The Overall Need for our Programs

 

Learn About Our...

 

 

Programs

 

Program Model

 

Program Levels

 

Need for Programs

 

 

Camp Fire USA builds caring, confident youth and future leaders.

 

For more information, please contact:

Kelita Bak, vice president of government relations, at Kelita.Bak@campfireusa.org

 

 

 

Donate Today!

Secure online donations.

 

 

The Impact of After-School Programs

 

After-school programs are a cost-effective federal investment.

The Washington State Institute for Public Policy

  • The Washington State Institute for Public Policy finds that effective after-school programs can yield a benefit-to-cost ratio to taxpayers and crime victims of $1.87 to $5.29 for every dollar spent.[1]  

Center for the Study and Prevention of Violence

  • The Quantum Opportunities after-school program produced $3 in benefits for every $1 spent, without even counting the savings from an 85% drop in crime by boys in the program. 

Rose Institute

  • The Rose Institute finds that quality after-school programs can reduce costs related to welfare, crime, and education (remediation services and grade repetition) for an average net benefit of between $79,484 and $119,427 per participant.[2]

       After-school programs help kids achieve in school.

Center for the Study and Prevention of Violence

  • Participation in the Quantum Opportunities Program led to higher rates of graduation: 63% of QOP participants graduated high school compared to 42% of the control group.[3]

Gansk & Associates

  • Gains in standardized test scores in reading and math were greater for students participating in Foundations after-school programs than for comparable students, according to a study of 19 elementary schools in five states.[4]

 UCLA Center for the Study of Evaluation

  • In the initial year of study, LA’s BEST students began with math achievement scores that were significantly lower than non-participants. After long-term participation in the after-school program, these students increased their test scores to be comparable to their peers.[5] 

Mathematica, Inc.

  • After participating in the 21st Century Community Learning Centers program, black and Hispanic students reduced tardiness to class and increased math scores compared to non-participants.[6]

 National Research Council

  • Students who reported spending no time in a school-sponsored activity (after school) versus students spending 1-4 hours in such activities were 57 percent more likely to have dropped out before reaching the 12th grade.[7]

After-school programs keep kids safe and out of trouble while parents work.

Department of Justice

  • Juvenile violent crime peaks between 3:00 p.m. and 4:00 p.m., the hour after school ends.[8]

  • The violent victimization of juveniles peaks at 3:00 p.m. Juveniles are at the highest risk of being victimized before 6:00 p.m.[9]

Center for the Study and Prevention of Violence

  • Participation in the Quantum Opportunities Program led to fewer arrests among participants: 19% of QOP members were arrested compared to 23% of the control group.[10]

 National Research Council

  • Students with a high level of participation are less likely than non-participants to engage in problem behavior, such as being arrested, taking drugs, engaging in teen sex, smoking, and drinking.[11]

UCLA Center for the Study of Evaluation

  • Parents and students find the safety of the after-school program far superior to the safety within the neighborhood.[12]

 After-school programs receive widespread public support.

According to a nationwide survey of 800 registered voters in August of 2002:

  • Nine in ten voters believe there is a need for children to have some type of organized activity or a place to go after school that provides opportunities to learn.[13] 

  • Ninety-five percent of parents with children in after-school programs believe that their children are “safer and less likely to be involved in juvenile crime than children who are not in after-school programs.”[14]


Learn More About:

  • Overall Impact of After-school Programs on Children and Youth

  • Why Children and Youth Need Camp Fire USA's After-School Programs

  • Why Dallas Needs Quality After-School Programs


[1] Aos, S., P. Phipps, R. Barnoski, and R. Lieb (2001). The Comparative Costs and Benefits of Programs to Reduce Crime. Olympia, WA: Washington State Institute for Public Policy, 15. Available at on-line at http://www.wsipp.wa.gov/crime/pdf/costbenefit.pdf.

[2] Brown, W., S.B. Frates, I.S. Rudge, R.L. Tradewell (2002). The Costs and Benefits of After School Programs: The Estimated Effects of the After School Education and Safety Act of 2002. Claremont, CA: Rose Institute, 20. Available on-line at http://rose.research.claremontmckenna.edu/publications/pdf/after_school.pdf.

[3] Center for the Study and Prevention of Violence (2002). Blueprints Model Programs: Quantum Opportunities Program (QOP). Boulder, CO: Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado at Boulder. [On-line]. http://www.colorado.edu/cspv/blueprints/model/programs/QOP.html.

[4] Klein, S.P., R. Bolus (2002). Improvements in Math and Reading Scores of Students Who Did and Did Not Participate in the Foundations After School Enrichment Program During the 2001-2002 School Year. Santa Monica, CA: Gansk & Associates, 12. A summary of this report is available on-line at http://www.foundationsinc.org/ExtendedDayFolder/conclusions.asp.

[5] Huang, Denise., B. Gribbons, K.S. Kim, C. Lee, and E.L. Baker (2000). A Decade of Results: The Impact of LA’s BEST After School Enrichment Program on Subsequent Student Achievement and Performance. Los Angeles, CA: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, 9. Available on-line at http://www.lasbest.org/learn/uclaeval.pdf.

[6] Dynarski, M., C. Pistorino, M. Moore, T. Silva, J.  Mullens, J. Deke, P. Gleason, W. Mansfield, S. James-Burdumy, S. Heaviside, L. Rosenberg, D. Levy (2003). When Schools Stay Open Late: The National Evaluation of the 21st-Century Community Learning Centers Program. Washington, DC: U.S. Department of Education, xii and 71. Available on-line at http://www.ed.gov/pubs/21cent/firstyear/.

[7] National Research Council and Institute of Medicine (2001). Community Programs to Promote Youth Development. Committee on Community-Level Programs For Youth. Jacquelynne Eccles and Jennifer A Gootman, eds. Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press, 30. Available on-line at http://www.nap.edu/books/0309072751/html/.

[8] Snyder, H.N., and M. Sickmund (1999). Juvenile Offenders and Victims: 1999 National Report. Washington, DC: Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice, 64. Available on-line at http://www.ncjrs.org/html/ojjdp/nationalreport99/toc.html.

[9] Ibid., 34.

[10] Center for the Study and Prevention of Violence. [On-line]. http://www.colorado.edu/cspv/blueprints/model/programs/QOP.html.

[11] National Research Council and Institute of Medicine, 30.

[12] Huang et al., 14.

[13] Lake Snell Perry & Associates, Terrance Group, and Afterschool Alliance. “American Voters: Afterschool Must Remain a Priority.” Afterschool Alert Poll Report. Washington, DC: Afterschool Alliance, 1. Available on-line at http://www.afterschoolalliance.org/school_poll_final_2002.pdf.

[14] Ibid., 2.

Today's Kids. Tomorrow's Leaders.

[home]

[sitemap] [about us] [programs] [need for programs] [calendar] [events] [news] [careers] [donate] [contact us]

Copyright © 2006 Camp Fire USA Lone Star Council 4411 Skillman St. Dallas, Texas 75206

Telephone: 214.824.1122 | Fax: 214.824.1148 | E-mail: admin@campfireusadallas.org