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QUALITY
AFFORDABILITY
SCHOOL-AGE CARE
FACT SHEETS
WH CONFERENCE
Center for Research
on Women
School-Age Child Care Project
FACT SHEET ON SCHOOL-AGE CHILDREN
Revised September 1996
CHILDREN'S OUT OF SCHOOL TIME
Children spend less than 20 percent of their waking hours in school. Schools typically
are open for less than half the days of the year, and when open provide care only until
mid-afternoon. What happens in the other 80 percent is critical to children's
development.
Whether or not their mother is employed, research indicates that what children do
during non-school hours has a critical impact on school achievement and long-term
success. Research indicates that the activities in which children are engaged, as well as
the quality of adult supervision they receive, are as important as family income and
parents' education in determining academic success.
Children spend more of their out-of-school time watching television than in any other
single activity. Children's television viewing has been associated with lower reading
achievement, behavior problems, and increased aggression. Television is not
necessarily harmful to all children, but when they watch more than three hours a day
and/or watch programs with violent content, negative outcomes are increasingly likely.
SCHOOL-AGE CHILDREN WITH EMPLOYED PARENTS
Approximately 24 million school-age children require child care. According to the
Bureau of the Census, in 1991 there were 36.7 million children between the ages of 5
and 14 years living in the U.S. Of these children, 21.2 million lived with a mother who
was employed, and an additional 953,000 lived with an unemployed mother (currently
seeking employment) and 999,000 lived with a mother enrolled in school. An estimated
912,000 children in this age range lived with a single father who was employed,
61,000 with an unemployed father, and 9,000 with a single father enrolled in school.
An estimated 17 million parents need care for their school-age children during their
hours of work. In 1991, the Census Bureau found that 14.9 million employed mothers
had children between the ages of 5 and 14. An additional 681,000 mothers were
unemployed and 642,000 were enrolled in school. An estimated 728,000 employed
single fathers lived with school-age children, in addition to 50,000 unemployed fathers
who were seeking employment and 9,000 fathers who were attending school.
Wellesley College
106
Wellesley
Telephone
Facsimile
Central
MA
617
617
Fact Sheet on School-Age Children
SACCProject, Center for Research on Women
Wellesley College
CHILD CARE ARRANGEMENTS OF SCHOOL-AGE CHILDREN
Unlike preschool children, school-age children are likely to spend time in many
different care arrangements. According to the National Child Care Survey 1990
(NCCS), 76 percent of school-age children with an employed mother spend time in at
least two child care arrangements during a typical week, in addition to their time in
school. Based on a nationally representative sample of parents of children under the age
of 13, the NCCS examined both primary and secondary care arrangements for school-
age children, in addition to the hours they spend in school (see Hofferth et. al., 1991 in
references).
School-age children of employed mothers are most likely to be cared for by a parent
(33%), followed by care by a relative (23%), lessons (15%), center-based afterschool
program or day care center (14%), family day care home (7%), self-care (4%), and
in-home provider (3%), according to the NCCS. These percentages reflect the primary
care arrangement, or the one where the child spends most of his or her non-school
hours during a typical week. Secondary care arrangements are as follows: care by a
parent (55%), lessons (19%), relative (14%), self-care (4%), family day care (3%),
center care (3%), in-home provider (1%) and other arrangement (1%).
Experts estimate that nearly 5 million school-age children spend time without adult
supervision during a typical week. Exact figures are not available, due to parents'
reluctance to report that they leave children alone. Older children are much more likely
to spend time on their own than younger children. Data from the NCCS suggest that
less than 5% of children under age 8 are regularly in self-care compared to nearly 35%
of twelve-year-olds.
Approximately 1.7 million children in kindergarten through grade 8 were enrolled in
49,500 formal before-and/or-after-school programs in 1991, according to the
National Study of Before and After School Programs. The study found that 83 percent
of those enrolled in after school programs are in the pre-kindergarten through third
grade age range.
Fact Sheet on School-Age Children
SACCProject, Center for Research on Women
Wellesley College
THE EFFECTS OF OUT-OF-SCHOOL TIME ON FAMILIES AND THE COMMUNITY
Studies have found that latchkey children are more likely to engage in risky
behaviors, especially urban children and those who have little access to adult
supervision. According to one recent large-scale study, latchkey children are at
significantly greater risk of truancy from school, stress, receiving poor grades, risk-
taking behavior, and substance use (Dwyer et. al, 1990). These researchers also found
that children who spend more hours on their own and those who began self-care at
younger ages are at increased risk.
A number of studies have found that children who attend good school-age child care
programs during the hours when their parents are working may experience positive
effects on their development. Most recently, Posner and Vandell (1994) found that
children attending afterschool programs had better peer relations, emotional
adjustment, and better grades and conduct in school than their peers in other care
arrangements. These children were exposed to more learning opportunities, spent more
time in academic activities and enrichment, and spent less time watching television.
Teachers and principals are recognizing the positive effects of good quality programs
on their students. The Cooperative Extension Service (Riley et. al., 1994) studied the
effects of 64 programs that had received Extension assistance in 15 states. Teachers
said that the programs had caused the children to become more cooperative (34%),
learned to handle conflicts better (37%), developed an interest in recreational reading
(33%), and were getting better grades (33%). Over one-third (35%) of the school
principals stated that vandalism in the school had decreased as a result of the programs.
In addition, 16 percent of the program children had avoided being retained in grade due
to program participation, resulting in a savings of over $1,000,000.
Public officials are recognizing the importance of school-age care. In a 1995 survey
conducted by the National League of Cities (Meyers and Kyle, 1996), child care and
before- and after-school care together were seen as one of the most pressing needs for
children and families by 92 percent of all respondents. No other need received this
rating from such a high percentage of respondents, such needs included: housing,
family stability, drug and alcohol abuse, education, crime, welfare reform, and a host
of other issues.
Fact Sheet on School-Age Children
SACCProject, Center for Research on Women
Wellesley College
RELATED MATERIALS
Condry, J. (1993). Thief of time, unfaithful servant: Television and the American child.
Daedalus, 122, 259-278.
Dwyer, K.M., Richardson, J.L., Danley, K.L., Hansen, W.B., Sussman, S.Y., Brannon, B.,
Dent, C.W., Johnson, C.A., & Flay, B.R. (1990). Characteristics of eighth-grade students
who initiate self-care in elementary and junior high school. Pediatrics, 86, 448-454.
Hofferth, S.L., Brayfield, A., Diech, S., & Holcomb, P. (1991). The National Child Care
Survey 1990. Washington, DC: The Urban Institute Press.
Miller, B.M. (1995). Out-of-school time: Effects on learning in the primary grades (Action
Research Paper No. 4). Wellesley, MA: SACCProject, Wellesley College Center for Research
on Women.
Myers, J. and Kyle, J.E. (1996). Critical needs, critical choices: A survey on children and
families in America's cities. Washington, D.C.: National League of Cities.
Posner, J.K. & Vandell, D.L. (1994). Low-income children's after-school care: Are there
beneficial effects of after-school programs? Child Development, 65, 440-456.
Riley, D., Steinberg, J., Todd, C., Junge, S., McClain, I. (1994). Preventing problem
behaviors 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. Madison, WI: University of Wisconsin.
Seppanen, P.S., Love, J.M., deVries, D.K., Bernstein, L., Seligson, M., Marx, F., &
Kisker, E.E., (1993). National study of before & after school programs (Final report to the
Office of Policy and Planning, U.S. Department of Education). Portsmouth, NH: RMC
Research Corporation.
U.S. Bureau of the Census. (1994b). Current Population Reports: P70-36. Who's minding the
kids? Child care arrangements: Fall 1991. Washington, DC: U.S. Department of Commerce.
Fact Sheet on School-Age Children
SACCProject, Center for Research on Women
Wellesley College
Resources:
School-Age Child Care Project (SACCProject)
Center for Research on Women
Wellesley College
Wellesley, MA 02181.
Tel.(617)283-2547
Fax.(617)283-3657
Website: http://www.wellesley.edu/WCW/CRW/SAC
Resources include The School-Age Fact Sheet, Spotlight on MOST, and ASQ Resource
Manual. The Project provides training, technical assistance, consultation, and resource
materials.
National School-Age Care Alliance (NSACA)
c/o AYS Services
4720 North Park Ave.
Indianapolis, IN 46205
(317)283-3817
NSACA is the national organization for school-age care professionals, with state affiliates in
35 states.
School-Age Notes
P.O. Box 40205
Nashville, TN 37204
Tel.(615)242-8464
Fax.(615)242-8260
School-Age Notes is a newsletter for the field, and distributes many other publications.
Search Institute
Thresher Square West
700 South Third St., Suite 210
Minneapolis, MN 55415
Tel.(612)376-8955
Fax.(612)376-8956
Resources on developing programs for youth based on developmental assets.
DRAFT/8-18-97
OVERVIEW
Need for After-School Programs
There is a tremendous need for extended-learning opportunities in the United States today.
Limited participation.
In 1991, according to the Bureau of the Census, there were 36.7 million
children between the ages of 5 and 14 (K through grade 8) living in the U.S.
Approximately 24 million of these K through grade 8 school-age children
required child care.
However, only about 1.7 million children of these children in grades K through
grade 8 were enrolled in 49,500 formal before- and after-school programs.
Especially limited participation in schoolbased programs.
In 1993-94, according to the National Center for Education Statistics, only
974,348 children in public elementary and combined schools (grades K up to 8)
were enrolled in 18,111 before- or after-school programs in public schools.
Just 3.4 percent of all public elementary and combined school students (grades
K up to 8) were enrolled in before- or after-school programs in public schools.
Seventy percent of all public elementary and combined schools (grades K up to
8) did not offer before- or after-school programs.
Latch-key child problem.
Estimates of the number of kids in self care (latch-key children) who are
unsupervised during non-school hours range from 2 million to 15 million.
Experts estimate that about 5 million school-age children spend time without
adult supervision during a typical week. Because of self-reporting, however, it
is difficult to get a firm figure.
Barriers to Participation
The most frequent barriers to schools' participation in after-school programs include:
Lack of resources to offer an after-school program
Recruitment of a program administrator and staff to run a program
Unwillingness of the school district to open the building beyond the regular school day
Unwillingness of the principal to have his/her school used for a program
Unwillingness of teachers to have their classrooms used for after-school activities
Negotiations with custodial unions that stipulate building use fees
DRAFT/8-18-97
The most frequently mentioned barrier to participation is the parents' inability to pay the tuition
and fees charged by programs.
Availability
Quality of activities
Parent fees
Poor conditions
Transportation
High staff turnover
Hours of the program
Components of Successful Extended Learning After-School Programs
Based on an examination of schoolbased, afterschool programs that have a focus on enrichment and
learning activities, the following components characterize these programs:
Coordination with the regular school day learning program
Student participation in learning activities
True linkages between after-school and regular school day personnel
Hiring of qualified staff
Low student-staff ratio
Involvement of parents
Program evaluation
Costs of Schoolbased After-School Programs
Estimated costs of schoolbased, after-school programs, (programs that are housed in a public school
either run by the school system, in collaboration with a communitybased organization, or by a
schoolbased organization) range in costs according to the types of services delivered.
Costs per student run between $2-2.50 an hour
Transportation costs run about $1.00 per trip.
DRAFT/8-18-97
The Need for After-School Programs
The need for increased opportunities for children to learn and develop in safe and drug-free
environments outside of regular school hours is clear. Without affordable, high-quality after-
school programs¹ available to parents who work, many children must care for themselves or be
supervised by older siblings which can entail excessive television watching and experimenting
in risky behaviors such as alcohol and drug use. In communities without libraries, many
children do not have access to books and other information resources or adults who can help
with challenging homework; as a result, some of these students may not learn the skills they
need to achieve their potential. These common sense notions are borne out in the research
that shows the importance of providing after-school opportunities for children:
Few opportunities exist for young people. While there has been a growth in the availability
of after-school care programs for children over the last 20 years, relatively few organized,
extended learning opportunities exist. And even when they do exist, a 1994 survey of parents
found that 56 percent think that many parents leave their children alone too much after school.
Limited participation. In 1991, according to the Bureau of the Census, there were
36.7 million children between the ages of 5 and 14 living in the U.S. Approximately
24 million of these school-age children required child care (U.S. Bureau of the Census,
1994). However, only about 1.7 million children from kindergarten through grade 8
were enrolled in 49,500 formal before- and after-school programs (Seppanen, 1993).
Especially limited participation in schoolbased programs. Extended learning
programs in schools are even more scarce, especially for older children and youth.
According to the National Center for Education Statistics (NCES), in 1993-94, only
974,348 children in public elementary and combined schools (just 3.4 percent of all
public elementary and combined school students) were enrolled in 18,111 before- or
after-school programs at public schools. Seventy percent of all public elementary and
combined schools did not offer before- or after-school programs (NCES, September
1996).
For the purposes of this paper, the definition used in the 1993 Study of Before and After
School Programs of "Before- and after-school programs" applies: Before and After-school programs
refer specifically to formally organized services for 5 to 13 year-olds that occur before and/or after
school during the academic year and all day when school is closed and parents are at work. These
programs include only school- or center-based programs that operate at least two hours a day, four
days per week. These programs augment the schoolday, and typically also the school calendar,
creating a second tier of services that provide supervision, enrichment, recreation, tutoring, and other
opportunities for school-age youth.
DRAFT/8-18-97
Latch-key child problem. Estimates of the number of kids in self care (latch-key
children) who are unsupervised during non-school hours range from 2 million to 15
million (Child Care Action Campaign, 1992; Children's Defense Fund, 1989; National
Commission on Working Women, 1989; U.S. Bureau of the Census, 1987). Experts
estimate that about 5 million school-age children spend time without adult supervision
during a typical week (School Age Child Care Project, 1997). Because of self-
reporting, however, it is difficult to get a firm figure.
Parents want more access to extended learning opportunities. Survey data clearly indicate
the demand for after-school programs:
Extent of parent demand for access. A 1997 survey of elementary and middle school
parents shows that 90 percent of parents have children that attend an after-school
program or would be willing to pay for an after-school program if it was offered to
them (National Opinion Research Corporation, 1997).
Extent of general public demand for access. By and large, the public favors keeping
school buildings open for use by schoolchildren (with adult supervision): 87 percent
after school; 67 percent on weekends; and 72 percent during vacations (Gallup, 1992).
Principal agreement. Principals have long seen a need for extended learning
programs; in a 1989 survey, 84 percent of school principals agreed that there is a need
for before- and after-school programs (Seligson, 1989). In 1993, the National
Association of Elementary Principals printed a book entitled, "Standards for Quality
School-Age Child Care."
Youth are at greatest risk of violence after the regular school day. According to the
Federal Bureau of Investigation, youth between the ages of 12 and 17 are most at risk of
committing violent acts and being victims between 3 p.m and 6 p.m.- a time when they are
not in school at the end of the regular school day (FBI, 1993).
Child self-care risky. Children left to themselves or under the care of siblings after
school experience greater fear of accidents and crimes and are more bored than children
in supervised care. They also are more likely to engage in risk-taking behaviors and
drug and alcohol use, and are more often the victims of accidents and abuse. Children
who spend more hours on their own and who began self-care at younger ages are at
increased risk (Miller and Marx, 1990).
Organized activities can counter unsafe behaviors and enhance learning. Children
under adult supervision in a formal program have demonstrated improved academic
achievement and better attitudes toward school than their peers in self- or sibling-care.
After-school and summer programs can offer the support and supervision children need
DRAFT/8-18-97
in order to learn and to resist the influences of unsafe or violent behaviors (Miller and
Marx, 1990).
Children in quality programs do better in school. Research indicates that program quality is
very important. Children in these programs are exposed to more learning opportunities, spend
more time in academic activities and enrichment, and spend less time watching TV. These
students have more positive interactions with staff when student to staff ratios are low, staff are
well-trained, and a wide variety of activities are offered. Students in quality programs may
have better peer relations and better grades and conduct in school than their peers in other care
arrangements (Posner and Vandell, 1994).
School-age programs of poor quality can harm children. When school-age programs
are well designed, they can raise achievement, but when they are low quality, with
poorly trained staff and few age-appropriate activities, participants may do worse in
school than children who are cared for by a parent or a sitter or even left alone
(Carnegie Corporation of New York, 1996).
Teachers and principals recognize the positive effects. The Cooperative Extension
Service found that in programs that had received their assistance, teachers reported that
the programs helped the children to become more cooperative, handle conflicts better,
develop an interest in recreational reading, and earn better grades. More than one-third
of the school principals stated that vandalism in the school decreased as a result of the
programs (Riley et al., 1994).
Youth need opportunities outside of the regular school day. Research clearly shows
that positive and sustained interactions with adults contribute to the overall development
of young people and their achievement in school. After-school activities allow
children and youth to explore and master activities (art, dance, music, sports) that can
contribute to their overall well-being and achievement (Clark, 1989).
Young people want opportunities outside the regular school day. In a recent survey,
young adolescents ages 10 to 15 were asked to identify what they wanted most during
their non-school hours. Their responses included safe parks and recreation centers,
exciting science museums, libraries with the latest books, videos, and records,
opportunities to go camping and participate in sports, long talks with trusting and
trustworthy adults who know a lot about the world and who like young people and
opportunities to learn new skills (Carnegie Council on Adolescent Development, 1992).
Parents rank high computer classes, art and music courses, and community
service as activities for after school programs. In a 1997 survey of parents who
indicated they enrolled or would like to enroll their child in an after-school program, 95
percent feel that their child would benefit from an after-school program that included
computer technology classes and 91 percent feel their child would benefit from arts,
DRAFT/8-18-97
music, and cultural after-school activities. Among middle school parents, 90 percent
favor after-school community service or volunteer opportunities for their children
(NORC, 1997).
DRAFT/8-18-97
Barriers to Participating in After-School Programs
The most frequent barriers to schools' participation in after-school programs include:
Lack of resources to offer an after-school program
Recruitment of a program administrator and staff to run a program
Unwillingness of the school district to open school buildings beyond the regular school
day
Unwillingness of the principal to have his/her school used for a program
Unwillingness of teachers to have their classrooms used for after-school activities
Negotiations with custodial unions that stipulate building use fees
The last barrier is particularly acute in the State of New York. Some union contracts stipulate
significant fees for the use of school buildings outside of regular school hours that make the
operating costs prohibitive. This is especially a problem for nonprofit organizations in New
York City when fees were established as part of the janitorial union contract in 1975, as well as
other New York cities (e.g., Buffalo). However, calls to several cities in other states do not
indicate a similar problem.
In addition, parents face barriers to their children's participation:
Access. Seventy percent of public elementary and combined (K-8) schools do not offer
before- or after-school programs. A mere 3.4 percent of all students in public elementary
and combined schools nationwide participate in before- and after-school programs in
their schools (NCES, September 1996).
Solutions: Organizations like the National Community Education
Association works with both individual schools and whole districts to
make available after-school programming in the public schools. In
addition, the Partnership for Family Involvement in Education, like many
organizations, has pledged as part of the Presidents' National Volunteer
Summit to work more vigorously in this area and create 500 new after
school program in 1997.
Parent fees. After-school activities for children may require fees which parents are
unable or unwilling to pay. Parent fees make up approximately 80 percent of the budget
of school-based programs (Seppanen et al., 1993). Waivers and scholarships are
available on a very limited basis. Programs in high poverty areas simply do not have
enough resource to serve the large numbers of children who wish to attend. Many good
programs have long waiting lists. In cases when parents cannot afford child care,
students may not participate because they are needed at home to care for younger
siblings.
DRAFT/8-18-97
Solutions. In 1991, almost 40 percent of public school programs offered
a sliding scale for parent fees based on parents' ability to pay (Seppanen,
1993). In addition, the federal Title I program can be used for after-school
programs, thus defraying fees. Finally, some programs like the Virtual Y
make their program free to families, raising the money in the community.
Transportation. The lack of safe and available transportation may prevent many of
these children from participating in before- and after-school programs. Many programs
do not provide transportation after the extended learning day. In addition, children who
attend school outside of their neighborhood, because of a desegregation plan, school
choice, or other reason, may not be able to participate unless provisions are made for
early and late buses. Finally, some districts charge bus fees to access after-school
transportation, which can inhibit participation among moderate and low income families.
Solutions. Based on the number of children participating in after-school
programs, some schools offer late buses as part of their regular bus fleet
runs. Where programs are offered in neighborhood schools, parents may
be readily able of pick up their children from the school. However, in
1991, 20 percent of parents asked for transportation as a component of the
after-school program their child was enrolled in when it was not offered
(Seppanen, 1993).
Hours of the program. Most programs operate according to the school calendar rather
than parents' work schedule, in which case parents must make alternative arrangements
for child care or leave children on their own.
Solutions. Programs like the Beacon Schools and IS 218 are open hours
beyond the regular 3 p.m. to 6 p.m. after-school program, operating until
midnight and 9 p.m., respectively.
Quality of activities. Parents and students may choose not to participate because of
unchallenging curriculums. Some programs may be perceived as merely providing
supervision, rather than enrichment and extended learning opportunities. Activities may
not address the needs of older students. Also, before- and after-school programs may not
coordinate with the regular school program to help students who are falling behind in a
particular subject and to reinforce what's happening in the classroom.
Solutions. Like programs operated at I.S. 218 in New York City and at
the Seattle Title I school program run by Bailey Gatzert Elementary
School, afterschool programs should be designed to coordinate with the
regular school day and offer challenging complementary activities.
Programs should have materials available to them and be aware of best
DRAFT/8-18-97
practices, perhaps employing the School Age Child Care Project standards
of excellence.
Poor conditions. Before- and after-school programs often have to make do with the
resources available. Almost one-third of programs report a difficulty sharing space in
schools and other facilities. Other common problems include a lack of activity space, no
room to expand, and insufficient storage.
Solutions. Real and honest communication must take place between staff
from the after-school program and the regular teaching force about the use
of classrooms and other facilities. This is the most commonly discussed
barrier among those groups that operate programs and communication is
the only way to resolve the situation.
High staff turnover. Before- and after-school programs suffer from a high staff turnover
rate due to low wages and lack of benefits. While some programs do not have this
problem, those that do experience a 60 percent turnover rate. This lack of continuity
affects the quality of the activities, of the program as a whole, and of the bonds created
between the children and staff.
Solutions. After-school programs need to be re-thought of as an
extension of the regular school day with many of the same personnel that
would be found during the regular school day, such as classroom
teachers, participating but at perhaps a lower ratio than the regular
school day. In the Murfreesboro, Tennessee program, this is
accomplished by staggering teacher starting times. In after-school care
situations, the quality of after-school staff is directly linked to the quality
of the program offered. Wages and benefits must be calculated as an
important part of the program. When teachers are used in extended
learning programs, some of this turnover associated with day care can be
resolved.
DRAFT/8-18-97
Necessary Components of An After-School Program
The most important part of any after-school program is that kids have a safe, learning
environment with adults who clearly care for them.
Common elements across extended learning programs in schools. When we examine
exemplary in-school programs that offer both enrichment and instructional activities
(community schools in Flint, Michigan; after-school programs in Murfreesboro, Tennessee,
I.S. 218 in New York City, and the soon-to-be implemented Virtual Y in New York City; the
21st Century Community Learning Centers) after-school, we find the following common
elements:
Coordination with the regular school day learning program. More than a latch key
after school program, the extended school day should dovetail with the classwork
engaged in throughout the day. This was also a major recommendation of the Carnegie
Corporation's report, Years of Promise: A Comprehensive Learning Strategy for
America's Children.
Student participation in learning activities. The atmosphere should be more relaxed
but it should be instructional allowing for hands-on projects, enrichment classes,
reading, math, mentoring, sports, computer lab, music, arts, community service, trips,
and even entrepreneurial workshops.
True linkages between after-school and regular school day personnel. Support of
and coordination with the school so that there is true partnering with the school and all
school personnel in an atmosphere of mutual respect with regard to the use of facilities
and materials, and the creation of a welcoming environment for parent, and community
volunteers.
Hiring of qualified staff. Programs should hire qualified staff, provide on-going
training for staff, and be willing to pay for that quality. Staff usually include a
program administrator, paraprofessionals, college students, and teachers. In some
cases of when teachers are part of the program, they participate on the basis of a
staggered school day where their day begins at 11 a.m. and ends at 6 p.m.
Low student-staff ratio. For true student enrichment, the student-staff ratio should be
low, especially when tutoring or mentoring activities are taking place.
Involvement of parents. Opportunities for parents to be part of the afterschool
program by offering orientation sessions, workshops, serve as volunteers, serve on a
DRAFT/8-18-97
parent advisory committee, and take part in classes that may be offered in computers or
English as a Second Language.
Program evaluation. From the beginning of a program, there should be a plan for
measuring success, based on the goals set for the program--including student
improvement in their regular school program. Both continuous improvement strategies
and outside evaluations by a local university or board of education should be employed.
Researchers have also begun to identify core elements of after-school care programs and
quality standards.
Characteristics of Quality After-School Programs as Assessed by the University of
Wisconsin. The University of Wisconsin-Madison is conducting a study of after-school
programs and assessing after-school care program quality. Programs being examined include
those operated by for-profit agencies, non-profit programs, and programs located in schools. The
University of Wisconsin study is assessing quality programs on the following components:
tone and quality of interactions between children and staff
caregiver skill
presence of age-appropriate programming and activities
level of child satisfaction
level of parent satisfaction
flexibility of programming and child choice of activities
regulatable characteristics such as staff-to-child ratios, levels of staff education, and space
available for activities.
Knowing the kind of program a child attends (e.g., for-profit or nonprofit) offers clues about the
quality of care provided. For example, children in for-profit programs generally have more
unoccupied time, spend more time watching television and videos, and spend more time not
interacting with anyone, when compared with children attending nonprofit programs. For-profit
programs also tend to offer fewer positive interactions between staff and children and offer fewer
programming alternatives, when compared to nonprofit programs. Parents of children attending
for profit programs report lower satisfaction with those programs, compared with nonprofit
programs located in schools and those operated by community centers.
Program quality also varies across elements that are potentially regulatable, such as program size
and caregiver education levels:
Size. Children in small programs (41-60 children) have more and more positive
interactions with caregivers and with other children.
DRAFT/8-18-97
Child-to-staff ratios. Larger child-to-staff ratios (greater than 13-1) are associated with
more time waiting in line and with caregivers showing poorer behavior management
skills.
Caregiver education. Higher levels of education are related to fewer negative
interactions between caregivers and children and greater parental satisfaction.
Caregiver experience. Caregivers with 25 to 36 months experience had better behavior
management skills and more positive regard for children compared to those with more or
less experience.
Core Components from the Carnegie Council on Adolescent Development. Whether an
after-school program is located in a neighborhood school or community facility, effective
programs identified by the Carnegie Foundation include the following key elements:
A research base and needs assessment.
A basic understanding of social relationships.
Involving parents.
Tailoring programs to community needs.
Capturing interest.
Providing food.
Setting clear rules.
Collaborating with local community organizations.
Being safe and accessible for all children.
Providing linkages to schools.
Standards for Quality After-School Care as developed by Wellesley College, Institute for
Out of School Time. Standards of quality for after-school care have been developed by the
Wellesley College School-Age Child Care Project (now the Institute for Out of School Time).
The National Association of Elementary School Principals were also involved in developing
these standards.
Human Relationships.
Indoor Environment.
Outdoor Environment.
Activities.
Safety, Health, and Nutrition.
Administration.
DRAFT/8-18-97
Costs of After-School Programs
Costs vary widely in implementing after-school extended learning programs. The major sources
of variation in the cost of extended-hours programs run by public schools are:
Salaries of program staff
Type and extent of services offered, including any materials
The number of children served in the program
These costs can vary widely depending on the level of staff expertise, the scope of the director's
responsibilities, and local custodial rates. Most programs pay for instructional staff, a part-time
director who receives a salary supplement, and custodial services. Materials costs vary
extensively, and can be minimal, or very substantial, depending on the activities a program
offers. Programs depend upon a variety of sources for their funding, including donations and
government and foundation grants based upon the services which they provide.
The costs below are for school-sponsored programs; programs sponsored by other organizations
appear to have somewhat lower costs, primarily due to using lower cost (non-school) personnel.
Hourly program cost per child: The costs of typical after-school programs vary significantly
depending to the scope of the program, the level of staff expertise, and the materials used in the
program.
Lower range costs. The lower range of the cost estimate assumes that program staff will
be supplemented by volunteers or low-level staff (college-students, etc.), and that
program activities will include academic and enrichment work, but will not require a
significant amount of new materials. Lower cost programs often center around providing
homework assistance, recreation, and provide art and enrichment activities which do not
require large expenditures for materials or professional staff (e.g. professional music
teachers).
Higher range. The higher range of the cost estimate assumes that programs will use
certified teaching personnel and more experienced staff to provide instruction, and a full-
time program director; program activities may include substantial amounts of enrichment
activities (e.g. art and music classes) as well as significant materials expenditures (e.g.
computer labs, art supplies). Higher costs programs are able to provide a wider range of
options for students, and usually include targeted academic assistance, enrichment
activities supervised by well trained staff (e.g. an art class taught by an art instructor), and
may feature computer labs or field trips.
DRAFT/8-18-97
Hourly program costs per student. Hourly program costs typically range between about two to
two and a half dollars per student (assuming three hours after school, five days each week, and
a ratio of 10-12 students per instructional staff member)
Estimated hourly cost per student:
$2.00 to $2.50
Yearly program costs per student. Per student yearly program costs range from $1,050 to
$1,575, (assuming three hours after school, five days per week, thirty-five weeks, ratio of 10-12
students per instructional staff member)
Estimated yearly cost per student:
$1,050 to $1,575
Yearly program cost. In a typical elementary school of 450 kids, yearly costs for after school
programs range from $157,500 for low-cost programs serving approximately a third of the
student body (i.e. 150 students) to $500,000 for higher-cost programs serving most of the student
body (i.e. almost all of the 450 students; note: assume that marginal costs per student should
decline with increased utilization).
Estimated total yearly program cost:
$157,000 to $500,000
Transportation costs. Many programs do not report paying any additional transportation costs;
programs which do provide extra transportation report paying about $1.00 per child, per trip
(assume $25 per hour for bus drivers, $1.00 per mile for bus use, gas, and maintenance, 30 miles
per day, 45-60 students per bus).
Estimated cost per student per trip:
$1.00
OVERVIEW
U.S. DEPARTMENT OF EDUCATION'S AFTER-SCHOOL ACTIVITIES
Title I. The 1992 reauthorized Title of the Elementary and Secondary Education Act (the
Improving America's Schools Act) includes strong language recommending use of effective
instructional strategies that "give primary consideration to providing extended learning time such
as extended school year, before-and after-school, and summer programs and opportunities." In
Spring 1996, 64 percent of principals in Title I schools reported using Title I funds for before or
after-school efforts. The Department produced Extending Learning Time for Disadvantaged
Students: An Idea Book in 1995.
21st Century Community Learning Centers. As part of the Improving America's Schools Act,
after-school programs were encouraged through 21st Century Community Learning Centers.
The Department is seeking $50 million from Congress to fund about 500 pilots in FY 1998. The
what
Senate has marked the appropriation at $1 million while the House fully funded the program at
the $50 million.
Partnership for Family Involvement in Education. The Community Sector of the Partnership
for Family Involvement in Education embraced bolstering after-school programs in the sign-on
pledge. They also helped write a guidebook on keeping schools open for extended learning.
Finally, the steering group of the Partnership voted to make after-school opportunities a
nationwide initiative of the Partnership.
Keeping Schools Open Guidebook. In May, 1997, the First Lady released Keeping Schools
Open as Community Learning Centers: Extending Learning in a Safe, Drug-free Environment
Before and After School. The Department of Education wrote the step-by-step guidebook on
how school facilities can be used for after-school programs with the National Community
Education Association, Policy Studies Associates, and the America Bar Association.
America Reads Challenge. The President announced the America Reads Challenge in Summer
1996 that focuses on bringing all third graders up to basic proficiency on national reading tests
through the use of volunteers working in before and after-school and summer programs. This
summer, 1.5 million elementary school children were tutored through the summer component of
the America Reads Challenge, READ*WRITE*NOW!
Summit Commitment. As part of the Presidents' Volunteer Summit, the Department pledged a
nationwide effort to develop 1,000 new after-school partnerships by December 1997 through the
21st Century Community Learning Centers program.
America Goes Back to School. A major thrust of this year's America Goes Back to School:
Answering the President's Call to Action has been on showcasing after-school programs. Every
interested citizen writing in for a kit receives examples of after-school programs.
Family Reunion VI Survey. As part of the Vice President's Family Reunion VI conference,
"Families and Learning," a survey sponsored by the U.S. Department of Education, the
Partnership for Family Involvement in Education, and GTE found that 82 percent of parents have
a child who attends an after-school program or would like their child to attend an after-school
program. Computer classes, art and music courses, and community service rank high as
activities for after-school programs (see attachment).
Training and Evaluation Guide. The Department is planning a follow-on document to
Keeping Schools Open that will focus on training for staff in after-school programs and how to
provide a continuous improvement model for extended learning programs' self evaluation.
Discussion are underway with the Institute for Out-of-School Time on the project.
Beyond the school day and the school year
(Percent of all parents who:)
All Parents
Elementary School
Middle School
Parents
Parents
Have a child in an after-school program
35
32
39
Pay fees for an after-school program
17
19
15
Are interested in free after-school programs
79
77
81
Would pay a fee for an after-school program
73
72
74
Have a child in a school-based summer
18
19
16
program
Paid for a school-based summer program
9
9
9
Are interested in a free school-based
70
68
72
summer program
Would pay a fee for a school-based summer
73
70
76
program
Parents express a strong demand for after-school programs: 82 percent of parents have a child who attends an
after-school program or would like their child to attend an after school program.
12
After-School Activities: What do parents want?
(Percent of parents with children in after-school programs or who would like their children to attend an after-school program reporting that
their child would benefit from:)
Parents Who Want
Elementary School
Middle School
or Use After-
Parents
Parents
School Programs
Computer technology classes
95
96
95
Arts, music and cultural programs
91
94
88
Supervised recreational activities
85
86
85
Community service or volunteer
83
76
90
opportunities
Basic skills enrichment or tutoring
73
71
75
Of these parents (who enroll or would like to enroll their child in an after-school program), 95 percent feel
that their child would benefit from an after-school program that included computer technology classes and 91
percent feel that their child
would benefit from arts,
music and cultural after-
school activities. Among
middle school parents, 90
percent favor after-school
community service or
volunteer opportunities for
their children.
Persent of parents favori
Arts
community
Computer
recreation
Basic
service
skills
QUALITY
AFFORDABILITY
SCHOOL-AGE CARE
FACT SHEETS
WH CONFERENCE
1
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1
i
:
i
child care and
early education
KEY FACTS ON CHILD CARE AND EARLY EDUCATION
How many children need child care in the U.S.?
12 million children under age 6 and 17 million children between the ages of 6
and 13 have both parents or their only parent in the work force.
(Source: composite figure of Bureau of Labor Statistics data, National Child Care Survey, 1990,
Hofferth, et al. Urban Institute Press, Washington, DC, 1990, and Child Care Action Campaign
calculations)
How many children have received child care and early education before they
enter kindergarten?
By the age of six, 84% of children have received supplemental care and
education.
(Source: U.S. Department of Education, National Center for Education Statistics, National
Household Education Survey, 1995)
What kind of child care do families use?
According to the U.S. Census Bureau, of the 9.937 million preschoolers (under
age 5) with employed mothers in 1993:
29.9%, or 2,972,000, were cared for in child care facilities (i.e., child care
centers, nursery schools, preschools).
25.3%, or 2,516,000, were cared for by relatives either in the child's home or
in the relative's home.
22.2%, or 2,201,000, were cared for by their own parents (mothers while
working at home or away from home: 6.2% or 616,000; fathers caring for
children at home: 16% or 1,585,000).
16.6%, or 1,645,000, were cared for in the home of a non-relative provider.
5.0%, or 492,000, were cared for in their own homes by non-relatives.
1.0%, or 111,000, were cared for in other arrangements.
(Source: Casper, Lynn M., Current Population Reports: Who's Minding Our Preschoolers?, U.S.
Census Bureau, March 1996)
Child Care Action Campaign
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330 Seventh Avenue
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What is the percentage of mothers in the workforce whose youngest child is age
12 or under?
Youngest is under the age of one - 56.9% (or 1,651,000)
Youngest is under the age of three - 58.7% (or 5,650,000)
Youngest is under the age of six - 62.3% (or 10,395,000)
Youngest is between the ages of six and thirteen - 75.1% (or 10,003,000)
(Source: Bureau of Labor Statistics, Division of Labor Force Statistics, "Employment status of the civilian
noninstitutional population by sex, age, presence and age of youngest child, marital status, race, and
Hispanic origin, March 1995, Table 3, unpublished data)
What is the average family expenditure for child care, and what proportion of
family income does this represent?
Families with employed mothers of preschool children (under age 5)
spend an average of $74 per week on child care, or about 8 percent of
their annual income.
Families whose monthly income was:
Less than $1,200 paid $47.29/week or 25% of their income.
$1,200 to $2,999 paid $60.16/week or 12% of their income.
$3,000 to $4,499 paid $73.10/week or 8% of their income.
$4,500 and over paid $91.93/week or 6% of their income.
(Source: Casper, Lynn M., Current Population Reports: What Does It Cost to Mind Our
Preschoolers?, U.S. Census Bureau, September 1995)
What is the size of the child care work force in the U.S.?
There are approximately 3 million child care teachers, assistants, and
family child care providers in the U.S.
(Source: NCECW, figures derived from Hofferth, S., et al., The National Child Care Survey
Revisited, 1991, The Urban Institute)
Family Day Care
Regulated family child care providers = 298,515
Non-regulated family child care providers = 550,000 to 1.1 million¹
Center-Based Care
There are 93,221 licensed child care centers nationwide. 2
(Sources: The Children's Foundation, 1996 Family ChildCare Licensing Study, 1996)
Estimated by Willer, B. et al., The Demand and Supply of Child Care in 1990: Joint findings
from The National Child Care Survey 1990 and A Profile in Child Care Settings, a joint
publication from: National Association for the Education of Young Children, Administration on
Children, Youth and Families, U.S. Department of Health & Human Services, and the Office of
Policy and Planning, U.S. Department of Education)
2
State licensing requirements vary. States may or may not require licensing of Head Start
programs, pre-schools, nursery schools, prekindergartens, religiously affiliated centers, or
programs operated by public schools.
2
What is the average salary for child care providers?
Teachers, Assistant Teachers, and Teacher-Directors working in child care
centers earn an average of $6.89 per hour, $12,057.50 for 35 hours/week, 50
weeks/year.
(Source: Cost, Quality & Child Outcomes, University of Colorado at Denver, 1995)
What is the average turnover rate for child care providers?
The turnover rate for all providers in child care centers is 36% per year.
(Source: Cost, Quality & Child Outcomes, University of Colorado at Denver, 1995)
In contrast, average turnover in other professions is much lower. The turnover
rate for public school teachers is 5.6% per year.
(Source: National Child Care Staffing Study Revisited: Four Years in the Life of Center-Based
Child Care, 1993)
How much does American business lose each year due to child care problems?
U.S. employers lose $3 billion annually due to child care-related absences.
(Source: Reisman, Barbara, Child Care: The Bottom Line, p. 66, Child Care Action Campaign,
1988, based on Bureau of Labor Statistics data, 1988)
How many U.S. businesses offer work-family benefits to their employees?
Approximately 6,000 employers nationwide offer work-family benefits to their
employees. Four percent of all employees are eligible for employer-assisted
child care benefits in the U.S.
(Source: Bureau of Labor Statistics, Employee Benefits in the United States 1993-94, March 1995)
How many U.S. businesses provide on-site or near-site child care for employees
who pay for it?
Approximately 2,200 employers sponsor child care centers.
(Galinsky, E., The Changing Workforce, Families & Work Institute, 1993)
Public sector: The U.S. Government operates over 800 on- or near-site
centers in the U.S. and abroad. Six hundred forty-four of these are sponsored
by the U.S. Armed Forces.
(Source: Wohl, Faith, interview in "Uncle Sam Leads the Way on Worksite Child Care," Child
Care ActioNews, January-February 1996)
3
child care and
early education
ORPORATE PRODUCTIVITY, CHILD CARE, AND WORK-FAMILY
OLICIES
e changing workforce
the past forty years, the nature of the American work force has changed dramatically,
inging with it equally dramatic changes in family life:
Fewer than 10 percent of all households are headed by a male breadwinner
with a wife at home.
Half of all mothers with children under one year of age are working outside
their homes.
Eighty-seven percent of American workers--men and women--have some
day-to-day responsibility for family members and 47 percent have dependent
(child or elder) care responsibilities (Galinsky et al., The Changing Workforce,
1993, Families & Work Institute).
By the year 2005, more than 70 percent of women in the work force will have
children in need of child care or after-school care, based on current
population projections.
ource: Census Bureau, Bureau of Labor Statistics, unpublished data, 1993, 1995; Fullerton,
oward J, "The 2005 Labor Force: Growing, but Slowly," Monthly Labor Review, p.30, Table 1,
ovember 1995.)
survey of 5,000 employees at five major U.S. corporations found that 82 percent of
orking parents missed days at work, were tardy, had left work early, or had used work
ne to deal with various child care problems. A number of national surveys have
stimated such lost work time to be between six and eight days per parent annually
ernandez, Child Care and Corporate Productivity, 1986). This translates into a $3
llion loss annually for American businesses, according to the Child Care Action
ampaign.
he changing workplace
ne workplace, too, is changing dramatically. In the past decade, many companies
ve restructured, drastically scaling back on their workforces to increase profitability
nd competitiveness. Companies continue to search for ways to cut costs, improve
uality, and maintain flexibility.
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Communications Consortium Media Center
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Suite 300
New York. NY 10001-5010
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200
The employment contract has changed for employees at all levels. No longer can production
workers, service employees, or even managers count on lifetime employment, steady career
advancement, and ever-increasing salaries and benefits. Yet at the same time, "[companies] are
asking employees to work harder and smarter, to provide better customer service, and to be ready
and willing to change with a newly flexible organization" (Work/Family Directions, Inc., The Business
Case for Work and Family Policies and Programs, Boston, MA).
The role of business
Convinced that work/family conflict affects productivity, more companies are recognizing that flexible
work options and dependent care benefits are smart investments in their current and future
workforces. Improved employee recruitment and retention, productivity, and loyalty are important
results of these benefits that feed directly into a company's bottom line. Also, many companies are
thinking ahead, and realize that investment in child care and early education today results in a better
educated and prepared work force tomorrow.
Parents know their children need good quality child care, but many can't find it in their communities.
If parents do find good quality child care, they often can't afford it. Parents need help bridging the
gap between what good quality child care costs and what they can afford. They also need help
locating good quality child care settings in their communities. A growing number of companies now
respond to their employees' child care needs in a variety of ways.
Employers may provide one or more of the following dependent care benefits:
Access to child care resource and referral services.
On-site or nearby child care centers.
Emergency care for ill children.
Dependent Care Assistance Plans (DCAP), which allow employees to pay for child care
out of pre-tax earnings.
Seminars and workshops on child care and child care support services.
Paid family leave.
Flextime and other work scheduling such as work-at-home or compressed workweeks that
help families balance work schedules with parental responsibilities.
Child care subsidies to help lower-wage employees afford child care.
There is some evidence of growth in employer-supported benefits. In 1993, approximately 2,200
employers in the United States sponsored child care centers (Families & Work Institute, Workforce),
with 6,000 employers nationwide offering some form of work-family benefits (Bureau of Labor
Statistics, Employee Benefits in the United States 1993-94, March 1995). The U.S. Government
operates over 800 on- or near-site child care centers in the U.S. and abroad. Six hundred forty-four
of these are sponsored by the U.S. Armed Forces (Faith Wohl, interview in "Uncle Sam Leads the
Way on Worksite Child Care," ChildCare ActioNews, January-February 1996). Uncle Sam, the
nation's largest employer, also is its largest supporter of worksite child care programs (Wohl, ibid.).
Investment in community child care resources: American Business Collaboration
A growing number of companies recognize that investing in the child care resources in the
communities in which they operate is a cost-effective way to satisfy the child care needs of
employees, improve corporate productivity, and improve the community's resources for the benefit of
all families. These have taken the form of direct corporate investments in community-based child
care programs in centers and family child care homes, in resource and referral services, and in the
2
of dependent care programs that may involve a consortium of corporations and, in some
inions.
jest of these investors in community resources is the American Business Collaboration for
Dependent Care (ABC), a coalition of 156 major U.S. corporations, government entities, and
fit organizations established in 1992. During the first phase of the ABC's initiative, in 1992,
'S of the group invested more than $27 million in 45 communities in 25 states and the District
nbia. In September 1995, 21 "champion" corporations of the original group pledged to invest
if $100 million over the next 10 years to develop and strengthen school-age child care and
re projects in communities across the country. This is believed to represent the largest single
ent in dependent care ever by the private sector.
ies of corporate dependent care programs
n Charlotte, North Carolina, NationsBank offers resource and referral services, numerous
ent care assistance policies, and a near-site child care facility for its headquarters, and has
d more than $900,000 in seed money for a center for its employees in Atlanta. In addition,
Bank has invested $25 million to provide child care benefits, such as income-based
es.
orporations are addressing the child care needs of lower income workers. A division of
RA Refrigerated Foods Company, Butterball Turkey, has invested corporate funds into on-
near-site child care centers for low-income employees at its Arkansas and Missouri plants.
ed by concerns about worker loyalty and productivity and by employee surveys that found that
: was a workers' second greatest expense, CONAGRA now provides care for all shifts (6:00
hidnight), operates after-school and summer school programs for children and infants, and
es employee expenses through pre-tax payroll deductions.
Incorporated, a Skokie, Illinois-based manufacturer of automobile sealing products, employs
mately 2,000 people in three states and overseas, and expresses its commitment to them
the benefits it offers. Its work and family benefits package -- costing about $700 per
ee -- includes: on-site child care, an elder care resource and referral service, a sick child care
ilt emergency care service, and subsidized tutoring and college scholarships for employees'
A University of Chicago study of 882 Fel-Pro employees found that 92 percent of the
lents indicated that the company's benefits make it easier to balance their work and their
al lives. Of those with children, 72 percent agreed that Fel-Pro's benefits have helped their
do things they would not otherwise have been able to do (Added Benefits: The Link Between
Responsive Policies and Job Performance, University of Chicago, 1993).
usinesses respond too
37 million Americans work for companies with fewer, than 100 employees, according to the
hall Business Bureau. However, a company's small size does not have to limit its ability to
child care benefits to its employees. With proper planning and strong commitment on the
he employer, the goal of meeting employees' child care needs can be achieved. Moreover,
efits to small employers are much the same as those commonly reported by large
ons: improved employee productivity and morale, an increased ability to attract and retain
vorkers, and a better image in the community. Child care options that work especially well for
mall businesses include:
Child care subsidies.
3
Financial assistance, through the pre-tax Dependent Care Assistance Plan (DCAP).
Resource and referral services.
A flexible benefits plan which offers employees the opportunity to choose from a menu of
benefits that include some form of child care.
The direct provision of a licensed on- or off-site child care facility.
Consortium centers.
Chalet Dental Clinic in Yakima, Washington, with 50 employees, operates an on-site child care
center used by 15 of its employees, which is its maximum capacity. When space is available, the
clinic opens the center to non-employees in the community, and patients may use the center at no
charge during their office visits. Employees pay low daily fees for using the center, which serves
children up to five years of age; and the employer reports that the operating costs for the center are
approximately $2,500 to $3,000 monthly. The employer reports that publicity surrounding the clinic's
center has helped reduce the clinic's recruiting costs, and that benefits to the employees outweigh
the center's operating costs. The clinic also offers employees up to three months of unpaid parental
leave (Child Care Action Campaign, Not Too Small to Care: Small Businesses and Child Care, pp.26-28;
telephone interview, 1997).
In its eleventh annual survey (1996) of the 100 best companies for working mothers, Working Mothe
magazine included two companies with fewer than 100 employees. The smallest company on the lis
was Tom's of Maine, a manufacturer of natural personal care products, with 68 employees. The
company subsidizes the cost of child care for employees earning less than $22,500 annually, and
provides a smaller subsidy for employees earning between $22,501 and $32,500. The company als
provides four weeks of fully paid parental leave, work at home, job sharing, compressed workweek,
and flextime options.
VCW, Inc., which sells insurance and other products to truckers and employs 70 persons, provides
on-site child care, with fees below market rates, with back-up care also available. Employees have
work at home, flextime, and compressed workweek options.
Child care benefits boost the bottom line
Businesses that help employees with child care also benefit from decreased absenteeism and
turnover, improved productivity and morale, and less staff turnover, which has in turn led to lower
recruitment and training costs. A 1994 comparative study of Johnson & Johnson's employees found
that 71 percent of those employees who utilized family-supportive policies at the company ranked
this reason as "very important" in deciding to stay at Johnson & Johnson (Families & Work Institute, A,
Evaluation of Johnson & Johnson's Balancing Work and Family Program, Executive Summary, April 1993).
If American employers understand that people are the critical resource responsible for the success (
any business, they will realize the value of understanding and responding to employee's needs.
American businesses are realizing that if child care and other dependent care problems are solved,
productivity can be increased and worker stress can be alleviated. The very small number of
employers who currently support comprehensive work-family initiatives for their employees must
radically increase if the long-term success of business, and the nation, is to be ensured. As the Fel-
Pro study states, "Demographic and economic trends indicate that it is time for American business t
learn to make the most out of the vast human resources available Providing family responsive
policies in the workplace helps accomplish this goal" (University of Chicago, Op. cit., p.10).
4
Child Care and Development Fund
http://www.acf.dhhs.gov/programs/opa/facts/ccfund.tm
Fact Sheet
Administration for Children and Families
Administration on Children, Youth and Families
Child Care and Development Fund
The newly established Child Care and Development Fund (CCDF) has made available $2.9 billion to States.
Tribes receive approximately $59 million for FY 1997. This new program, authorized by the Personal
Responsibility and Work Opportunity Reconciliation Act of 1996, PL 104-193, will assist low- income families
and those transitioning off welfare to obtain child care so they can work or attend training/education. The award
represents an increase in child care funding of $568 million for States over FY 1996.
The Child Care and Development Fund brings together, for the first time, four Federal child care subsidy
programs and allows States to design a comprehensive, integrated service delivery system to meet the needs of
low-income working families. Additionally, the Child Care and Development Fund sets aside a minimum of
four percent of Federal and State funds to improve the quality and availability of healthy and safe child care for
all families.
Major Change for Child Care
The major change for child care services under the Child Care and Development Fund is the requirement for
States to serve families through a single, integrated child care system. Four Federal child care programs are now
combined. Three programs, AFDC/JOBS Child Care, Transitional Child Care, and At-Risk of Welfare
Dependency Child Care (formerly called Title IV-A child care), have been repealed and all child care funding is
now combined under the former Child Care and Development Block Grant (CCDBG) program. CCDBG
regulations will apply to the combined Child Care and Development Fund program where they correspond with
the statute. New regulations will be developed to revise the old regulations and make them conform with the
new law.
Child Care Services Funded by CCDF
Subsidized child care services will be available to eligible parents through certificates or contracted programs.
Parents may select any legally operating child care provider. Child care providers serving children funded by
CCDF must meet basic health and safety requirements set by States and Tribes. These requirements must
address prevention and control of infectious diseases, including immunizations; building and physical premises
safety; and minimum health and safety training.
Quality Activities
A minimum of four percent of CCDF funds must be used to improve the quality of child care and offer
additional services to parents, such as resource and referral counseling regarding the selection of appropriate
child care providers to meet their childps needs. To improve the health and safety of available child care, many
States have provided training, grants and loans to providers, improved monitoring, compensation projects, and
other innovative programs. Tribes may use a portion of their funds to construct child care facilities provided
there is no reduction in the current level of child care services.
Public Input For State And Tribal Child Care Plans
All States and Tribes must submit comprehensive plans by July 1, 1997. The legislation has strengthened the
requirements for conducting public hearings regarding these plans and public comment is invited through this
process.
CF Child Care Programs Serving Children and Families
http://www.acf.dhhs.gov/programs/opa/facts/chicare.htm
Fact Sheet
Administration for Children and Families
Administration on Children, youth and Families
ACF Child Care Programs Serving Children and Youth
What's New in Child Care
The Personal Responsibility and Work Opportunity Reconciliation Act of 1996, PL 104-193, establishes the
Child Care and Development Fund to provide assistance to working low-income families to achieve and
maintain economic self-sufficiency.
The major change in Federal child care is the requirement for States to serve families through a single,
integrated child care system. Three Title IV-A child care programs, Aid to Families with Dependent Children
(AFDC) including Job Opportunities and Basic Skills Training (JOBS) program, Transitional Child Care
(TCC), and At-Risk Child Care (ARCC) have been repealed and replaced by new funding under section 418 of
the Social Security Act. All child care funding is now administered under the Child Care and Development
Block Grant (CCDBG) Act rules. CCDBG regulations will apply to the Child Care and Development Fund
program where they correspond with the statute. This new program took effect on October 1, 1996.
The data following in this publication was reported under the old Child Care laws.
Federal Child Care Programs in FY 1995
The Administration for Children and Families' (ACF) child care programs are administered by the Child Care
Bureau within the Administration on Children, Youth and Families. ACF child care programs assist low-income
families to obtain child care and other supportive services so they can work or participate in an approved
education and training program, in order to achieve economic self-sufficiency. Child care assistance was
formerly available through States by either Title IV-A programs or the Child Care and Development Block
Grant.
Title IV-A Child Care Programs (Prior to October 1, 1996)
Aid to Families with Dependent Children (AFDC) - provided child care to recipients who were employed or
participating in an approved education and training program, including the State and Tribal Job Opportunities
and Basic Skills Training (JOBS) program.
Transitional Child Care (TCC) - provided up to 12 months of child care to working AFDC recipients upon loss
of eligibility for AFDC due to an increase in hours of or earnings from employment.
At-Risk Child Care (ARCC) - provided child care to low-income working families not receiving AFDC, but
who need child care in order to work and who would be at-risk of becoming dependent on AFDC if they did not
receive child care assistance.
These Title IV-A child care programs were named after Title IV-A of the Social Security Act, which was
amended by the Family Support Act of 1988 to provide for AFDC child care and TCC. Title IV-A was further
amended by the Omnibus Budget Reconciliation Act of 1990 to provide for At-Risk child care.
Child Care and Development Block Grant (CCDBG) Program
Child Care and Development Block Grant (CCDBG) - provides child care services for low-income family
members who work, train for work, or attend school, or whose children are receiving or need to receive
08/12/97 11:25:09
ACF Child Care Programs Serving Children and Families
http://www.acf.dhhs.gov/programs/opa/facts/chicare.htm
protective services. CCDBG provides States, Indian Tribes, and Territories with funding to help low-income
families access quality child care for their children. In addition, CCDBG increased the availability of early
childhood development and before- and after-school care services. Funds are available to provide certificates,
grants, and contracts for child care services for low-income families. The CCDBG was created under the
Omnibus Budget Reconciliation Act of 1990.
What the Numbers Show for FY 1995
What was federal spending on child care in FY 1995?
In FY 1995, States, the District of Columbia, and territories received the following IV-A child care funds:
AFDC child care (including Jobs):
$678.1
million
Transitional child care:
$214.7
million
At-Risk child care:
$285.6
million
Administration:
$56.7
million
In FY 1995, 288 grantees, including the 50 states, the District of Columbia, Puerto Rico, Guam, Palau,
American Samoa, the Commonwealth of Northern Mariana Islands, the Virgin Islands, and 231 Indian tribes
received:
CCDBG:
$932.3
million
State matching funds are required for AFDC child care, TCC, and ARCC at the FMAP rate for program funds.
Matching requirements ensure that States and Territories will receive a certain level of funding if they
contribute a specified amount. The Child Care and Development Block Grant is a discretionary program
requiring no match.
How many children were served by these child care programs in FY 1995?
FY 1995 average monthly number of children served:
AFDC/JOBS:
233,029
average per month
AFDC/non-JOBS:
209,020
average per month
TCC:
141,017
average per month
ARCC:
198,891
average per month
Children served by CCDBG:
662,735
per year (unduplicated count
(funded some portion of care for)
of children for the whole fiscal year)
What types of child care arrangements did parents choose for their children?
The type of paid child care arrangements used while parents were employed or participating in an education and
training program varied depending on the program status of the families and the age of the child. In FY 1995,
center based care was the type of care arrangement most frequently chosen by parents receiving title IV-A and
CCDBG. The second most frequently chosen child care arrangement was family day care or group home
followed by child care provided in the child's own home.
2 of 7
08/12/97 11:25:09
ACF Child Care Programs Serving Children and Families
http://www.acf.dhhs.gov/programs/opa/facts/chicare.htm
Program
Center
Family/Group Home
In Child's Home
AFDC
42.7%
40.5%
16.9%
TCC
56.0%
33.9%
10.1%
ARCC
67.9%
27.4%
4.7%
CCDBG
57.9%
35.5%
6.6%
1
Children Served, by Federal Program and Type of Provider
October 1, 1994 through September 30, 1995
70%
67.9°
56.0%
57.9%
60%
50%
42.7%
40.5%
33.9%
35.5%
40%
27.4%
30%
16.9%
20%
10.1%
4.7%6%
10%
OF
0%
Center
Family/Group Home
In Child's Home
AFDC
TCC
ARCC
CCDBG
2
1 By program, the following number of States/territories reported on Type of Provider: 46 for JOBS; 44
for AFDC/non-JOBS; 48 for TCC; 38 for ARCC; and 55 for CCDBG.
2 Children of AFDC, JOBS, and non-JOBS participants receiving IV-A paid child care.
What were the ages of the children of JOBS participants receiving IV-A paid child care?
Data on children served by age for FY 1995 are available only for children of AFDC/JOBS participants and
children in CCDBG-funded child care. The majority of the children of JOBS participants served are under age
six.
of 7
08/12/97 11:25:11
ACF Child Care Programs Serving Children and Families
http://www.acf.dhhs.gov/programs/opa/facts/chicare.htm
Children of JOBS Participants Receiving IV-A Paid Child Care, by Age
October 1. 1994 through September 30, 1995
38%
40%
35%
28%
25%
30%
25%
20%
15%
6%
10%
3%
5%
0%
< 1 Year
1 - 2 Years
3- - 5 Years
6 - 11 Years
12+ Years
Chart is based on reporting by 46 States, the District of Columbia and territories of Guam, Puerto Rico, and
the U.S. Virgin Islands.
Compared to children who are ages one through five, AFDC/JOBS children under one year of age use less
center-based care and more care provided in a group and family day care home or in the child's own home.
Age of Child Reported
Center
Family/Group Home
In Child's Home
Not Reported
Less than one year
38.1%
39.4%
18.8%
3.8%
One through two years
47.9%
33.6%
15.1%
3.5%
Three through five years
49.8%
33.8%
13.0%
3.5%
Six through twelve years
32.3%
44.3%
17.8%
5.5%
Thirteen years and older
8.9%
57.6%
21.7%
11.8%
What were the ages of children served with CCDBG-funded child care?
The majority of the children served with CCDBG-funded child care are under the age of six. Children ages
thirteen and older were the smallest group served by both the JOBS and CCDBG programs.
4 of 7
08/12/97 11:25:14
ACF Child Care Programs Serving Children and Families
http://www.acf.dhhs.gov/programs/opa/facts/chicare.htm
Children Served with CCDBG Funds, by Age
October 1, 1994 through September 30, 1995
40%
35%
35%
27%
24%
30%
25%
20%
13%
15%
10%
1%
5%
0%
0 1 Year
2- 3 Years
4-5 Years
6 12 Years
13+ Years
Chart is based on reporting by 49 States, the District of Columbia and territories of Guam, Northern
Mariana Islands, Palau, and the U.S. Virgin Islands. Under the CCDBG program, Puerto Rico is considered
a State.
Compared to children of JOBS participants, children served with CCDBG-funded child care use more
center-based care in all age groups as their primary source of care.
Age of Child
Center
Family/Group Home
In Child's Home
Newborn to one year
61.5%
32.8%
5.7%
Two through three years
71.8%
24.9%
3.3%
Four through five years
77.6%
19.7%
2.7%
Six through twelve years
66.3%
27.6%
6.1%
Thirteen years and older
56.2%
33.3%
10.5%
Why did families using CCDBG funds need child care assistance?
In FY 1995, over three-fourths of the children needed child care because their parents were working, less than
one-fourth because their parents were involved in an education or training activity, and the remaining children
needed child care because they were placed in protective services.
; of 7
08/12/97 11:25:16
ACF Child Care Programs Serving Children and Families
http://www.acf.dhhs.gov/programs/opa/facts/chicare.htm
Children Served with CCDBG Funds, by Reason(s) For Care
October 1, 1994 through September 30, 1995
Children with Working
77%
Parents
Children with Parents in
17%
Education or Training
Children in Protective
7%
Services
0%
10%
20%
30%
40%
50%
60%
70%
80%
Total reporting for this question was 559,096. Based on reporting from 50 States and territories.
What was the income level of the families using CCDBG-funded care?
In FY 1995, about two-thirds of the children in CCDBG-funded child care lived in families that were at or
below the federal poverty level. Almost a quarter of the children in this program lived in families with incomes
between 100 and 150 percent of the poverty level.
Family Income Level of Children in CCDBG-Funded Child Care
October 1, 1994 through September 30, 1995
Poverty or Below
62%
100% - 150% of Poverty
24%
150% - 200% of Poverty
13%
200% + of Poverty
1%
0%
10%
20%
30%
40%
50%
60%
70%
Total reporting for this question was 438,596. Based on reporting from 42 States and territories.
How did CCDBG expenditures increase the quality of child care?
While more than three-fourths of FY 1995 CCDBG expenditures were used for direct services, 7 percent of the
funds were used to improve the quality of child care. These quality expenditures were used for resource and
referral, monitoring, training and technical assistance, grants or loans to providers to improve standards, and
projects to improve the compensation of child care workers.
of 7
08/12/97 11:25:20
ACF Child Care Programs Serving Children and Families
http://www.acf.dhhs.gov/programs/opa/facts/chicare.htm
CCDBG Expenditures
October 1, 1994 through September 30, 1995
Supply Building
Quality Activities
Activities
7%
5%
Administration
9%
Direct Child Care
Services
79%
Total CCDBG Expenditures: $573,870,811.
Direct services includes child care purchased with certificates, contracts, grants, or as part of before and
after-school care and early childhood development programs.
Administration expenditures are capped under CCDBG regulations.
Percentages are based on FY 1994 grant allocations spent October 1, 1994 to September 30, 1995.
CCDGB Quality Expenditures
October 1, 1994 through September 30, 1995
Provider Compensation
2%
Other
3%
Grants & Loans
4%
Trabuing/TA
26%
Child Care Resource & Referral
31%
Monitoring
35%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Total CCDBG Quality Expenditures: $36,647,413.
Other Authorized Activities includes expenses such as conducting a needs assessment or organizing a
planning committee.
Percentages are based on FY 1994 grant allocations spent October 1, 1994 to September 30, 1995.
of 7
08/12/97 11:25:22
Training Requirements
is
in Child Care Licensing
F
Regulations
eb
R
June 1997
By Sheri L. Azer and Darnae Eldred
The Center
for Career Development
in Early Care and Education
Licensing Requirements: Minimum Pre-service
Training in ECE
Directors of Child Care Centers
Number of States
30
25
24
AK MA
20
19
CA MI
AL
NJ
CO MN
AR
NM
CT MO
15
GA
NC
DE NY
HI
OR
DC ND
ID RI
IL OH
10
KY SC
IN PA
MS SD
IA
TX
MT
TN
5
KS VT
5
NE
WY
OK
AZ
NV
ME WA
4
VA 2
AL MA
NH
FL WI
MD WV
UT 1
NYC
1
LA
CA TX
9
0
0
None
Clock Hours
CDA or Certif.
Teacher Certif.
No Role/NR
Sec Sch/Unspec
Credit Hours
College Degree
Training in Admin.
Amount of Training Required
°1997, The Center for Career Development in Early Care and Education at Wheelock College
Licensing Requirements: Minimum Pre-service
Training in ECE
Teachers in Child Care Centers
Number of States
35
32
AL NM
30
AK
NY
AZ
NC
25
AR
ND
CO
OH
CT
OK
20
ID
OR
IN PA
IA
SC
15
KY
SD
LA
TN
10
ME
UT
9
8
MI
VA
DE NH
MS
WA
FL TX
CA KS
5
MO WV
GA
VT
DC MD
NYC
MT WI
HI MN
NE WY
RI 2
MA 1
NV
IL NJ
0
Q
0
0
None
Sec Sch/Unspec
Clock Hours
Credit Hours
CDA or Certif. College Degree Teacher Certif.
No Role/NR
Amount of Training Required
°1997, The Center for Career Development in Early Care and Education at Wheelock College
Licensing Requirements: Minimum Pre-service
Training in ECE
Providers in Large Family Child Care Homes
Number of States
30
25
24
AK
NM
AZ
NY
20
CA
NYC
CO
NC
CT
ND
17
DE
OH
15
GA
PA
AR MS
IA
SC
DC NJ
KS
SD
FL OK
KY
TN
ID OR
10
MT
WA
IN VT
NH
WY
LA VA
7
ME WV
MD WI
AL
NV
5
MI
UT
4
MA
MN
TX
HI MO
NE
0
IL RI
0
9
0
0
None
Sec Sch/Unspec
Clock Hours
Credit Hours CDA or Certif. College Degree Teacher Certif. No Role/NR
Number of Hours
1997, The Center for Career Development in Early Care and Education at Wheelock College
Licensing Requirements: Minimum Pre-service
Training in ECE
Providers in Small Family Child Care Homes
Number of States
40
33
30
AL
NM
AK
NY
AR
NYC
CA
NC
CT
ND
DC
OK
GA
OR
20
HI
PA
IL
RI
IN
SC
KS
TN
MA
TX
11
MI
VT
10
MS
VA
CO MN
8
MO
WA
DE NE
MT
WY
FL NV
AZ NJ
NH
KY UT
ID OH
ME
WI
IA SD
Q
MD
LA WV
0
Q
9
0
0
None
Sec Sch/Unspec
Clock Hours
Credit Hours
CDA or Certif.
College Degree
Teacher Certif.
No Rofe/NR
Number of Hours
1997, The Center for Career Development in Early Care and Education at Wheelock College
QUALITY
AFFORDABILITY
SCHOOL-AGE CARE
FACT SHEETS
WH CONFERENCE
9/12/97 Draft
White House Conference on Child Care
Outline for Discussion Purposes Only
Objectives for the Conference:
Establish child care as a national priority and legitimize it as an issue in which all
Americans have a stake, using both child development and workforce/economic
arguments;
Educate the nation -- particularly parents -- about the need for providing children of all
ages with supportive, high quality care, and defining the components of quality child care
(including school-age care programs);
Illustrate tangible ways that all sectors of society (families, government, employers,
military, religious community, philanthropy) contribute to the system, by highlighting
model efforts nation-wide; and
Launch policy that addresses key areas of challenge in child care -- quality, affordability,
and school-age care.
Opening Session: Setting the Stage
Possible Components:
Remarks by The First Lady
Remarks by an Economist/Rubin (workforce/economic perspective)
Video (human/child development perspective)
Parent (introducing the President)
Remarks by The President
Panel One:
What is Quality Child Care?
This panel would address a range of issues, including the effects of care on children. the effects
of quality care on child development and school-readiness, and the various components of
quality care for various age-groups.
Panel One, Continued
Possible Components:
The President
The First Lady
The Vice President
Mrs. Gore
Economist
Expert on impact of care to child development and school-readiness
Expert on quality measures of child care for various age groups
Expert on school-age care
Child Care Provider
Parent
Panel Two:
How Do We Strengthen Child Care in the U.S. -- Investing
in Child Care and Mobilizing the Pivotal Sectors to Promote
Quality Child Care
This panel would address the status of child care from both state-by-state and national
perspective, and examine model efforts nation-wide.
Possible Components:
The President
The First Lady
The Vice President
Mrs. Gore
Expert on "state of child care in the United States" -- state-by-state and
national overview
Quality/Workforce Investments (North Carolina Smart Start and TEACH)
Military model representative
Business representative
School-age program representative
Health and Safety Standards representative
Parent
Closing Reception (T)
09/05/1997 10:21
203-961-0831
NEW SCREEN CONCEPTS
PAGE 03
VIDEO
ON
CHILD CARE
5
OBJECTIVE: Produce a 12-15 minute video on child care intended to set the stage for
the presentations and discussion at the White House Conference on Child
Care, and for important application after the Conference. Community
leaders have indicated a real need for a way to introduce audiences to the
child care issues affecting our country. And indeed, there exists nothing
else that takes an in-depth look at what child care means to this nation's
people -- especially to children.
APPROACH: Create a compelling document that puts a human face on just how critical
good child care is to working parents and their children --from infancy
through the school age years -- as well as to businesses and to
communities.
Not merely a recitation of the facts and statistics, the video presents first-
hand evidence -- from typical American families and in their own words --
that child care impacts people's lives on a daily basis -- and at a very deep
level. It includes recent research findings by Families and Work Institute
that has led to revolutionary understanding of the issues.
The production features mini-documentaries about families who represent
the varieties of work experience. It also includes individual interviews
with parents, children, child care providers, supervisors, co-workers,
business leaders, government representatives and noted figures. The
stories run the gamut from the disruption of a whole community because
of child care problems, to the positive effect of one caregiver on a single
child.
Schedule permitting, eminent pediatrician Dr. T. Berry Brazelton has
agreed to host. His role: to interview the families and children, and to
provide the voice of the continuing narrator.
NEW SCREEN CONCEPTS
PAGE
09/05/1997 10:21
203-961-0831
CONTENT: Demonstrate that only when child care works, can working families really
work.
Featuring a representative cross-section of American families -- and the
variety of child care situations typical in this country -- we tell stories both
of success and of failure. The purpose: to understand what makes child
care work, and what happens when it's not working.
We examine the effect of child care along several central parameters,
including:
Development - incorporating findings of the exciting new
brain research;
Attachment - the effect of child care on the parent/child bond, as
well as critical factors in the child/caregiver relationship;
Family Dynamics - such as how fragile the logistics of working
families can be, and how child care problems can have completely
unanticipated yet very serious repercussions for working parents
and their children, bosses and co-workers;
Economics - both the financial condition of the individual family
and the larger economic health of business, community and
country.
Overall, the program presents new and surprising insights into the real life
of the American working family -- and the real story of how critical good
child care is to us as a nation. It does not suggest specific policy, but
rather makes a call for action from every sector of our society.
CREATIVE
TEAM:
FAMILIES AND WORK INSTITUTE is acting as coordinating
consultant for the project, the content of which is based on its staff's 20-
year leadership in research on families and the workplace. Families and
Work Institute also partnered with Rob Reiner on the I AM YOUR
CHILD project, developing the scientific basis for this nationwide
campaign on the importance of early childhood, and the outreach effort in
all fifty states.
In addition, the CARNEGIE CORPORATION OF NEW YORK is
lending its expertise as special project advisor.
09/05/1997 10:21
203-961-0831
NEW SCREEN CONCEPTS
PAGE 05
NEW SCREEN CONCEPTS is producing the program. New Screen is
the Emmy-award winning team responsible for the documentary segments
of I AM YOUR CHILD. They created Berry Brazelton's long-running
parenting series WHAT EVERY BABY KNOWS. Their credits include
many network specials and series, such as THE BODY HUMAN on CBS,
KIDS THESE DAYS on Lifetime and WE'RE EXPECTING on ABC.
BUDGET:
The video is budgeted at $85,000. This includes all costs for research,
directing, script, studio production, field photography, post-production and
consultants. For subsequent mass distribution, video dubs will be
available at standard duplication costs. To meet the October 23rd
Conference deadline, production must begin by September 1st.
School-Age care
According to the Bureau of the Census, in 1997 there were 38.8 million children between the ages of 5 and 14 years living
in the U.S. There are approximately 24 million school-age children with parents in the workforce or pursuing education
(based on 1993 data from the Bureau of the Census).
Care Arrangements of School-Age Children
Experts estimate that nearly 5 million school-age
School-age children are likely to spend time in many
children spend time as latchkey kids without adult
different care arrangements. According to the National Child
supervision during a typical week.
Care Survey (1990), 76 percent of school-age children
with an employed mother spend time in at least two child
Approximately 1.7 million children in kindergarten
care arrangements during a typical week, in addition to
through grade 8 were enrolled in 49,500 formal before-
their time in school.
and/or after-school programs In 1991, according to the
National Study of Before and After School Programs.
According to the National Child Care Survey, children
aged 5 to 12 with employed mothers use the following types
"Access to after-school programs depends largely on
of supplemental care: 7% are in family day care: 14% are in
a family's ability to pay." Years of Promise. Camegie Corporation
centers, 3% are cared for by in-home providers, 25% are
of New York, 1996
cared for by relatives and 44% do not use supplemental care.
Use of Supplemental Care,
Children 5 to 12 with Employed Mothers
Center
In-home
14.0%
3.0%
Family Day Care
Relative
7.0%
25.0%
Other
7.0%
None
44.0%
Source: The Demand and Supply of Child Care in 1990: Joint Findings from the National Child Care Survey 1990 and A Profile of Child Care
Settings. National Association for the Education of Young Children, 1990
The Effects of Out-of-School Time on Children
Studies have found that latchkey children are more
success. Studies have found that children who attend
likely to engage in risky behaviors, especially urban
good school-age child care programs may experience
children and those who have little access to adult
positive effects on their development. Children attending
supervision. According to one large-scale study, latchkey
after-school programs had better peer relations, emotional
children are at significantly greater risk of truancy from
adjustment, and better grades and conduct in school than
school, stress, poor grades, risk-taking behavior, and
their peers in other care arrangements. These children were
substance abuse. "Characteristics of Eight-Grade Students Who Initiate
exposed to more learning opportunities, spent more time in
Self-Care in Elementary and Junior High School Pediatrics, Dwyer, et al.,
academic activities and enrichment, and spent less time
1990
watching television. "Low-Income Children's After-School Care: Are
What children do during non-school hours has a
There Beneficial Effects of After-School Programs?" Child Development,
Posner and Vandell. 1994
critical impact on school achievement and long-term
This fact sheet is primarily excerpted from materials developed by the National Institute on Out of School Time
(formerly the School-Age Child Care Project), Center for Research on Women, Wellesley College (phone: 617-283-
2547; World Wide Web: http://www.wellesley.edu/WCW/CRW/SAC/).
703 255 6859
P.02
Fact Sheet
Out-of-School Time
School-Age Care
According to the Bureau of the Census, in 1997 there were 38.8 million children between the ages of 5 and 14 years living
in the U.S. There are approximately 24 million school-age children with parents in the workforce or pursuing education
(based on 1993 SIPP data from the Bureau of the Census).
Care Arrangements of School-Age Children
Experts estimate that nearly 5 million school-age
School-age children are likely to spend time in many
children spend time as latchkey kids without adult
different care arrangements. According to the National Child
supervision during a typical week.
Care Survey (1990), 76 percent of school-age children
with an employed mother spend time in at least two child
Approximately 1.7 million children in kindergarten
care arrangements during a typical week, in addition to
through grade 8 were enrolled In 49,500 formal before-
their time in school.
and/or after-school programs in 1991, according to the
National Study of Before and After School Programs.
According to the National Child Care Survey, children
in 1993-4,
aged 5 to 12 with employed mothers use the following types
"Access to after school programs depends largely on
of supplemental care: 7% are in family day care; 14% are in
a family's ability to pay." Years of Promise, Carnegie Corporation
centers, 3% are cared for by in-home providers, 25% are
of New York, 1996
(There are 18 811 he/af prog.-
cared for by relatives and 44% do not use supplemental care.
7036 do not have ax affersehool
The Effects of Out-of-School Time on Children
Children under adult supervision in a formal program during after-school hours have demonstrated improved academic
achievement and better attitudes toward school than their peers in self- or sibling care. Miller and Marx, 1990 in Supplement o the
National Assessment of Chapter 1
Themselves
Youth are at greatest risk of violence after the regular school day. Youth between the ages of 12 and 17 are most at-
risk of committing violent acts or being victims between 2:00 pm and 6:00 pm--a time when they are not in school. Fight
Crime: Invest in Kids. 1997
The most frequently mentioned barrier to participation
Components of Successful Extended Learning After-
is the parents' inability to pay the tuition and fees
School Programs (based in schools) include
charged by programs. Other barriers include:
Availability
poll of parents
True linkages between after school and regular school
Quality of activities
day
personnel
Parent fees
Children's participation in age appropriate learning
Inadequate facilities
activities
services that
Transportation
Hiring of qualified staff
reinforce The
High staff turnover
Low student-staff ratio
learning
Hours of the program
Involvement of parents
Lack of resources
Program evaluation
between
other
Deptactment of Ed. analysis
Coordination with the school, program and community
organizations
(reviews/studnes)
onte?
For information on what states and communities are doing to meet the need for school-age care, contact the National
Institute on Out of School Time (formerly the School-Age Child Care Project), Center for Research on Women,
Wellesley College at (617) 283-2547 or visit the World Wide Web site at: http://www.wellesley.edu/WCW/CRW/SAC.
For additional information on extended learning in after-school programs in schools, contact the U.S. Department of
Education, please call (800) USA-LEARN or visit the World Wide Web site at: http://www.ed.gov/PFIE.
703 255 6859
P.01
National Child Care Information Center
NCCIC
301 Maple Avenue West, Suite 602
Vienna, Virginia 22180
Phone: (800) 616-2242 Fax: (800) 716-2242 TTY: (800) 516-2242
World Wide Web: http://ericps.crc.uiuc.edu/nccic/nccichome.html
FAX TRANSMITTAL SHEET
Date
October 15, 1997
To
Nicole Rabner
Fax
Number
202-456-9412
From
Anne Goldstein
COMMENT:
Joan Lombardi asked me to send you this final version of the School-Age fact sheet.
Please let me know if you have any questions.
Number of pages, including cover: 2
Fact Sheet
A Profile of the Child Care Work Force
Approximately three million child care teachers, assistants,
Only 18 percent of child care centers offer fully paid health
and family child care providers in the U.S. care for 10 million
coverage to teaching staff.
children each day.
Although they earn lower wages, child care teachers are
Who are the child care teaching staff?
better educated than the general population.
97% are female
One-third of all child care teachers leave their centers each
41% have children
year.
10% are single parents
Family child care providers who care for and educate
Child care teaching staff earn an average of $6.89 per hour
young children in their homes also have very low earnings.
or $12,058 per year (based on 35 hours per week and 50
Providers earn $9,528 annually after expenses (data from
weeks per year) (data from Cost, Quality and Child
The Economics of Family Child Care Study, a forthcoming
Outcomes in Child Care Centers, Technical Report 1995,
publication from Wheelock College, earnings in 1996 dollars).
salary data are in 1993 dollars).
Unregulated providers, who care for fewer children and are
offered fewer supports, earned just $5,132 after expenses.
Education of Child Care Teaching Staff Versus All Workers
50
44
40
33
32
32
11
30
27
20
23
21
20
14
10
10
S
o
Less than High School
High School Diploma
Some College
BA/BS or More
Child Care Teachers
Female Workers
Male Workers
"National Child Care Staffing Study "Current Population Surveys 1995. Bureau of Labor Statistics, U.S. Department of Labor
Annual Wages of Child Care Teaching Staff Versus All Workers
$58,562
$60,000
$50,000
$31,278
$40,000
$26,820
$30,344
$26,747
$30,000
$19,168
$20,000
$14,506
$10,151
$11,617
$10,000
$0
High School Diploma
Some College
BA/BS or More
Civilian Labor Force, Men"
Civilian Labor Force, Women**
TeachingStaff, 1994*
"National Child Care Staffing Study, wages in 1996 dollars **Current Population Surveys, 1996. Bureau of Labor Statistics, U.S. Department of Labor
This fact sheet is primarily excerpted from materials developed by the National Center for the Early Childhood Work Force
(NCECW), (phone: 202-737-7700; E-mail: [email protected]).
Child Care for Infants and Toddlers
According to the National Center for Education Statistics,
While use of center-based care increased from 1988 to
in 1995 there were approximately 21 million infants, toddlers,
1993, most children are still in a home-based setting including
and preschool children under the age of six in the U.S., more
family child care.
Preschool-age
than 12.9 million of these children were in child care.
children
under age one
There are approximately 24 million school-age children
Forty-five percent of children who had not reached their
with parents in the workforce or pursuing education (based
first birthday were in child care on a regular basis.
on 1993 data from the Bureau of the Census).
Primary Child Care Arrangements Used by Families
with Employed Mothers for Preschoolers: 1993
(Percent of preschoolers of working mothers in selected arrangements)
Mother
Centers
6%
30%
Father
16%
Other
1%
Do
Grandparents
Family Child Care (Nonrelatives)
17%
21%
L like
Other relatives
9%
- Includes mothers working at home or away from home.
Changes in Selected Child Care Arrangements: 1988 to 1993
(Percent of preschoolers of working mothers in selected arrangements)
30
Centers
23
26
17
1993
Family day care
18
24
1991
1988
16
Care by fathers
20
15
0
5
10
15
20
25
30
Source: Casper. L.M. Who's Minding Our Preschoolers? U.S. Bureau of the Census, Current Population Reports, P-70, no. 53. Washington, DC 1996
This profile of child care demographics has been excerpted from information provided by the National Center for Education Statistics, U.S. Department of
Education and the U.S. Census Bureau.
For additional information, contact the National Child Care Information Center at (800) 616-2242 or visit the Web site at
http://ericps.crc.uiuc.edu/nccic/nccichome.html
Effects of
for Infants of Toddlors :
Child Care Quality
"Recent brain research suggests that warm, responsive child care is not only comforting for an infant;
it is critical to healthy development."
- Rethinking the Brain: New Insights into Early Development
Families and Work Institute (1997)
The quality of child care for very young children matters for their cognitive development and their use of language.
"Mother-Child Interaction and Cognitive Outcomes Associated with Early Child Care", NICHD (1997)
Studies have raised concerns about the quality of care:
A four-state study of quality in child care centers found only one in seven (14%) were rated as good quality. Cost,
Quality and Child Outcomes in Child Care Centers, (Executive Summary) University of Colorado at Denver (1995)
Thirteen percent of regulated providers and 50 percent of nonregulated providers offer care that is Inadequate.
The Study of Children in Family Child Care and Relative Care. Families and Work Institute (1994)
"The quality of services provided by most centers was rated as barely adequate." The National Child Care Staffing
Study (Executive Summary), National Center for the Early Childhood Workforce (1989)
"[M]any children living In poverty receive child care that, at best, does not support their optimal development and,
at worst, may compromise their health and safety." New Findings on Children, Families, and Economic Self-Sufficiency. National Research
Council, Institute of Medicine (1995)
What Works to Improve the Quality of Child Care
Children who receive warm and sensitive caregiving are more likely to trust caregivers, to enter school ready and
eager to learn, and to get along well with other children. To ensure that child care settings nurture children, protect their
health and safety, and prepare them for later school success, better qualified staff are essential." Starting Points: Meeting the Needs
of Our Youngest Children, Carnegie Task Force on Meeting the Needs of Young Children (1994)
"[S]maller group sizes, higher teacher/child ratios and higher staff wages result in quality child care. Outcomes for
children are also better when they attend programs that include a curriculum geared to young children, well prepared staff and
where parents are involved in programming." Early Childhood Care and Education: An Investment That Works, National Conference of State
Legislatures (1997)
Any child care setting will benefit from a health consultant.
to advise on potential infectious diseases, explain
symptoms and treatments to families, plan health alert procedures when infectious disease occurs, and assist with public health
reporting requirements. Caring for Infants and Toddlers in Groups, Zero to Three: National Center for Infants. Toddlers and Families (1995)
States with stronger licensing requirements had a greater number of good-quality centers according to recent
research. Cost, Quality and Child Outcomes in Child Care Centers, University of Colorado at Denver (1995)
Voluntary conformity to higher standards through professional center accreditation or through meeting another
set of quality standards also increased the likelihood of higher classroom quality. Cost, Quality and Child Outcomes in Child
Care Centers. University of Colorado at Denver (1995)
For additional information, contact the National Child Care Information Center at (800) 616-2242 or visit the Web site at
http://ericps.crc.uluc.edu/nccic/nccichome.html
Economics of Child Care
"To be employed, parents need affordable child care."
- National Conference of State Legislatures
Early Childhood Care and Education: An Investment that Works (1997)
In 1994, 62% of married mothers with a child under age six
In 1990, 7.2 million mothers with 11.7 million children under
were in the workforce, compared with 30% in 1970.
age 15 worked full or part time during odd hours.
The increased employment of mothers outside the home has
In 1993, the average family with an employed mother and a
led to a sharp increase in the use of child care over the past
child under age five spent about $79 per week for child care for
several decades. Eight of 10 employed mothers with children
all children in the family.
under six are likely to use some form of nonparental child care
arrangement.
Families with annual incomes under $14,400 that paid for care
for children under five spent 25% of their income on child care.
compared with 6% for families with incomes of $54,000 or more.
Percent of Monthly Family Income Spent on Child Care by Family Income
*
$4,500 or more
6%
$3,000 to $4.499
8%
$1,200 to $2,999
12%
Less than $1,200
25%
0%
5%
10%
15%
20%
25%
30%
. Limited to families with a preschooler, 1993 data. Source: Casper, L.M. What Does It Cost to Mind Our Preschoolers? U.S. Bureau
of the Census, Current Population Reports, P-70, no. 52. Washington, D.C., 1995
Weekly Payment for Child Care by Monthly Family Income*
$110.00
$100.00
$91.93
$90.00
$80.00
$73.10
$70.00
$60.16
$60.00
$50.00
$47.29
$40.00
$30.00
Less than $1,200
$1,200 to $2,999
$3,000 to $4,499
$4,500 or more
"Limited to families paying for child care for preschoolers, 1993 data Source: Casper, L.M. What Does It Cost to Mind
Our Preschoolers? U.S. Bureau of the Census. Current Population Reports, P-70, no. 52. Washington. D.C., 1995
Information in this fact sheet is excerpted from Sandra L. Hofferth. "Child Care in the United States," The Future of Children. vol. 6. no. 2 Summer/Fall 1996.
with additional information from: National Center for Education Statistics, U.S. Department of Education: U.S. Bureau of Census: Bureau of Labor Statistics,
U.S. Department of Labor.
For additional information, contact the National Child Care Information Center at (800) 616-2242 or visit the Web site at
edu/ncclc/nccichome.html
Cilliu Care apmics
According to the National Center for Education Statistics,
While use of center-based care increased from 1988 to
in 1995 there were approximately 21 million infants, toddlers,
1993, most children are still in a home-based setting including
and preschool children under the age of six in the U.S., more
family child care.
than 12.9 million of these children were in child care.
There are approximately 24 million school-age children
Forty-five percent of children who had not reached their
with parents in the workforce or pursuing education (based
first birthday were in child care on a regular basis.
on 1993 data from the Bureau of the Census).
Primary Child Care Arrangements Used by Families
with Employed Mothers for Preschoolers: 1993
(Percent of preschoolers of working mothers in selected arrangements)
Mother
Centers
6%
30%
Father
16%
Other
1%
Grandparents
Family Child Care (Nonrelatives)
17%
21%
Other relatives
9%
Includes mothers working at home or away from home.
Changes in Selected Child Care Arrangements: 1988 to 1993
(Percent of preschoolers of working mothers in selected arrangements)
30
Centers
23
26
17
1993
Family day care
18
24
1991
1988
16
Care by fathers
20
15
0
5
10
15
20
25
30
Source: Casper. L.M. Who's Minding Our Preschoolers? U.S. Bureau of the Census, Current Population Reports, P-70, no. 53. Washington, DC 1995
This profile of child care demographics has been excerpted from information provided by the National Center for Education Statistics, U.S. Department of
Education and the U.S. Census Bureau.
For additional information, contact the National Child Care Information Center at (800) 616-2242 or visit the Web site at
http://ericps.crc.uiuc.edu/nccic/nccichome.html
703 255 6859
Fact Sheet
A Profile of the Child Care Work Force
Approximately three million child care teachers, assistants,
Only 18 percent of child care centers offer fully paid health
and family child care providers in the U.S. care for 10 million
coverage to teaching staff.
children each day.
Although they earn lower wages, child care teachers are
Who are the child care teaching staff?
better educated than the general population.
97% are female
One-third of all child care teachers leave their centers each
41% have children
year.
10% are single parents
Family child care providers who care for and educate
Child care teaching staff earn an average of $6.89 per hour
young children in their homes also have very low earnings.
or $12,058 per year (based on 35 hours per week and 50
Providers earn $9,528 annually after expenses (data from
weeks per year) (data from Cost, Quality and Child
The Economics of Family Child Care Study, a forthcoming
Outcomes in Child Care Centers, Technical Report 1995,
publication from Wheelock College, earnings in 1996 dollars).
salary data are in 1993 dollars).
Unregulated providers, who care for fewer children and are
offered fewer supports, earned just $5,132 after expenses.
Education of Child Care Teaching Staff Versus All Workers
50
44
40
33
32
32
$1
30
27
26
23
21
20
14
10
10
5
o
Less than High School
High School Diploma
Some College
BA/BS or More
Child Care Teachers*
Female Workers**
Male Workers
"National Child Care Staffing Study "Current Population Surveys, 1995. Bureau of Labor Statistics, U.S. Department of Labor
Annual Wages of Child Care Teaching Staff Versus All Workers
$58,582
$60,000
$50,000
$31,278
$40,000
$26,820
$30,344
$26,747
$30,000
$19,168
$20,000
$14,506
$10,151
$11,817
$10,000
$0
High School Diploma
Some College
BA/BS or More
Civillan Labor Force, Men**
Civilian Labor Force, Women"
TeachingStaff, 1994'
"National Child Care Staffing Study, wages in 1996 dollars **Current Population Surveys, 1996. Bureau of Labor Statistics, U.S. Department of Labor
This fact sheet is primarily excerpted from materials developed by the National Center for the Early Childhood Work Force
(NCECW), (phone: 202-737-7700; E-mail: [email protected]).
P.03
703 255 6859
School-Age care
According to the Bureau of the Census, in 1997 there were 38.8 million children between the ages of 5 and 14 years living
in the U.S. There are approximately 24 million school-age children with parents in the workforce or pursuing education
(based on 1993 data from the Bureau of the Census).
Care Arrangements of School-Age Children
Experts estimate that nearly 5 million school-age
School-age children are likely to spend time in many
children spend time as latchkey kids without adult
different care arrangements. According to the National Child
supervision during a typical week.
Care Survey (1990), 76 percent of school-age children
with an employed mother spend time in at least two child
Approximately 1.7 million children in kindergarten
care arrangements during a typical week, in addition to
through grade 8 were enrolled in 49,500 formal before-
their time in school.
and/or after-school programs In 1991, according to the
National Study of Before and After School Programs.
According to the National Child Care Survey, children
aged 5 to 12 with employed mothers use the following types
"Access to after-school programs depends largely on
of supplemental care: 7% are in family day care; 14% are in
a family's ability to pay." Years of Promise. Carnegie Corporation
centers, 3% are cared for by in-home providers, 25% are
of New York, 1996
cared for by relatives and 44% do not use supplemental care.
Use of Supplemental Care,
Children 5 to 12 with Employed Mothers
Center
In-home
14.0%
3.0%
Family Day Care
Relative
7.0%
25.0%
Other
7.0%
None
44.0%
Source: The Demand and Supply of Child Care in 1990: Joint Findings from the National Child Care Survey 1990 and A Profile of Child Care
Settings. National Association for the Education of Young Children, 1990
The Effects of Out-of-School Time on Children
Studies have found that latchkey children are more
success. Studies have found that children who attend
likely to engage in risky behaviors, especially urban
good school-age child care programs may experience
children and those who have little access to adult
positive effects on their development. Children attending
supervision. According to one large-scale study, latchkey
after-school programs had better peer relations, emotional
children are at significantly greater risk of truancy from
adjustment, and better grades and conduct in school than
school, stress, poor grades, risk-taking behavior, and
their peers in other care arrangements. These children were
substance abuse. "Characteristics of Eight-Grade Students Who Initiate
exposed to more learning opportunities, spent more time in
Self-Care in Elementary and Junior High School Pediatrics, Dwyer, et al.,
academic activities and enrichment, and spent less time
1990
watching television. "Low-Income Children's After-School Care: Are
What children do during non-school hours has a
There Beneficial Effects of After-School Programs?" Child Development,
Posner and Vandell, 1994
critical impact on school achlevement and long-term
This fact sheet is primarily excerpted from materials developed by the National Institute on Out of School Time
(formerly the School-Age Child Care Project), Center for Research on Women, Wellesley College (phone: 617-283-
2547; World Wide Web: http://www.wellesley.edu/WCW/CRW/SAC/)
P.04
703 255 6859
Economics of Child Care
"To be employed, parents need affordable child care.
- National Conference of State Legislatures
Early Childhood Care and Education: An Investment that Works (1997)
In 1994, 62% of married mothers with a child under age six
In 1990, 7.2 million mothers with 11.7 million children under
were in the workforce, compared with 30% in 1970.
age 15 worked full or part time during odd hours.
The increased employment of mothers outside the home has
In 1993, the average family with an employed mother and a
led to a sharp increase in the use of child care over the past
child under age five spent about $79 per week for child care for
several decades. Eight of 10 employed mothers with children
all children in the family.
under six are likely to use some form of nonparental child care
arrangement.
Families with annual incomes under $14,400 that paid for care
for children under five spent 25% of their income on child care,
compared with 6% for families with incomes of $54,000 or more.
Percent of Monthly Family Income Spent on Child Care by Family Income*
$4,500 or more
6%
$3,000 to $4,499
8%
$1,200 to $2,999
12%
Less than $1,200
25%
0%
5%
10%
15%
20%
25%
30%
Limited to families with a preschooler. 1993 data. Source: Casper, L.M. What Does It Cost to Mind Our Preschoolers? U.S. Bureau
of the Census, Current Population Reports, P-70, no. 52. Washington. D.C., 1995
Weekly Payment for Child Care by Monthly Family Income*
$110.00
$100.00
$91.93
$90.00
$80.00
$73.10
$70.00
$60.16
$60.00
$50.00
$47.29
$40.00
$30.00
Less than $1,200
$1,200 to $2,999
$3,000 to $4,499
$4,500 or more
"Limited to families paying for child care for preschoolers, 1993 data Source: Casper, L.M. What Does It Cost to Mind
Our Preschoolers? U.S. Bureau of the Census. Current Population Reports, P-70, no. 52. Washington. D.C., 1995
Information in this fact sheet is excerpted from Sandra L. Hofferth, "Child Care in the United States," The Future of Children, vol. 6, no. 2 Summer/Fall 1996.
with additional information from: National Center for Education Statistics, U.S. Department of Education; U.S. Bureau of Census: Bureau of Labor Statistics.
U.S. Department of Labor.
For additional information, contact the National Child Care Information Center at (800) 616-2242 or visit the Web site at
http://prlcps.crc.uiuc.edu/nccic/nccichome.html
50
703 255 6859
Child Care Quality
"Recent brain research suggests that warm, responsive child care is not only comforting for an infant;
it is critical to healthy development."
- Rethinking the Brain: New Insights into Early Development
Families and Work Institute (1997)
The quality of child care for very young children matters for their cognitive development and their use of language.
"Mother-Child Interaction and Cognitive Outcomes Associated with Early Child Care", NICHD (1997)
Studies have raised concerns about the quality of care:
A four-state study of quality in child care centers found only one in seven (14%) were rated as good quality. Cost,
Quality and Child Outcomes in Child Care Centers, (Executive Summary) University of Colorado at Denver (1995)
Thirteen percent of regulated providers and 50 percent of nonregulated providers offer care that is inadequate.
The Study of Children in Family Child Care and Relative Care, Families and Work Institute (1994)
"The quality of services provided by most centers was rated as barely adequate." The National Child Care Staffing
Study (Executive Summary), National Center for the Early Childhood Workforce (1989)
"[M]any children living in poverty receive child care that, at best, does not support their optimal development and,
at worst, may compromise their health and safety." New Findings on Children, Families. and Economic Self-Sufficiency. National Research
Council, Institute of Medicine (1995)
What Works to Improve the Quality of Child Care
Children who receive warm and sensitive caregiving are more likely to trust caregivers, to enter school ready and
eager to learn, and to get along well with other children. To ensure that child care settings nurture children, protect their
health and safety, and prepare them for later school success, better qualified staff are essential." Starting Points: Meeting the Needs
of Our Youngest Children, Carnegie Task Force on Meeting the Needs of Young Children (1994)
"[S]maller group sizes, higher teacher/child ratios and higher staff wages result in quality child care. Outcomes for
children are also better when they attend programs that include a curriculum geared to young children. well prepared staff and
where parents are involved in programming." Early Childhood Care and Education: An Investment That Works, National Conference of State
Legislatures (1997)
Any child care setting will benefit from a health consultant.
to
advise
on
potential
infectious
diseases,
explain
symptoms and treatments to families, plan health alert procedures when infectious disease occurs, and assist with public health
reporting requirements. Caring for Infants and Toddlers in Groups, Zero to Three: National Center for Infants. Toddlers and Families (1995)
States with stronger licensing requirements had a greater number of good-quality centers according to recent
research. Cost. Quality and Child Outcomes in Child Care Centers, University of Colorado at Denver (1995)
Voluntary conformity to higher standards through professional center accreditation or through meeting another
set of quality standards also increased the likelihood of higher classroom quality. Cost, Quality and Child Outcomes in Child
Care Centers. University of Colorado at Denver (1995)
For additional information, contact the National Child Care Information Center at (800) 616-2242 or visit the Web site at
http://ericps.crc.uluc.edu/nccic/nccichome.html.
90
703 255 6859
Cimu Can Come
NCCIC
301 Maple Avenue West, Suite 602
Vienna, Virginia 22180
Phone: (800) 616-2242 Fax: (800) 716-2242 TTY: (800) 516-2242
World Wide Web: http://ericps.crc.uiuc.edu/nccic/nccichome.html
FAX TRANSMITTAL SHEET
Date
October 14, 1997
To
Nicole Rabner
Fax
Number
202-456-9412
From
Anne Goldstein
COMMENT:
Dear Ms. Rabner:
As per my discussion with Joan Lombardi, I have attached revised versions of each of the
five fact sheets on child care.
If you have any questions, I can be reached at (800) 616-2242.
Number of pages, including cover: 6
10 di
703 255 6859
School-Age Care
According to the Bureau of the Census, in 1997 there were 38.8 million children
between the ages of 5 and 14 years living in the U.S.
Approximately 24 million school-age children whose parents are pursuing work or
education require child care (based on 1991 data from the Bureau of the Census).
Care Arrangements of School-Age Children
Experts estimate that nearly 5 million school-age children spend time as latchkey kids
without adult supervision during a typical week.
Approximately 1.7 million children in kindergarten through grade 8 were enrolled in
49,500 formal before-and/or-after school programs in 1991, according to the National
Study of Before and After School Programs.
"Access to after-school programs depends largely on a family's ability to pay (Years of
Promise, Carnegie Corporation of New York, 1996).
School-age children are likely to spend time in many different care arrangements.
According to the National Child Care Survey (1990), 76 percent of school-age children
with an employed mother spend time in at least two child care arrangements during a
typical week, in addition to their time in school.
The Effects of Out-of-School Time on Children
Studies have found that latchkey children are more likely to engage in risky behaviors,
especially urban children and those who have little access to adult supervision.
According to one large-scale study, latchkey children are at significantly greater risk of
truancy from school, stress, poor grades, risk-taking behavior, and substance use
("Characteristics of Eighth-Grade Students Who Initiate Self-Care in Elementary and
Junior High School", Pediatrics, Dwyer et. al, 1990).
What children do during non-school hours has a critical impact on school achievement
and long-term success. Studies have found that children who attend good school-age
child care programs may experience positive effects on their development. Children
attending after-school programs had better peer relations, emotional adjustment, and
better grades and conduct in school than their peers in other care arrangements ("Low-
Income Children's After-School Care: Are There Beneficial Effects of After-School
Programs?", Child Development, Posner and Vandell, 1994). These children were
exposed to more learning opportunities, spent more time in academic activities and
enrichment, and spent less time watching television.
This fact sheet is primarily excerpted from materials developed by the National Institute on Out of School Time
(formerly the School-Age Care Project), Center for Research on Women, Wellesley College (phone: 617-283-
2547; Word Wide Web: http://www.wellesley.edu/WCW/CRW/SAC/).
P.05
703 255 6859
A Profile of the Child Care Work Force
A
pproximately three million child care teachers,
Only 18 percent of child care centers offer fully
assistants, and family child care providers in
paid health coverage to teaching staff.
the U.S. care for 10 million children each day.
Although they earn lower wages, child care teachers
are better educated than the general population.
Who are the child care teaching staff?
One-third of all child care teachers leave their
97% are female
centers each year.
41% have children
Family child care providers who care for and edu-
10% are single parents
cate young children in their homes also have very
low earnings. Providers earn $9,528 annually after
Child care teaching staff earn an average of $6.89
expenses (data from The Economics of Family Child Care
per hour or $12,058 per year (based on 35 hours
Study, a forthcoming publication from Wheelock College,
per week and 50 weeks per year) (data from Cost.
earnings in 1996 dollars). Unregulated providers, who
Quality and Child Outcomes in Child Care Centers, Technical
care for fewer children and are offered fewer sup-
Report 1995, salary data are in 1993 dollars).
ports, earned just $5,132 after expenses.
Education of Child Care Teaching Staff Versus All Workers
50
44
40
33
32
32
31
30
27
26
23
21
20
14
10
10
5
0
Less than High School
High School Diploma
Some College
BA/BS or More
Child Care Teachers*
Female Workers**
Male Workers**
* National Child Care Staffing Study
**
Current Population Surveys, 1995. Bureau of Labor Statistics, U.S. Department of Labor
Annual Wages of Child Care Teaching Staff Versus All Workers
$58,582
$60,000
$50,000
$31,278
$40,000
$26,820
$30,344
$26,747
$30,000
$19,168
$20,000
$14,506
$10,151
$11,617
$10,000
$0
High School Diploma
Some College
BA/BS or More
Civilian Labor Force, Men**
Civilian Labor Force, Women**
TeachingStaff, 1994*
*National Child Care Staffing Study, wages in 1996 dollars **Current Population Surveys, 1996. Bureau of Labor Statistics, U.S. Department of Labor
For more information, contact the National Center for the Early Childhood Work Force (NCECW), at: (202) 737-7700, or e-mail: [email protected]
This profile of the child care work force has been excerpted from information provided by the National Center for the Early Childhood Work Force.
A Prome OI the Child Care work rorce
A
pproximately three million child care
Only 18 percent of child care centers offer
teachers, assistants, and family child care
fully paid health coverage to teaching staff.
providers in the U.S. care for 10 million
Although they earn lower wages, child care
children each day.
teachers are better educated than the general
population.
Who are the child care teaching staff?
One-third of all child care teachers leave their
97% are female
centers each year.
41% have children
Family child care providers who care for and
10% are single parents
edu-cate young children in their homes also
have very low earnings. Providers earn
Child care teaching staff earn an average of
$9,528 annually after expenses (data from The
$6.89 per hour or $12,058 per year (based on
Economics of Family Child Care Study. a forthcoming
35 hours per week and 50 weeks per year)
publication from Wheelock College, earnings in 1996
(data from Coss, Quality and Child Outcomes in Child
dollars). Unregulated providers, who care for
Care Centers, Technical Report 1995. salary data are in
fewer children and are offered fewer sup-
1993 dollars).
ports, earned just $5.132 after expenses.
Education of Child Care Teaching Staff Versus All Workers
50
44
40
33
32
32
31
30
27
26
23
21
20
14
10
10
5
0
Less than High School
High School Diplome
Some College
BA/BS or More
Child Care Teachers*
Female Workers
Male Workers
* National Child Care Staffing Study Current Population Surveys, 1995. Bureau of Labor Statistics, U.S. Department of Labor
Annual Wages of Child Care Teaching Staff Versus All Workers
$58,582
$60,000
$50,000
$31,278
$40,000
$26,820
$30,344
$26,747
$30,000
$19,168
$20,000
$14,506
$10,151
$11,617
$10,000
$0
High School Diplome
Some College
BA/BS or More
Civilian Lapor Force, Men"
Civilian Labor Force, Women"
TeachingStaff, 1994'
*National Child Care Staffing Study, wages in 1996 dollars **Current Population Surveys, 1996. Bureau of Labor Statistics, U.S. Department of Labor
For more information. contact the National Center for the Early Childhood Work Force (NCECW), at: (202) 737-7700. or e-mail: [email protected]
This profile of the child care work force has been excerpted from information provided by the National Center for the Early Childhood Work Force.
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Child Care Demographics
According to the National Center for Education Statistics:
Forty-five percent of children who had not reached their
first birthday were in child care on a regular basis.
In 1995, there were approximately 21 million infants,
toddlers, and preschool children under the age of six in
Children's participation in center-based programs
the United States, more than 12.9 million of whom were
increases with household income and mother's
in child care.
education.
Primary Child Care Arrangements Used by Families
With Employed Mothers for Preschoolers: 1993
Need school- age
Family Child Care
into on here.
(Nonrelatives)
Centers 30%
21%
Other relatives
9%
Others 1%
Mother (1) 6%
Grandparents
Draw
17%
Father 16%
conclusions
(1) Includes mothers working at home or away from home.
from the
graphs
Source: Casper, L. M., Who's Minding Our Preschoolers? U.S. Bureau of the Census,
Current Population Reports, P-70, no. 53. Washington, DC, 1996.
Changes in Selected Child Care Arrangements:
Type of
1988 to 1993
Arrangements
(Percent of preschoolers of working mothers in selected arrangements)
30
Centers
23
26
1993
17
1991
Family day care
18
1988
24
16
Care by fathers
20
15
0
5
10
15
20
25
30
Source: Casper, L. M, Who's Minding Our Preschoolers? U.S. Bureau of the Census,
Current Population Reports, P-70, no. 53. Washington, DC, 1996.
This profile of child care demographics has been excerpted from information provided by the National Center for
Education Statistics, U.S. Department of Education and the U.S. Census Bureau.
Economics of Child Care
"To be employed, parents need affordable child care.
- National Conference of State Legislatures
Early Childhood Care and Education: An Investment that Works
January 1997
According to the U.S. Department of Labor, in 1994, 62% of
all children in the family (that is, both for the preschooler and
married mothers with a child under age six were in the work
for any siblings), an increase of about 10% over the $72 that
force, compared with 30% in 1970.
families spent in fall 1990 (all in 1993 dollars).
A
Because 8 of 10 employed mothers are likely to use some form
Families with annual incomes under $14,400 that paid for care
of nonparental child care arrangement, the increased
spent 25% of their income on child care, compared to 6% for
employment of mothers outside the home has led to a sharp
families with incomes of $54,000 or more.
increase in the use of child care over the past several decades.
In 1990, 7.2 million mothers with 11.7 million children under
In 1993, the average family with an employed mother and a
age 15 worked full or part time during odd hours.
child under age five spent about $79 per week for child care for
Weekly Payment for Child Care by Mother's Education*
$92.67
4+ years of College
$69.51
1 to 3 years of College
% of income
$65.07
High School Graduate
concentations
$59.70
Little High School
$30.00
$40.00
$50.00
$60.00
$70.00
$80.00
$90.00
$100.00
Casper, L. M. What Does It Cost To Mind Our Preschoolers? U.S. Bureau of the Census,
Current Population Reports, P-70, no. 52. Washington, D.C., 1995.
Weekly Payment for Child Care by Monthly Family Income*
$110.00
$100.00
$91.93
$90.00
$80.00
$73.10
$70.00
$60.16
$60.00
$47.29
$50.00
$40.00
$30.00
Less
than
$1,200
$1,200
to
$2,999
$3,000
to
$4,499
$4,500
or more
*Limited to families paying for child care for preschoolers, 1993 data.
Casper, L. M. What does it cost to mind our preschoolers? U.S. Bureau of the Census,
Current Population Reports, P-70, no. 52. Washington, D.C., 1995.
Sources: National Center for Education Statistics, U.S. Department of Education; U.S. Bureau of Census; Bureau of Labor
Statistics, U.S. Department of Labor; and Sandra L. Hofferth, "Child Care in the United States", The Future of Children, vol. 6
no 2 Summer/Fall 1996.
Economics of Child Care
"To be employed, parents need affordable child care. "
National Conference of State Legislatures
Early Childhood Care and Education: An Investment that Works
January 1997
According to the U.S. Department of Labor, in 1994, 62% of
all children in the family (that is, both for the preschooler and for
married mothers with a child under age six were in the work
any siblings), an increase of about 10% over the $72 that
force. compared with 30% in 1970.
families spent in fall 1990 (all in 1993 dollars).
Because 8 of 10 employed mothers are likely to use some form
Families with annual incomes under $14,400 that paid for care
of nonparental child care arrangement, the increased
spent 25% of their income on child care. compared to 6% for
employment of mothers outside the home has led to a sharp
families with incomes of $54,000 or more.
increase in the use of child care over the past several decades.
In 1990, 7.2 million mothers with 11.7 million children under
In 1993, the average family with an employed mother and a child
age 15 worked full or part time during odd hours.
under age five spent about $79 per week for child care for
Weekly Payment for Child Care by Mother's Education*
$92.67
4. years of College
$69.51
1 TO 3 years of College
$65.07
High School Graduate
$59.70
Little High School
$30.00
$40.00
$50.00
$60.00
$70.00
$80.00
$90.00
$100.00
Casper. L. M. What Does If Cost To Mind Our Preschoolers? U.S. Bureau of the Census,
Current Population Reports. P-70. no. 52. Washington, D.C., 1995.
Weekly Payment for Child Care by Monthly Family Income
$110.00
$100.00
$91.93
$90.00
$80.00
$73.10
$70.00
$60.16
$50.00
$47.29
$50.00
$40.00
$30.00
Less
than
$1,200
$1,200
8
$2,999
$3,000
to
$4,499
$4,500
or more
"Limited to families paying for child care for preschoolers, 1993 data.
Casper, C.M. What Does " Cost To Mind Our Preschoolers? U.S. Bureau of the Census.
Current Population Reports. P-70, no. 52. Washington, D.C.. 1995.
Sources: National Center for Education Statistics, U.S. Department of Education; U.S. Bureau of Census: Bureau of
Lebor Statistics, U.S. Department of Labor, and Sandra L. Hofferth, "Child Care in the United States". The Future of
Children, vol. 6 no 2 Summer/Fall 1996.
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Child Care Quality
"Recent brain research suggests that warm, responsive child care is not only comforting for an infant;
it is critical to healthy development." Rethinking the Brain: New Insights into Early Development, Families and Work Institute (1997)
Quality of Care Affects Our Children
"Quality child care enables a young child to become emotionally secure, socially competent, and
Intellectually capable. Children who receive warm and sensitive caregiving are more likely to trust caregivers, to
enter school ready and eager to learn, and to get along well with other children To ensure that child care settings
nurture children, protect their health and safety, and prepare them for later school success, better qualified staff are
essential." Starting Points: Meeting the Needs of Our Youngest Children, Carnegie Task Force on Meeting the Needs of Young Children (1994)
"High quality child care that is specifically designed to offer resources that may not otherwise be available to
poor families can reap developmental benefits. Yet many children living in poverty receive child care that, at
best, does not support their optimal development and, at worst, may compromise their health and safety."
New Findings on Children, Families, and Economic Self-Sufficiency, National Research Council, Institute of Medicine (1995)
"[T]he quality of child care for very young children does matter for their cognitive development and their
use of language. In addition, quality child care in the early years, meaning care with a high degree of positive
interaction between caregivers and children, can also lead to better mother-child interaction." "Mother-Child
Interaction and Cognitive Outcomes Associated with Early Child Care", NICHD (1997)
"Of greatest concern is the large number of children who are presently cared for in settings that do not
protect their health and safety and do not provide appropriate developmental stimulation. Poor quality care,
more than any single type of program or arrangement, threatens children's development." Who Cares for America's
Children? Child Care Policy for the 1990's, National Research Council (1990)
more had
What Works to Improve the Quality of Child Care
"[S]maller group sizes, higher teacher/child ratios and higher staff wages result in quality child care.
Outcomes for children are also better when they attend programs that include a curriculum geared to young children,
well prepared staff and where parents are involved in programming." Early Childhood Care and Education: An Investment That
Works. National Conference of State Legislatures (1997)
The most effective way of ensuring compliance with standards is through the licensors' presence in facilities,
identifying deficiencies and giving consultation to bring about compliance. National Health and Safety Performance Standards:
Guidelines for Out-of-Home Child Care Programs, American Academy of Pediatrics and the American Public Health Association (1992)
Any child care setting will benefit from a health consultant to advise on potential infectious diseases, explain
symptoms and treatments to families, plan health alert procedures when infectious disease occurs, and assist with
public health reporting requirements. Caring for Infants and Toddlers in Groups. Zero to Three: National Center for Infants. Toddlers and
Families (1995)
States with stronger licensing requirements had a greater number of good-quality centers according to recent
research. Cost, Quality and Child Outcomes in Child Care Centers, University of Colorado at Denver (1995)
Voluntary conformity to higher standards through professional center accreditation or through meeting
another set of quality standards also increased the likelihood of higher classroom quality. Cost, Quality and Child
Outcomes in Child Care Centers, University of Colorado at Denver (1995)
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703 255 6859
Nicole to
The Quality of Child Care
edit.
Mike has
Quality of Care Affects Our Children
comments from
agences
"Recent brain research suggests that warm, responsive child care is not only comforting for an infant;
it is critical to healthy development." Rethinking the Brain: New Insights into Early Development, Rima Shore (1997)
"[T]he quality of child care for very young children does matter for their cognitive development and their
use of language. In addition, quality child care in the early years, meaning care with a high degree of
positive interaction between caregivers and children, can also lead to better mother-child interaction, the
study finds." "Mother-Child Interaction and Cognitive Outcomes Associated with Early Child Care", NICHD (1997)
Too jurgony
What We Know about Quality Child Care
High quality child care that is specifically designed to offer resources that may not otherwise be available to
poor families can reap developmental benefits. Yet many children living in poverty receive child care that, at
best, does not support their optimal development and, at worst, may compromise their health and safety.
New Findings on Children, Families, and Economic Self-Sufficiency, National Research Council, Institute of Medicine (1995)
"Of greatest concern is the large number of children who are presently cared for in settings that do not
protect their health and safety and do not provide appropriate developmental stimulation. Poor quality care,
more than any single type of program or arrangement, threatens children's development, especially children
from poor and minority programs." Who Cares for America's Children? Child Care Policy for the 1990's, National Research Council
(1990)
A four-state study of child care centers found that the younger the children served, the poorer the quality of
care: 40 percent of infant and toddler rooms provided less than minimal levels of care. Poor quality classrooms were
characterized by safety problems, poor sanitation practices, unresponsive caregivers, and a dearth of toys and other
child-related materials. Cost, Quality and Child Outcomes in Child Care Centers, University of Colorado at Denver (1995)
In the Study of Children in Family Child Care and Relative Care, 13 percent of regulated care was found to be
less-than-minimal, while 50 percent of unregulated home-based care was found to be less-than minimal.
Study of Children in Family Child Care and Relative Care, Galinsky et al. (1994)
What Works to Improve the Quality of Child Care
The National Research Council found that the key elements of quality in child care include appropriate
group size, appropriate staff to child ratios, caregiver training, and stable, responsive relationships. Who Cares
for America's Children? Child Care Policy for the 1990's, (1990)
Periodic visits to child care programs by licensing staff can improve quality by identifying poor quality
programs, helping them improve their services, and acting quickly to protect children when dangerous situations are
found. State licensing officials rate this method as the most effective way to ensure compliance with licensing
requirements. "Nationwide Review of Health and Safety Standards at Child Care Facilities", Inspector General's Report, (1994)
Infants are more vulnerable to injuries and infections. Their rapid changes in behavior make regular or frequent
visits by a health consultant extremely important. National Health and Safety Performance Standards: Guidelines for Out-of-Home
Child Care Programs, American Public Health Association & American Academy of Pediatricians (1992)
States with stronger licensing requirements had a greater number of high-quality centers according to recent
research. Cost, Quality and Child Outcomes in Child Care Centers, University of Colorado at Denver, (1995)
School-Age Care
According to the Bureau of the Census, in 1997 there were 38.8 million children
between the ages of 5 and 14 years living in the U.S.
Approximately 24 million school-age children whose parents are pursuing work or
education require child care (based on 1991 data from the Bureau of the Census).
Care Arrangements of School-Age Children
Experts estimate that nearly 5 million school-age children spend time as latchkey kids
without adult supervision during a typical week.
Approximately 1.7 million children in kindergarten through grade 8 were enrolled in
49,500 formal before-and/or-after school programs in 1991, according to the National
Study of Before and After School Programs.
Access to after-school programs depends largely on a family's ability to pay (Years of
Promise, Carnegie Corporation of New York, 1996).
School-age children are likely to spend time in many different care arrangements.
According to the National Child Care Survey (1990), 76 percent of school-age children
with an employed mother spend time in at least two child care arrangements during a
typical week, in addition to their time in school.
The Effects of Out-of-School Time on Children
Studies have found that latchkey children are more likely to engage in risky behaviors,
especially urban children and those who have little access to adult supervision.
According to one large-scale study, latchkey children are at significantly greater risk of
truancy from school, stress, poor grades, risk-taking behavior, and substance use
("Characteristics of Eighth-Grade Students Who Initiate Self-Care in Elementary and
Junior High School", Pediatrics, Dwyer et. al, 1990).
What children do during non-school hours has a critical impact on school achievement
and long-term success. Studies have found that children who attend good school-age
child care programs may experience positive effects on their development. Children
attending after-school programs had better peer relations, emotional adjustment, and
More
better grades and conduct in school than their peers in other care arrangements ("Low-
on
Income Children's After-School Care: Are There Beneficial Effects of After-School
quality 7
Programs?", Child Development, Posner and Vandell, 1994). These children were
Or 1) this
exposed to more learning opportunities, spent more time in academic activities and
enrichment, and spent less time watching television.
any program?
This fact sheet is primarily excerpted from materials developed by the National Institute on Out of School Time
(formerly the School-Age Care Project), Center for Research on Women, Wellesley College (phone: 617-283-
2547; Word Wide Web: http://www.wellesley.edu/WCW/CRW/SAC/).
Child Care Quality
"Recent brain research suggests that warm, responsive child care Is not only comforting for an infant; it is
critical to healthy development." Rethinking the Brain: New Insights into Early Development. Families and Work Institute (1997)
"[T]he quality of child care for very young children does matter for their cognitive development and their use
of language. "Mother-Child Interaction and Cognitive Outcomes Associated with Early Child Care", NICHD (1997)
What We Know about the Quality of Care
Several studies have raised concerns about the quality of care:
Cost. Quality and Child Outcomes in Child Care Centers, (Executive Summary) University of Colorado at
Denver (1995): A four-state study of quality in child care centers found of the "225 Infant or toddler room
observations, only 1 in 12 (8%) met the good-quality level, while 2 in 5 (40%) rated less than minimal."
The Study of Children in Family Child Care and Relative Care, Families and Work Institute (1994): Thirteen
percent of regulated providers and 50 percent of nonregulated providers offer care that is inadequate.
The National Child Care Staffing Study (Executive Summary), National Center for the Early Childhood
Workforce (1989): "The quality of services provided by most centers was rated as barely adequate."
"[M]any children living in poverty receive child care that, at best, does not support their optimal
development and, at worst, may compromise their health and safety." New Findings on Children, Families, and
Economic Self-Sufficiency, National Research Council, Institute of Medicine (1995)
"Of greatest concern Is the large number of children who are presently cared for in settings that do not
protect their health and safety and do not provide appropriate developmental stimulation. Poor quality care,
more than any single type of program or arrangement, threatens children's development." Who Cares for
America's Children? Child Care Policy for the 1990's. National Research Council (1990)
What Works to Improve the Quality of Child Care
Children who receive warm and sensitive caregiving are more likely to trust caregivers, to enter school
ready and eager to learn, and to get along well with other children To ensure that child care settings nurture
children, protect their health and safety, and prepare them for later school success, better qualified staff are
essential." Starting Points: Meeting the Needs of Our Youngest Children, Carnegie Task Force on Meeting the Needs of Young Children
(1994)
"[S]maller group sizes, higher teacher/child ratios and higher staff wages result In quality child care.
Outcomes for children are also better when they attend programs that include a curriculum geared to young children,
well prepared staff and where parents are involved in programming." Early Childhood Care and Education: An Investment That
Works. National Conference of State Legislatures (1997)
Any child care setting will benefit from a health consultant. to advise on potential infectious diseases. explain
symptoms and treatments to families, plan health alert procedures when infectious disease occurs. and assist with
public health reporting requirements. Caring for Infants and Toddlers in Groups, Zero to Three: National Center for Infants. Toddlers
and Families (1995)
States with stronger licensing requirements had a greater number of good-quality centers according to recent
research. Cost. Quality and Child Outcomes in Child Care Centers, University of Colorado at Denver (1995)
Voluntary conformity to higher standards through professional center accreditation or through meeting
another set of quality standards also increased the likelihood of higher classroom quality. Cost. Quality and Child
Outcomes in Child Care Centers. University of Colorado at Denver (1995)
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