Out of School and Out of Trouble.

When left alone, kids can get into all kinds of trouble. So developing and funding after-school programs has become a priority in many communities.

It is 3 in the afternoon and 9-year-old Maggie Barnes steps into a cozy room filled with wild-animal-print rugs, beanbags and throw pillows. She eats a quick snack and then heads for the computer to find out the question of the day. "If you could travel anywhere in the world with your best friend, where would you go?" She smiles at the thought of this question as she walks over to the bookshelf to look at a globe. Then she grabs her backpack and plops down on the nearest futon to work on her homework before going to the computer to play her favorite game, "Blue's clues Treasure Hunt." Maggie then runs outside to play with her best friend, Eva, and check on the rabbits that she is in charge of feeding.

It is now 5:30. Maggie's parents aren't worried about her being home alone, because she's at her after-school program on the MacDill Air Force Base in Tampa, Fla. It cares for more than 120 children and has the "edutainment center" Maggie loves. The after-school program gives children a comfortable space that feels like home, but also provides activities that connect school to daily life. Counselors help kids with homework and lead them in art, science and outdoor activities. The kids have flexibility to do their own things like listening to a CD with headphones or relaxing with friends.

After-school programs like this are springing up across the country, improving kids' academics and development and supporting working families. For Maggie's parents and millions of other working families, care for children before and after school, on holidays and during the summer is a constant concern. The number of women with children ages 6 to 17 who work outside the home has more than doubled since the 1960s, from about 40 percent to nearly 80 percent. Not only are more parents working, but their work days and commutes are often longer. Research also reveals that work productivity decreases as parents' concern about their children increases at the end of each day. There are an estimated 4 million 6- to 12-year-olds who are regularly without adult supervision before and after school, according to a recent Urban Institute report. Fifteen percent are alone more than 10 hours a week. The numbers rise to 35 percent for 10- to 12-year-olds and 44 percent for 12-year-olds.

WHEN THE TROUBLE BEGINS

Time alone at the end of the school day leaves kids vulnerable. Boredom, hanging out with other kids and too much unstructured, unsupervised time can be a recipe for disaster. Consequences include reckless driving, sexual activity, alcohol and drug use, and crime. Teen sexual activity, cigarette and alcohol use, and vandalism and petty theft are more likely to occur right after school, according to numerous studies. FBI statistics reveal that juvenile crime increases significantly between the hours of 3 and 7 p.m. In fact, the juvenile crime rate triples in the first full hour after school, and 47 percent of violent juvenile crimes take place on weekdays during after school hours.

As a result, there is growing demand from families and communities for good programs and activities that give children and teens a place to spend safe, supervised time while improving their academic and social skills. After-school programs--also called "school-aged care," "extra learning opportunities," "extended day," "latchkey programs and "out-of-school time"--offer kids activities ranging from sports and recreation to arts and language, that can connect what students learn in school to what they experience in every day life. Currently, programs reach only 25 percent of kids and cost parents as much as $2,000 to $4,000 per child per year.

Effective after-school programs tend to reflect children's needs, interests and abilities, according to the National School-Age Care Alliance (NSACA). Creative programs, like the one Maggie is in, that give kids the space to relax and be with friends attract more participants and have the best results. Participants get better grades, are able to interact with adults and gain strong conflict resolution skills.

"Quality programs blend the best of the structure of school with the informality of home, as youths move from school to home," says Eddie Locklear, NSACA president. "Good programs aid this transition by addressing intellectual, social, emotional and physical development. Programs with only one activity, such as homework or sports, are not offering holistic development. Instead, programs should have time for snacks and socializing with friends, time for physical activities and play, and time for homework and other academic pursuits."

The positive effect that after-school programs can have on academics gives them an important role in this era of standards-based reform in schools. For students like Maggie, the homework area in her program provides her with counselors and resources so she can finish her homework and gives her more time for family activities when she gets home. Research reveals that good after-school programs can help students improve grades, standardized test scores and SAT scores. The need to provide extra time and opportunity for students who have difficulty meeting tough academic standards can be addressed through after-school programs. Programs that encourage students to work directly with tutors, teachers and staff on homework or subjects that they are struggling with gives them the one-on-one attention they need and the opportunity to learn in a focused setting.

WHERE LEGISLATORS FIT IN

After-school programs give legislators a concrete opportunity to address the increased need for school-age child care, while addressing youth issues such as crime, teen pregnancy, drugs, school performance and job preparation. "I represent an area with many working families," says Maryland Delegate Mark K. Shriver, who carried after-school legislation. "The parents I met with were concerned about their kids coming home to an empty house. That, combined with the reports I had seen about increased juvenile crime, drugs and sexual activity between the hours of 3 to 7 p.m., got me involved in the after-school issue."

Maryland appropriated $10 million in federal welfare money for before- and after-school programs. An executive committee developed standards, set funding priorities and outlined an administrative structure to guide more than 300 new after-school programs in the state. The committee used an "after-school index" to identify neighborhoods with the greatest need, based on test scores, absentee rates, teen pregnancy rates and juvenile arrest data.

In California, legislators recently created the After-School Learning and Safe Neighborhoods Partnerships. Local programs must include tutoring and homework assistance as well as recreation and prevention activities like gang awareness and substance abuse services. The initiative requires a partnership with local government, businesses and schools to match state funds. "The partnership is a key component of the after-school initiative," says Senator Deborah Ortiz, one of the legislators who carried the after-school legislation. "The partnership not only assists with bringing in more funding for local programs, but gets the larger community engaged in the success of the program. It becomes an investment in more ways than one." With more than $88 million in state funds this year, plus $100 million in welfare funds, the program can serve 1,400 communities.

Representative John Taylor has been working on after-school legislation in Pennsylvania. "Constructive after-school activities have been shown to assist youth in school achievement and performance, to develop life skills necessary to succeed at work and to advance their own healthy development to move successfully from childhood to adulthood," he says. Communities are safer when young people have constructive programs that provide an alternative to television, drugs, sexual activity and gangs."

The Pennsylvania legislation is currently working its way through the legislature and encourages activities such as homework tutoring, academic enrichment, arts and cultural activities, science and math enrichment, computer and technology skills, and life skills for 6- to 16-year-olds.

HOW TO PAY FOR AFTER-SCHOOL PROGRAMS

The cost for after-school programs can range from $50,000 to $500,000 a year, depending on the number of students served and the kind of services offered. Parent fees are often the main financial support for programs, ranging from $2.40 to $5 per hour per child. Unfortunately, fewer programs are available to low-income youths who may have the greatest need for them. Many programs are burdened by the lack of resources and trained staff, which is common in a field where salaries average less than $10 an hour, and turnover rates are about 40 percent a year. Since most school budgets are already strained, program developers often turn to the community to tap into a wide range of funding. These can include federal and state grants, city money, foundation grants, business contributions and community fundraising.

After-school laws in states like Maryland and California call for funding to be leveraged with federal, state and local dollars. Federal grants for child care, nutrition, education, crime prevention and public safety can provide some funding for after-school programs. Schools in low-income areas can use some of their Title I of the Elementary and Secondary Education Act for after school projects. The Safe and Drug-Free Schools and Communities program and the Juvenile Justice and Delinquency Prevention program also offer grants for after-school programs. The U.S. Department of Agriculture's Child and Adult Care Food Program and the National School Lunch Program are funding sources for snacks and meals, and many states use the percentage of free or reduced-price meals within a school to gauge who can apply for after-school funding.

In 1998, the U.S. Department of Education launched the 21st Century Community Learning Center grant to create safe, drug-free, supervised environments for children and youth during before- and after-school hours for rural and inner-city schools. Congress recently increased the budget to $846 million, which will provide grants to 7,000 schools across the country. To gain funding, schools must collaborate with other public and nonprofit agencies, local businesses and universities in proposing after-school, weekend and summer programs that meet the educational needs of their community in general. This means that activities can include education, health, social service, employment, technology, recreation, or cultural programs, along with child care, parenting supports and senior citizen activities.

The Child Care Development Block Grant, through the Department of Health and Human Services, allows states to set policies and administer the program through state-designated agencies. Approximately 35 percent of these funds are spent on school-age children up to 13 years old. Although the majority of funds go to low-income families for child care, funding set-asides also can be used to improve the quality of after-school care.

Welfare reform requires more parents to work and has led to greater demand for after-school programs that serve working families. Federal Temporary Assistance to Needy Families (TANF) block grant regulations allow states to use federal money to support before- and after-school programs, and many states allocate TANF money for these programs. Workforce Investment dollars can also be used for after-school programs that serve youths who lack basic skills or who are unemployed or underemployed.

State legislatures in Texas, Hawaii, Georgia, Indiana, Connecticut, Michigan and New Jersey have made significant investments in afterschool care. Numerous states combine federal resources such as TANF with state funds, and some require a local match to fund after-school programs. Tennessee uses lottery money for after-school and early childhood programs. In Alabama and a handful of other states, money from the tobacco settlement helps pay for after-school and other youth development projects.

Cities have also launched major initiatives with public and private money. Examples include New York City ($500 million), Baltimore ($11 million), Washington, D.C., ($33 million) and San Diego ($15 million). Foundations such as the Charles Stewart Mott Foundation and the DeWitt Wallace-Reader's Digest Fund have contributed millions to fund after-school programs across the country. Large and small businesses have donated money, computers, supplies and equipment to local programs.

As more after-school programs get going, they often deal with logistical challenges: Who will administer the program, who will maintain the facility, what are the safety and health regulations and who is ultimately accountable for the well-being of the kids who attend the program? Maryland's After-School Executive Committee created a central administrative structure called local management boards to coordinate and organize after-school programs in each jurisdiction. Some states, including Iowa, Hawaii, Texas and Ohio, have exempted after-school programs from child care rules, ratios and regulations in order to allow programs to meet the needs of older children, which are different from those of infants and preschoolers. Others, like New Hampshire and Rhode Island, have enacted laws on the key issue of transporting youth to and from programs. Some legislation also creates guidelines for after-school programs through staff training and evaluation requirements.

With more parents working, more children and teens unsupervised, and a call for higher educational standards within schools, school-age youth issues are in the spotlight. As the need for after-school programs increases, so has the involvement of state legislatures, governors, local school districts, city councils, private foundations and local community organizations. Maggie Barnes has a safe place to go after school where the comforts of home are combined with the opportunities of school. For Maggie's parents and millions of other working parents, the peace of mind that comes with knowing that is priceless.

Jenna Davis tracks after-school programs and policies for NCSL.

21ST CENTURY COMMUNITY LEARNING CENTERS

Many communities have benefited from federal grants through the 21st Century Community Learning Centers program. Grants go to rural and inner-city public schools for projects that benefit the educational, health, social services, cultural and recreational needs of the community. School-based learning centers provide safe, drug-free, supervised and cost-effective after-school, weekend or summer havens for children, youth and their families. www.ed.gov/21stcclc/

STATES                TOTAL GRANTS  FUNDING IN MILLONS
Alabama                    17            $ 10.4
Alaska                      8            $  5.9
Arizona                    12            $  4.1
Arkansas                   37            $ 13.5
California                126            $ 58.7
Colorado                   18            $  6.3
Connecticut                14            $  9.3
Delaware                    2            $  2.0
District of Columbia        3            $  1.2
Florida                    21            $ 13.6
Georgia                    13            $  9.4
Hawaii                      5            $  2.3
Idaho                      13            $  4.8
Illinois                    3            $  2.4
Indiana                    20            $  8.0
Iowa                        6            $  3.1
Kansas                     30            $ 11.7
Kentucky                   25            $ 10.7
Louisiana                   4            $  1.8
Maine                      12            $  7.2
Maryland                   10            $  4.3
Massachusetts               7            $  3.3
Michigan                   33            $ 22.7
Minnesota                  14            $  4.9
Mississippi                18            $  9.1
Missouri                   18            $  6.7
Montana                     8            $  1.9
Nebraska                   15            $  7.0
Nevada                      5            $  2.5
New Hampshire               4            $  1.3
New Jersey                  2            $  1.1
New Mexico                 11            $  5.6
New York                   14            $  4.4
North Carolina              4            $  2.4
North Dakota               65            $ 33.6
Ohio                       24            $ 18.2
Oklahoma                   36            $ 11.5
Oregon                     23            $ 10.3
Pennsylvania               18            $  7.9
Rhode Island                5            $  2.0
South Carolina             22            $ 14.1
South Dakota               14            $  5.7
Tennessee                  13            $  8.3
Texas                      35            $ 24.6
Utah                       11            $  6.4
Vermont                    11            $  2.5
Virginia                   10            $  2.6
Washington                 32            $ 19.4
West Virginia              25            $ 15.7
Wisconsin                  11            $  4.1
Wyoming                     4            $  0.6

WHERE KIDS GO FOR AFTER-SCHOOL PROGRAMS

Schools are the most common place to provide programs, due to such practical benefits as space availability, the proper equipment (chairs, desks, toys, books, art supplies), and because the children are already there. More than 30 percent of public schools and 48 percent of private schools provide after-school programs. A school, school district or local youth organization can sponsor and provide the services in return for the use of the school's space.

Of the 8,000 school-aged child care programs run by the YMCA, 6,800 are based in schools. Some schools are expanding beyond the needs of students and transforming their space into full-time community hubs where the child care, health, social service and educational needs of residents can be met Issues such as staff, space and supplies can be a challenge for school staff who are used to closing school doors at 4 p.m., and principals and teachers have a key role to play in the success of after-school programs in schools.

After-school programs are also provided in' public, private and nonprofit facilities. Numerous recreation departments offer after-school care and extended summer day camps in community parks, pools and recreation facilities. Youth services agencies such as the YWCA, Big Brothers/Big Sisters, and the Boys' and Girls' Clubs sponsor before and after-school programs. A growing number of churches and temples offer school-age child care to anyone in the community, regardless of religious affiliation. Programs that are outside of schools often transport kids between school and the organization.

Many child care providers also offer care to school-age children. Some child care centers have lengthened their morning and evening hours to serve the needs of working parents and to expand the age range of children in their care. Numerous providers in family child care homes have extended their services to before- and after-school and summer hours. Working parents also turn to relatives, friends, neighbors, retirees or college students to care for their kids when they get home from school.

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