After-School Programs in Public Elementary Schools

[Pages:55]After-School Programs in Public Elementary Schools

First Look

NCES 2009-043

U.S. DEPARTMENT OF EDUCATION

After-School Programs in Public Elementary Schools

First Look February 2009

Basmat Parsad Laurie Lewis Westat

Peter Tice Project Officer National Center for Education Statistics

NCES 2009?043

U.S. DEPARTMENT OF EDUCATION

U.S. Department of Education Arne Duncan Secretary

Institute of Education Sciences Sue Betka Acting Director

National Center for Education Statistics Stuart Kerachsky Acting Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries.

NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain.

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February 2009

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Suggested Citation Parsad, B., and Lewis, L. (2009). After-School Programs in Public Elementary Schools. (NCES 2009?043). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

For ordering information on this report, write to U.S. Department of Education ED Pubs P.O. Box 1398 Jessup, MD 20794-1398

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Content Contact Peter Tice (202) 502-7497 peter.tice@

Acknowledgments

The authors would like to recognize the respondents from public elementary schools who provided data on after-school programs upon which the report is based. We also thank the Westat staff for their various contributions, including data collection, computer programming, research support, and editorial and word processing support.

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Contents

Page Acknowledgments ..........................................................................................................................iii List of Tables ..................................................................................................................................vi Appendix A Tables ........................................................................................................................vii First Look Summary ........................................................................................................................ 1

Introduction.............................................................................................................................. 1 Selected Findings ..................................................................................................................... 2 Tables............................................................................................................................................... 5 References...................................................................................................................................... 17 Appendix A: Standard Error Tables ...........................................................................................A-1 Appendix B: Technical Notes..................................................................................................... B-1 Appendix C: Questionnaire ........................................................................................................ C-1

v

List of Tables

Table

Page

1 Number of public elementary schools and percent reporting that formal after-

school programs were located at the school, by type of program and selected

school characteristics: 2008.......................................................................................

5

2 Percent of public elementary schools reporting that one or more stand-alone

academic instruction/tutoring programs were located at the school, by type of

program and selected school characteristics: 2008....................................................

6

3 Percentage distribution of public elementary schools reporting the number of

formal after-school programs that were located at the school, by selected school

characteristics: 2008 ..................................................................................................

7

4 Total enrollment in formal after-school programs at public elementary schools

and percentage distribution of enrollments in various types of programs,

by selected school characteristics: 2008 ....................................................................

8

5 Percentage distribution of public elementary schools with fee-based stand-alone

day care programs reporting the number of hours per week that the program

operated at the school, by selected school characteristics: 2008 ...............................

9

6 Percentage distribution of public elementary schools with various types of

stand-alone academic instruction/tutoring programs reporting the number of

hours per week that the program operated at the school, by selected school

characteristics: 2008 ..................................................................................................

10

7 Percentage distribution of public elementary schools with 21st Century

Community Learning Centers (21st CCLCs) reporting the highest grade served

by the Center and the Center's hours of operation, by selected school

characteristics: 2008 ..................................................................................................

11

8 Percentage distribution of public elementary schools with various types of after-

school programs reporting that transportation home was provided for students in

the program: 2008......................................................................................................

12

9 Percent of public elementary schools with various types of after-school

programs reporting that transportation home was provided for some or all

students in the program, by selected school characteristics: 2008.............................

13

10 Percentage distribution of public elementary schools with various types of after-

school programs reporting the extent to which various factors hindered students

from participating in the program: 2008....................................................................

14

11 Percent of public elementary schools reporting that their students attended

various types of formal after-school programs at another location, by selected

school characteristics: 2008.......................................................................................

15

vi

Appendix A Tables

Table

Page

1a Standard errors for the number of public elementary schools and percent reporting that formal after-school programs were located at the school, by type of program and selected school characteristics: 2008 ............................................... A-3

2a Standard errors for the percent of public elementary schools reporting that one or more stand-alone academic instruction/tutoring programs were located at the school, by type of program and selected school characteristics: 2008 ...................... A-4

3a Standard errors for the percentage distribution of public elementary schools reporting the number of formal after-school programs that were located at the school, by selected school characteristics: 2008........................................................ A-5

4a Standard errors for the total enrollment in formal after-school programs at public elementary schools and percentage distribution of enrollments in various types of programs, by selected school characteristics: 2008 ..................................... A-6

5a Standard errors for the percentage distribution of public elementary schools with fee-based stand-alone day care programs reporting the number of hours per week that the program operated at the school, by selected school characteristics: 2008 ........................................................................................................................... A-7

6a Standard errors for the percentage distribution of public elementary schools with various types of stand-alone academic instruction/tutoring programs reporting the number of hours per week that the program operated at the school, by selected school characteristics: 2008 ......................................................................... A-8

7a Standard errors for the percentage distribution of public elementary schools with 21st Century Community Learning Centers (21st CCLCs) reporting the highest grade served by the Center and the Center's hours of operation, by selected school characteristics: 2008....................................................................................... A-9

8a Standard errors for the percentage distribution of public elementary schools with various types of after-school programs reporting that transportation home was provided for students in the program: 2008............................................................... A-10

9a Standard errors for the percent of public elementary schools with various types of after-school programs reporting that transportation home was provided for some or all students in the program, by selected school characteristics: 2008.......... A-11

10a Standard errors for the percentage distribution of public elementary schools with various types of after-school programs reporting the extent to which various factors hindered students from participating in the program: 2008...........................

A-12

11a Standard errors for the percent of public elementary schools reporting that their students attended various types of formal after-school programs at another location, by selected school characteristics: 2008 .....................................................

A-13

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