate on a non-daily system.
15 to 19 hours
One-third of 21st Century
per week
29%
Community Learning Centers
10 to 14 hours
per week
are open 20 or more hours per
22%
week, and 61 percent of
centers are open at least 15 or
more hours each week.
More than one-quarter of grantees keep their learning centers open on school holidays and in-
service days during the school year.
Providing Quality Afterschool Learning Opportunities
For students who enrolled in the Jefferson County School District After School
program in Fayette, Missouri, 50 percent of those who were once below average are
now average students, 10 percent are honor roll students, and 8 percent have become
principal scholars.
A June 2000 Mott Foundation/JCPenney afterschool survey asked voters what they wanted
in an afterschool program. Americans said that in addition to helping working families, the most
important outcomes of an afterschool program are to provide opportunities to learn and master
new skills, and improve academic achievement. In addition, they identified afterschool
programs as a place to build social skills and where homework can be done.
Afterschool programming sponsored by 21st Century Community Learning Centers grants
gives students more time to learn, improve their academics, and engage in other educational
8
Fight Crime: Invest in Kids (November 1999). Poll of Police Chiefs, conducted by George Mason University
professors Stephen D. Mastrofski and Scott Keeter. Washington, D.C.: Author.
Page 7
activities outside of the structured school day. The vast majority of centers provide activities
focused on boosting achievement
in core subject areas, as well as
offering enrichment activities.
Activities Reported By 21st Century
Community Learning Centers,
And to make sure that
1999-2000
activities offered are of the
Reading
95
highest possible quality, all 21st
Math
Century Community Learning
91
Centers grantees are trained on
Science
76
quality elements of an afterschool
Art/Music
72
program, including how best to
Technology
70
provide academic enrichment,
Social Studies
64
every fall and spring. The
National Center for Community
0
20
40
60
80
100
Education, funded by a grant
Percent
from the Charles Stewart Mott
Source: 1st/3rd Cohort APRs, 4/2000
Foundation, has been providing
this training.
Overall, almost all of the centers provide activities meant to bolster students' grasps of
reading, math and science. Additionally, 72 percent of centers offer students access to art and
music enrichment, 64 percent offer social studies support activities, 70 percent engage in
technology-related activities, and 76 percent offer other types of enrichment activities.
Keeping Learning Alive in the Summer
Today, 25 percent of all
school districts and 55 percent of
those in high-poverty urban areas
Hours of Operation During the
require summer school for
Summer
struggling students. Not only does
summer school help prevent loss of
Less than 15
hours per
academic ground over vacation
week
months, but it also helps close the
25 or more
11%
hours per
achievement gap between
week
disadvantaged students and those
56%
15 to 19 hours
per week
with more privileged educational
16%
opportunities at home. A study
done by the University of Missouri
20 to 24 hours
showed that in more than 85
per week
percent of summer-school
17%
evaluations of students who
attended summer classes, attendees
outperformed those students who did not have this opportunity.⁹
9 Cooper, Harris; Charlton, Kelly; Valentine, Jeff C. (1998). Making the Most of Summer School: A Meta-Analytic
and Narrative Review. University of Missouri-Columbia.
Page 8
Summer schools serve a variety of purposes for students, teachers, families, and
communities. They provide chances for remediation for students with learning deficits,
repetition of failed courses for secondary school students, services for students with disabilities,
supplemental help for disadvantaged students, enrichment opportunities for students with special
talents, and a way for teachers to further their career development and increase their income.
In rural Monongalia County Public Schools, West Virginia, parents say the center
helps their children get their homework done and conveniently offers enrichment
opportunities right in their own community. Classroom teachers have commented on
the amount of discussion and excitement that carries over into their classes during the
day. Title I teachers were surprised at how little ground was lost for their students last
summer as they were able to pick up where they had left off the previous year after
participating in the summer program.
Funding from the 21st Century Community Learning Centers program allows more urban
and rural schools to start summer school programs. Two-thirds of grantees operated a summer
program of 25 or more hours per week, in addition to their school-year program last year.
Communicating with Teachers and Principals
Research clearly shows that quality afterschool programs coordinate their activities with
those offered during the regular school day. Communicating with the principal and the teachers
in the regular school program regarding subjects like recruitment strategies, program goals and
student progress is essential to establishing a successful afterschool program. The 21st Century
Community Learning Centers grantees understand the importance of these day-to-day linkages
with the regular school day program, as shown in the collaborative activities they are
undertaking.
Percent Reporting
Types of Linkages to
School Day Program
Overall
Recruit/Refer Students
95%
Works at Program
93%
Provide Feedback on Students
93%
Set Goals and Objectives
92%
Share Instructional Practices
90%
Communicate School-Day
89%
Curricula to Center Staff
Page 9
Creating Collaborating Communities
In Kenosha, Wisconsin, the 21ˢᵗ Century Community Learning Centers became involved with the
Lincoln Neighborhood Community Center and collaborated with many other community
organizations to provide families with a full-range of services.
The University of Wisconsin Extension Service offered a teen pregnancy prevention program.
The Spanish Center and the United Migrant Opportunities Services offered a cultural
awareness class.
The Kenosha Library stopped their bookmobile in front of the centers each week.
The American Red Cross certified the students in babysitting.
The University of Wisconsin-Parkside offered weekly swimming lessons in their pool,
leadership classes, student interns, admissions to college plays, peer mediation, and
neighborhood assistance, specifically safety and improvement.
The Girl Scout Council wrote a grant so they could start troops in both 21st Century schools.
A family drug and alcohol program was offered in cooperation with about 10 community
agencies.
Collaboration helps build a common sense of community with mutual goals and vision.
Collaboration is a cornerstone of the 21st Century Community Learning Centers program. Rural
and inner-city public schools - in collaboration with other public and non-profit agencies, faith-
based organizations, local businesses, postsecondary institutions, scientific and cultural
organizations, and other community entities - benefit from the U.S. Department of Education
funding for afterschool programs. All centers must work with community partners and faculty of
the regular school program to achieve a variety of goals.
Some 90 percent of 21st Century Community Learning Centers grantees report partnering
with community-based organizations. Roughly one-third of grantees report partnering with
faith-based organizations. Grantees say that they involve partners in service delivery. A total of
62 percent of grantees have entered into contracts with community-based organizations to
provide program services, averaging about 40 percent of grant funding.
On average, 21st Century Community Learning Centers work with six community
partners to provide services; share techniques for conducting activities, set goals and objectives,
provide volunteer staffing, give feedback on students, make paid staff available, and raise funds
(in order of most common to least common shared activity). Activities undertaken by
community partners in 21ˢᵗ Century Community Learning Centers can be found in the table
below:
Page 10
Percent Reporting
Types of Activities Undertaken
by Community Collaborators
Overall
Provide Services/Goods
80%
Share Techniques
77%
Set Goals and Objectives
73%
Provide Volunteer Staffing
72%
Provide Feedback on Students
70%
Provide Paid Staffing
68%
Raise Funds
39%
Making a Difference for America's Communities
Principals, parents, community members, and state and local decision-makers want
afterschool programs because they know they keep children safe and assist them academically.
Children who regularly attend high-quality programs have better peer relations and emotional
adjustment, better grades and conduct in school, more academic and enrichment opportunities,
spend less time watching TV, and have lower incidences of drug-use, violence, and pregnancy. 10
Achievement data from the 21st Century Community Learning Centers programs are not due
until October 2000. However, in April 2000, grantees - through their annual progress reports
and other sources - shared the following examples of how their programs are benefiting the
children in their communities:
The behavior of students who regularly participate in Montgomery, Alabama's three Star
Search afterschool programs is improving, even though discipline problems have
increased among other students. Overall, there has been a 25 percent reduction in
violence.
At Huock Middle School in the Salem-Keizer School District in Oregon, the 21st Century
Community Learning Centers grant has allowed for a great expansion of programs that
has led to a substantial drop in the use of drugs, alcohol, and tobacco among students in
the past year.
Highland Park, Michigan reported a 40 percent drop in juvenile crime in the
neighborhood surrounding the 21st Century Community Learning Centers afterschool
program.
In Plainview, Arkansas, the 21st Century Community Learning Centers program
implemented an abstinence program that resulted in no pregnancies in their high school
graduating class for the first time in years. In 1998, there were six teen pregnancies, in
1999 there were only three, and in 2000, there were no pregnancies at the high school.
10 Working for Children and Families: Safe and Smart Afterschool Programs (2000). Washington, DC: U.S.
Departments of Education and Justice.
Page 11
In rural McCormick, South Carolina, 120 students would have been retained in grade
without the afterschool program.
Brooklyn, New York's Cypress Hills center reported that 72 percent of program
participants improved their grades by 5 points on a 100-point scale in one or more of their
classes.
Participants in Chattanooga, Tennessee, showed improved school attendance. At one
school, absentee days dropped from 568 days to 135; at another the drop was from 148 to
23.
In Bayfield, Wisconsin, 7th through 10th graders no longer hang out near the grocery and
liquor store in the Viking Mini-Mall - instead they hang out at school after school. They
finish their homework, have a snack, work on a special project or play organized games
with an adult learning assistant.
Recent evaluations of other afterschool programs all found improved school attendance,
and documented improved reading and/or math scores or re-designation from the status of
"limited English proficient.
Creating a Unique Partnership to Support Afterschool Programs
In large part, the unprecedented growth and quality of the 21st Century Community
Learning Centers program can be traced to a philosophy of collaboration. The program is
implemented nationally through a unique public-private partnership between the U.S.
Department of Education and the Charles Stewart Mott Foundation of Flint, Michigan.
Conceived following the 1997 White House Child Care Conference, the partnership today
accounts for more than $550 million in direct services, training, technical assistance, best
practices identification, evaluation, and access/equity and public will activities. This is far above
what would have been available by relying exclusively on
federal funds.
Frankly, this historic partnership
between the U.S. Department of
The U.S. Department of Education administers the
Education and the Mott
program and supplies funds to local communities through a
Foundation is a symbol of the full
competitive proposal process. The Charles Stewart Mott
spectrum of public and private
Foundation underwrites training and technical assistance,
partnerships that we can expect
and provides training on how to create high-quality
to spring to life as this initiative is
applications and implement community learning centers.
embraced by communities all
In addition, the C.S. Mott Foundation funds program
over the United States.
evaluations, access and equity analyses, and public
awareness and outreach initiatives. Mott funding leverages
-- William S. White, President,
federal funds and works toward the long-term
C.S. Mott Foundation
sustainability of local projects.
11 This includes evaluations by RAND of the Foundations, Inc. afterschool program in the Philadelphia area, a
Columbia University evaluation of the Boys and Girls' Clubs Project Learn operated around the country, the
University of Cincinnati evaluation of the Ohio Hunger Task Force's urban afterschool initiative, and the UCLA
evaluation of LA'S Best afterschool program.
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The collaboration concept is mirrored at the local level. Every school district is required
to work with community organizations like law enforcement agencies, local businesses, post-
secondary institutions, and scientific, cultural or youth-serving groups. This collaboration
encourages the community to unite in helping children develop into healthy, successful adults. It
also allows communities the freedom to design school-based programs around their needs and
interests as long as they contain a strong learning component.
The Charles Stewart Mott Foundation-U.S. Department of Education
partnership has led to the creation of the Afterschool Alliance. The Afterschool Alliance
is a coalition devoted to raising awareness and expanding resources for afterschool
programs. It includes the U.S. Department of Education and the C.S. Mott Foundation,
as well as JCPenney, the Advertising Council, Entertainment Industry Foundation, and
Creative Artists Agency Foundation. The Afterschool Alliance's vision is to see that
every child in America has access to quality afterschool programs by 2010. Toward this
end, the Afterschool Alliance has secured millions of dollars in direct and in-kind
contributions for programs such as:
a national public service advertising campaign ("Finding the Hero Within"),
a national day of recognition on October 12 ("Lights on Afterschool!"), and
the identification and deployment of a cadre of practitioner "Afterschool
Ambassadors" in every state to provide technical assistance and influence public will.
In Conclusion-
Afterschool programs are popular, effective in keeping kids safe and providing children
with constructive opportunities to learn and grow, and are in great demand across the country.
The 21st Century Community Learning Centers program has become a powerful model that
demonstrates how schools can provide expanded support for children and their families.
Nevertheless, the current supply of afterschool programs is not able to serve all of the children
who want or need a safe and smart place to be after their schools have closed for the day. A total
of 2,253 communities, representing 10,000 of our nation's schools, participated in this year's
competition for 21ˢᵗ Century Community Learning Centers grants. They did so despite the fact
that only one in seven applications could be funded.
The president and vice-president have requested that funding for 21st Century
Community Learning Centers be dramatically increased, from its current FY 2000 level of $453
million to $1 billion in FY 2001. At that amount, the program will be able to assist 2,000
communities establish 8,000 schools as 21st Century Community Learning Centers. Partnering
with local organizations and businesses, these centers would be able to serve up to 2.5 million
children, or up to one-quarter of all the country's latchkey children. No single program can meet
the needs of our children attaining that goal will take the combined efforts of families, schools,
youth-development organizations, faith-based groups, foundations, businesses, and federal, state,
and local agencies. Increasing our investment in the 21st Century Community Learning Center
program would be a step in the right direction.
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Contact Us!
For more information on the 21st Century Community Learning Centers Program, contact the
U.S. Department of Education at:
Internet: www.ed.gov/21stcclc
E-mail: [email protected]
Fax: (202) 260-3420
Why are afterschool programs so important?
Because children's minds don't close down at 3 p.m., and neither should their schools.
U.S. Secretary of Education, Richard W. Riley
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