Need for after-school programs

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For more information, please contact:

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relations,
at [email protected]

 

 

 


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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.

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] 

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.

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]

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]

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]

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.



[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.




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

Telephone: 214.824.1122
| Fax: 214.824.1148 | E-mail:

[email protected]

The Impact of After-School Programs




[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.


Center for the Study and
Prevention of Violence



Mathematica, Inc.



Department of Justice


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



UCLA Center for the Study of Evaluation


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


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



Center for the Study and Prevention of
Violence



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