Facts and Research Snacks
JUN
17
RESEARCH
By Alexis Steines
Two reports released last week show that despite a modestly improving economy and nationwide efforts to increase participation in federal meal programs, childhood hunger remains a problem.
The reports were released by the Food Research and Action Center (FRAC) and Feeding America, two major anti-hunger advocacy organizations, just in time for Summer Food Service Week. Participation in the Summer Food Service Program (SFSP) increased slightly last summer, but not enough to reverse three years of declining participation. According to the FRAC report, Hunger Doesnt Take a Vacation, program participation increased for the first time since 2008, with 2.8 million children participating in the program on an average July weekday. Last July, 13,000 more children participated in the program than in July 2011. While the increase is encouraging, it is not enough to reverse three years of declines. In summer 2012, 99,000 fewer children were participating in than in 2008. Hunger Doesnt Take a Vacation measures participation in the summer nutrition programs by comparing the number of children receiving summer meals to the number of children receiving school lunch during the school year.
Feeding America also released its annual Map the Meal Gap report this week. Map the Meal Gap is an annual report showing the rates of food insecurity, or hunger, across the country. Using the report's interactive map, you can find the rates of food insecurity for children and adults in every county in the United States. The report, which looked at 2011 data, found that 50 million individuals are food insecure, including 17 million children. Afterschool, before school and summer learning programs can play a significant role in reducing hunger by increasing access to critical child nutrition programs. If you operate a summer learning program, consider participating in the Summer Food Service Program.
During the academic year, afterschool program providers can serve meals through the CACFP At-Risk Afterschool Meals Program. The Afterschool Alliance continues to do considerable work to increase participation in these vital programs. AmeriCorps VISTA volunteers in Arkansas, California, Michigan, New Mexico and Pennsylvania are working hard to raise awareness of these programs, as well as encourage afterschool and summer learning programs to participate.
JUN
6
RESEARCH
By Nikki Yamashiro
Graduation is around the corner for high school seniors across the country. This is often a time of reflection; reminiscing about the past four high school years—the friendships, relationships, lessons learned, teams, clubs, dances, classes and activities. But if we asked seniors to look back at their last four years and evaluate their learning experiences, how many of them would agree that they were engaging and relevant to their lives? How many would say they felt a sense of ownership and agency over their learning? How many would have a strong and supportive adult mentor to point to that guided them through their middle adolescent years?
A new report, “Realizing the Potential of Learning in Middle Adolescence,” by Drs. Robert Halpern of the Erikson Institute; Paul Heckman of the University of California, Davis; and Reed Larson of the University of Illinois emphasizes high schoolers’ enormous potential for learning if in the right learning environment, given the necessary supports and afforded specific opportunities for growth. Yet despite the research that shows middle adolescence—the period from ages 14 to 18—is the time when young people begin to develop advanced and complex forms of reasoning and analysis; increase their capacity to understand the dynamics of systems, institutions and individuals; and learn more about their interests, strengths, voice and beliefs, the authors find that a number of high schoolers are disengaged, bored at school, lack direction, and leave or drop out of high school without the skills they’ll need in the workplace.
The report calls on society to take on the role of engaging youth, and it’s both heartening and gratifying to see that the report’s authors recognize the important role out-of-school-time programs play, stating “Non-school learning settings demonstrate how powerful the principles of learning can be.” Afterschool programs are creative and flexible—combining learning and fun to provide young people with a learning environment that embodies the principles of effective learning and is attuned to their interests; allows them to immerse themselves in a subject; creates personal connections between students, adults, the community and the work at hand; respects and listens to youth voice; and offers insightful and continuous feedback.
The 10 principles of effective learning for older youth are:
- Providing time for in-depth work opportunities, where high schoolers can immerse themselves in a subject—practicing new tasks and developing new skills and knowledge—on their path toward mastery of a discipline.
- Working and learning in a community of practice, where youth can participate and learn in a collaborative environment alongside peers and mentors.
- Challenging young people’s critical thinking skills, but also structuring learning to allow them to develop understanding gradually.
- Discovering, cultivating and growing young people’s motivation, which drives greater and deeper learning.
- Supporting youth agency, recognizing and encouraging their capabilities and development, as well as understanding their limitations.
- Creating a learning experience that is meaningful to young people, linking projects to issues that are not only relevant to youth, but show youth how the activity is relevant to their life.
- Recognizing that emotion plays a role in learning, having the ability to enhance the learning experience and drive of youth.
- Using timely, specific and continuous assessment to help young people develop their skills and mastery of a subject, as well as understand and familiarize them with the benefits that result from an iterative process.
- Ensuring diverse learning experiences for youth that will expose them to the wide range of issues, fields, roles and opportunities available.
- Providing a strong adult role that youth can trust, who can help mentor and guide youth, help youth work though problems, approach problems through different lenses and reflect on their learning experiences.
The report concludes, “…[non-school learning settings] must also be viewed as a critical part of the learning ecology for middle adolescents. It is essential that we recognize, nurture, make accessible, finance, and legitimize the thousands of non-school learning settings for high-school youth that provide conditions for good learning.” I wholeheartedly agree. Before-school, afterschool and summer learning programs are a crucial part of making sure youth are best prepared for college, career and life, yet these programs are in danger of losing funding. Learn what you can do to help afterschool programs keep their doors open and meet the needs of the youth and families in their communities.
MAY
30
RESEARCH
By Nikki Yamashiro
Do the kids you know exercise for at least an hour a day? Chances are they probably don’t. Only about half of kids meet the current guideline issued by the Department of Health and Human Services to get at least 60 minutes of exercise every day. In its report titled “Educating the Student Body: Taking Physical Activity and Physical Education to School,” the Institute of Medicine (IOM) examined the state of physical activity and physical education of students and found that schools are facing an uphill battle trying to keep their students active for the recommended period of time. The authors recognize that schools shouldn’t be expected to be the only source of exercise for kids. They propose that while kids should get more than half of the recommended 60 minutes of activity during the regular school day, the rest should be accomplished by before- and/or afterschool programs.
Despite the evidence base that shows the overwhelming benefits of physical activity—vigorous and moderate-intensity physical activity—for children’s health, wellness and academic performance, the report finds schools face challenges promoting physical activity due to increased pressure on schools to raise standardized test scores, safety concerns and budgetary issues leading to a lack of teachers, equipment and space. Key recommendations to help students at least meet the minimum 60 minutes of vigorous or moderate-intensity physical activity every day include:
- High-quality physical education classes should be an average of 30 minutes long each day for elementary school students and an average of 45 minutes a day for middle and high school students.
- Before school and afterschool programs should provide students with the additional activities and resources needed to reach the 60 minute benchmark.
- Opportunities to incorporate physical activity should be considered in all school-related policy decisions, such as finding ways to include physical activity during classroom lessons and using recess as a time to increase physical activity.
- The Department of Education should identify physical education as a core academic subject to make sure physical activity receives the resources and attention necessary during the school day.
- Develop and implement data systems to measure and keep track of physical activity and education policies in schools.
Harold Kohl III, chair of the Committee on Physical Activity and Physical Education in the School Environment, stated “This is a whole-of-school approach. It's not just physical education. It's everything that occurs during school as well as around the school day.”
We at the Afterschool Alliance know that afterschool programs are integral partners to keep kids active, healthy and engaged in school. Paul Rosengard, executive director of SPARK, an organization that provides evidence-based health and wellness programs to a host of providers, including afterschool programs, wrote a fantastic blog this week exactly on this point. In his guest blog, Paul discussed what a successful physical activity program looks like, and the importance of afterschool programs to provide fun, diverse and flexible activities for kids. I hope you’ll check it out if you have time. Also, if you’re interested in reading IOM’s report recommendations in detail, you can visit their website to read the report in full.
MAY
24
RESEARCH
By Nikki Yamashiro
As another school year is coming to an end and summer break is fast approaching, Public Profit’s new report, “Summer Matters: How Summer Learning Strengthens Students’ Success,” couldn’t have come at a better time.
For many lucky kids, summertime means camps, family trips and fun enrichment activities. But for a number of children, particularly those in low-income families, summer is a time when they fall behind academically as a result of unequal access to learning opportunities. As the report finds, summer learning programs are an essential part of the solution addressing the opportunity and achievement gaps between children from higher-income and lower-income families. The study, which takes a look at the impact of summer programs in Fresno, Los Angeles and Sacramento on kids involved in the programs, found that between 65% and 90% of the programs’ students qualified for free or reduced price lunch. It also found that 3 in 5 parents surveyed in the study stated that if their child wasn’t in the summer program, they would most likely spend the summer supervised at home.
In addition to providing an academically enriching environment that keeps kids engaged, the study finds that kids involved in quality summer learning programs saw their grade-level vocabulary skills increase, reported improved work habits and parents saw improved attitudes toward school. Key findings from the report include:
- Kids participating in the summer learning programs saw their instructional grade level vocabulary assessment increase by more than 1/3 of a grade.
- Improvement in grade level vocabulary over the summer was most significant among middle schoolers who had below grade level vocabulary skills at the start of summer.
- Summer learning program participants maintained high school day attendance rates.
- Nearly 7 in 10 parents (68%) shared that their child improved their attitude toward reading.
- 77% of parents say that their child’s attitude toward school has improved since attending the summer program.
- Close to 9 in 10 parents (89%) say the summer learning program helped their child get along better with other children and 82% say that the program helped their child get along better with adults.
Another notable take away from the report is the importance of a program’s quality. The authors conclude that “young people are most likely to benefit” when a summer learning program is thoughtfully planned out and intentionally designed, is youth centered, incorporates fun and hands-on projects that build on academic skills, and fosters engagement among youth and staff. Kids who report “excellent” experiences with staff and their peers in their summer learning program rate their work habits, reading efficacy and social competencies 30% higher than kids who reported only a “low” or “fair” experience.
There was almost unanimous agreement among parents that they were satisfied with their child’s summer program (98%). Summer learning programs have the ability to not only close the achievement gap, but they have the power to engage kids in new and interesting ways. Parents in the Fresno focus group shared that they believed their child’s attitude toward reading improved because the program provided an environment where they felt less pressure and had more fun.
If you’re interested in learning more about the numerous benefits of summer learning programs, you can read the full report or check out the 2-page executive summary.
APR
24
RESEARCH
By Nikki Yamashiro
Earlier this month, Champions® and the National AfterSchool Association released their second annual “Out-of-School Time Survey.” The survey found an overwhelming majority of elementary and middle school superintendents believe in the academic, social and behavioral benefits afterschool programs provide to their students. In addition to viewing afterschool programs as an environment where children can improve their core academic skills—such as reading, math and science—96 percent of superintendents agree that the most important afterschool programs improve study skills and more than 9 in 10 superintendents surveyed agree that the most important afterschool programs increase students’ social interactions and engagement (92 percent). More than 4 in 5 superintendents say that the most important afterschool programs are those that offer activities not present during the traditional school day (82 percent).
A key take away from this survey is that school superintendents understand the true value of afterschool programs and recognize that schools and students benefit from support of afterschool programs. Schools aren’t alone in the charge to ensure that all students receive a quality and well-rounded education. Afterschool programs are able and willing partners to prepare students for success in school, career and life.
Key findings from the “Out-of-School Time Survey” of superintendents include:
- 97% agree afterschool programs can improve student skills in reading
- 97% agree afterschool programs can improve student skills in math
- 95% agree afterschool programs improve academics
- 95% agree that afterschool programs are to offer a safe place for students
- 93% agree that afterschool programs can improve student skills in science
- 92% agree that afterschool programs increase social interactions, fun and/or engagement
- 82% agree that afterschool programs are to offer activities not present during the school day
These findings show afterschool programs are seen as a critical component to students’ academic achievement, safety and overall well-being. This is very much in line with past surveys we have conducted and past surveys we have included in our fact sheets. For instance, Afterschool Alliance’s 2012 election eve poll found that when presented with information that research shows afterschool programs can lead to increased attendance, improved behavior and grades, 89 percent of voters agree that afterschool programs are important. If you’re interested in additional polling on afterschool, check out our Polling Data page.
APR
18
RESEARCH
By Nikki Yamashiro
My youngest brother absolutely hated reading when he was in elementary school. And then he was introduced to the Harry Potter series in middle school. Suddenly he couldn’t get enough of reading. Harry Potter was his gateway into the world of books. When he finished with the series, he proactively looked for other books that he would enjoy. His teachers commented that he was more attentive in class and making gains in his studies. It seems too simple to be true, but sometimes introducing kids to interesting and engaging reading materials can get them hooked on reading—a skill that helps foster academic benefits and positive attitudes toward school, career and life.
The recently released joint issue brief by Scholastic Family and Community Engagement (FACE) and the Afterschool Alliance explores the role of reading in a child’s life, and the unique ways afterschool programs can incorporate reading into their curricula and start kids on the path toward a lifelong love of reading. “The Life-Enhancing Benefits of Reading in Out-of-School Programs” points to research that demonstrate the number of positive outcomes associated with avid reading, such as academic gains, increased drive to do well in school and improved self-esteem.
For example, the brief reviews a 2010 study by Richard Allington and Anne McGill-Franzen that found when students from low-income schools were given a dozen books of their choice to take home over the summer, their reading achievement increased and the “summer slide”—the reading achievement gap that appears during the summer between low-income children and their more affluent peers—was prevented. A chart in the brief illustrates how just 10 more minutes of reading a day can drastically increase the number of words one is exposed to. For a person who reads just under 10 minutes a day, an additional 10 minutes adds almost 650,000 more words read per year—a word exposure increase of 104 percent.
The brief also discusses the variety of ways afterschool and summer learning programs can incorporate reading, whether they are an academic program, a recreational program or an arts program. One strength of afterschool programs is their flexibility. Not only can afterschool programs offer students different reading options than those they may have in the classroom—such as books that allow them to reflect on their family, culture and community, and magazines and blogs that are relevant to their interests—but afterschool programs can also connect reading to creative writing outlets that encourage critical thinking, including poetry, spoken word, playwriting and online role playing forums.
The “Harry Potter effect”—the magical ability of a book to turn a person into a lifelong reader—is a phenomenon that all kids should experience. When kids are engaged and habitual readers, they become better at reading, are more enthusiastic about school, are more focused in school, improve their critical thinking skills and build their self-confidence. Afterschool programs play an integral part in connecting students to the enjoyment that comes from reading, as well as the many benefits of it. If you’re interested in learning more about the research that discusses the positive effects of reading or find out the different ways afterschool programs are encouraging kids to read, this issue brief is for you.
APR
10
RESEARCH
By Nikki Yamashiro
“Perhaps the most critical decision parents make in balancing their work and home life is choosing the type of care to provide for their children while they work.” We at the Afterschool Alliance couldn’t agree more with this statement by Lynda Laughlin, author of a Census Bureau report released last week analyzing child care patterns and costs. A positive and encouraging finding of the report is that the percentage of school-age kids who have no regular child care arrangement—kids in self-care—has decreased, and this is particularly true of children with a single, employed parent.
“Who’s Minding the Kids? Child Care Arrangements: Spring 2011” examined the Census Bureau’s Survey of Income and Program Participation (SIPP) data to determine the child care arrangements of preschoolers (children under 5) and school-age kids (children ages 5 to 14) and found that between 1997 and 2011, the percentage of school-age children in self-care who lived with a single, employed parent decreased from 24 percent to 14 percent. One explanation offered for this decrease was increased investment in afterschool programs. This rationale is highly probable, given that federal funding for 21st Century Community Learning Centers—the only federal funding dedicated exclusively to before-school, afterschool and summer learning programs—was first appropriated $40 million in 1998, and has grown to $1.1 billion for FY2013 and serves approximately 1.1 million kids.
Another noteworthy finding from the report is that the cost of child care has increased over time, although the average percentage of family income spent on child care stayed constant, hovering around 7 percent, between 1997 and 2011. The average weekly cost of child care for families with employed mothers increased from $84 in 1985 (constant 2011 dollars) to $143 in 2011. Looking specifically at school-age care costs, the report finds that the average cost for school-age care was $124 in 2011. Among families living below the poverty line, the average weekly cost for school-age child care was $88, or nearly one-third of the family’s income. Of particular concern is the fact that among families who paid for child care, those below the poverty line spent more than four times the percentage of their income on school-age child care as other families who were living at or above the poverty line (29 percent compared with 6 percent).
Based on these cost figures, it seems safe to assume that families are not getting much help with their child care costs. In fact, only 5 percent of families report receiving help paying for school-age child care and just 3 percent report that they received help from the government.
While there is some good news regarding self care in the report, it is troubling that there are 4.2 million kids, ages 5 to 14 and living with their mom, who didn’t have a regular child care arrangement. Five percent of kids ages 5 to 11 were on their own in 2011 and 27 percent of kids ages 12 to 14 were on their own. On average these kids spend 7 hours per week with no supervised care. These numbers are in line with findings from our 2009 America After 3PM report that 4 percent of kids in kindergarten through 5th grade and 30 percent of kids in 6th through 8th grade were on their own. Given the findings regarding the high cost of school-age care and the lack of assistance in paying for care, it’s not surprising that the number of kids in self-care, while on the decline, still continues to be high.
We know that the hours between 3 and 6 p.m. are the peak hours for juvenile crime and experimentation with drugs, alcohol and other risky behaviors, which is why these numbers illustrate the need for increased investment in afterschool programs to ensure that more kids have the opportunity to participate in programs that will keep them safe, provide academic enrichment and support their working parents.
How kids spend their time during the hours after school is a primary concern for the Afterschool Alliance. I’m happy to share that we’re in the middle of planning for our next round of America After 3PM, the largest national household survey that looks at what kids are doing during the afternoon. The survey provides incredibly useful and relevant data for parents, the afterschool field and policy makers. I can’t wait to see what insights we gain from the survey this time around, especially taking into account the potential impact of sequestration on families, afterschool programs and communities. Stay tuned.
APR
8
RESEARCH
By Nikki Yamashiro
For D.C. locals, April brings to mind cherry blossoms and the start of spring weather. For the Afterschool Alliance, April means it’s time to release the new MetLife Foundation and Afterschool Alliance compendium! This week, we are disseminating “Afterschool in Action: Innovative Afterschool Programs Supporting Middle School Youth” at the National AfterSchool Association Annual Convention in Indianapolis, IN. This compendium features four issue briefs that explore the critical role quality afterschool programs play in meeting the needs of middle schoolers, their families and their communities. The issue briefs address arts enrichment in afterschool, the role of afterschool supporting successful parent engagement efforts, afterschool programs promotingmiddle school improvement efforts, and digital media and learning in afterschool.
In keeping with the tradition started last year, we have once again included in-depth profiles of the five Afterschool Innovator Award winners, including a historical overview of the program, main sources of funding and their recommendations for other programs. The award winners—The Wooden Floor in Santa Ana, CA; Latino Arts Strings & Mariachi Juvenil Program in Milwaukee, WI;Kid Power Inc.,—The VeggieTime Project in Washington, D.C.; Parma Learning Center in Parma, ID; and Green Energy Technologies in the City in Lansing, MI—share the inspirational work they are taking on with their middle school students, giving readers an in-depth look at each program’s mission, theory of change, curriculum, and institutional growth and development.
Additionally, in celebration of five years of MetLife Foundation Afterschool Innovator Awards, the compendium includes an infographic showcasing award winners from previous award cycles. It is quite a proud moment to know, that with the generous support of MetLife Foundation, we have awarded more than $160,000 to 26 programs—in 17 states and 24 cities—that are supporting the growth and success of children across the nation.
I also hope that you’ll register for our upcoming webinar on April 25, Afterschool Innovators and Middle School Success. The webinar will feature three of the 2012 Afterschool Innovators, as well as share with you why these programs’ nominations stood out in the 2012 award selection process.
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