AMERICA
AFTER3PM
Afterschool Programs in Demand
Acknowledgements
The 2014 America After 3PM research and report were made possible by the
generous support of the Charles Stewart Mott Foundation, the Robert Wood Johnson
Foundation, The Wallace Foundation, the Ford Foundation and the Noyce Foundation,
with additional support from the Heinz Endowments, The Robert Bowne Foundation
and the Samueli Foundation.
The research team was led by Nikki Yamashiro, Director of Research, and Jen
Rinehart, Vice President for Research and Policy at the Afterschool Alliance. We are
grateful to Shugoll Research for overseeing the data collection for America After 3PM
and to Collaborative Communications for the design and data visualization.
We are deeply appreciative of the members of our advisory committee for lending
their time and expertise to this project: Ken Anthony, Director of Professional
Development/White-Riley-Peterson Policy Fellow, Connecticut After School Network;
Aaron Dworkin, Executive Vice-President of National Network, After-School All-Stars;
Dr. Angelo Gonzales, Executive Director, Mission: Graduate; Dr. Georgia Hall, Senior
Research Scientist, National Institute on Out-of-School Time; Jennifer Hofman,
Specialist, Health Partnerships and Policy, Healthy Living/Government Relations,
YMCA of the USA; Jennifer Peck, Executive Director, Partnership for Children & Youth;
Bob Seidel, Senior Director, Strategic Initiatives and Policy, National Summer Learning
Association; Dr. Cary Sneider, Associate Research Professor, Portland State University;
Dr. Martin Storksdieck, Center for Research on Lifelong STEM Learning, Oregon State
University; Gina Warner, Executive Director, National AfterSchool Association; Dr.
Jean Wiecha, Public Health Nutritionist, RTI International; and Andrea Wolf, Director,
Public Policy, Girls Inc.
AMERICA AFTER 3PM
2
The percentages and the projected numbers of children and families in America After
3PM are based on survey responses from parents. The Afterschool Alliance contracted
with Shugoll Research to collect the data for America After 3PM. Nationally, 30,720
households were screened, and 13,709 households completed in-depth interviews via an
online survey using a blend of national consumer panels. We reached the goal of at least
200 completed interviews in every state and the District of Columbia. In states where this
goal could not be reached using online panels, random-digit dialing was used to complete
supplementary telephone interviews. In order to participate, respondents had to live in
the United States and be the guardians of a school-age child living in their household.
The online interview took approximately 15 minutes to complete. All interviews were
completed between Feb. 28 and April 17, 2014. Data are weighted on race and income
within state, state population and, where appropriate, the rate of afterschool program
participation. Projections for child-level data represent the 57.9 million youth in the
United States based on numbers from the 2012 Census Bureau, Current Population Survey.
The overall margin of error for children screened is +/- < 1 percent and the margin of
error for household-level survey responses is +/- 1 percent.
This is the rst wave of America After 3PM to be conducted using an online survey
and random-digit telephone dialing. The 2004 and 2009 waves of America After 3PM
collected data via U.S. mail surveys and random-digit telephone dialing. The decision
was made to move from a mail survey to an online survey due to the increase in Internet
use and availability over the years,
1
as well as a decrease in mail survey response rates.
This change also allowed designing skip patterns based on how respondents answered
a particular question, customizing the survey to the respondent. Steps were taken
to maintain comparability to previous data where possible. Additionally, data quality
assurances were built into the online survey, such as removing respondents who answer
the same option for each question (“straight-lining”) and examining the speed in which
respondents complete the survey (to eliminate “speeders”).
Methodology
AMERICA AFTER 3PM
3
Contents
Introduction 5
Key Findings 7
Real Progress, But More Work to Do: Afterschool Participation 13
Reaches 10.2 Million
Participation Spans Income Levels, Ethnicity and Gender 14
Too Many Children and Families are Missing Out 15
1 in 5 Children Unsupervised, but a Declining Trend Line 16
Nearly Twice as Many Children in Line to Participate, 17
if Programs Were Available
Working Parents Rely on Afterschool Programs 18
Opportunity Gaps Persist 19
Barriers to Participation 21
Afterschool Students Benet from a Wide Range of Supports and Providers 23
Afterschool Programs Provide Quality Care in a Variety of Areas 25
The Positive Impacts of Afterschool Programs on Children 28
Physical Activity, Health and Nutrition 29
Science, Technology, Engineering and Math Learning Opportunities 30
Older Youth 32
Parents Want Public Funding to Support Afterschool Programs 34
Conclusion 36
Endnotes 38
About the Afterschool Alliance 40
AMERICA AFTER 3PM
4
In Baltimore, Md., students in the Digital Harbor afterschool program take advantage
of hands-on activities, working with technology and developing skills like how to
design a website, create mobile apps and make podcasts. On the opposite coast in
Santa Ana, Calif., students in The Wooden Floor afterschool program learn ballet and
modern dance from a group of instructors that includes internationally recognized
choreographers, artists and dancers; receive one-on-one tutoring and homework help;
and take part in life-skills and character-building workshops. In both cities, parents of
children in these programs benet from greater peace of mind while at work knowing
that their child is in a supportive and enriching environment when the school day ends.
More than a decade of research shows that afterschool programs across the country
are an integral support for children, families and communities. Each day after school,
quality afterschool programs are keeping kids safe; inspiring them to learn; serving as
a source of support and comfort to working families; and even helping working parents
be more productive at work and keep their jobs.
2
Given the difference that afterschool programs can make for children and families,
important questions about scope and demand arise: How many children are in
afterschool programs? How many families want to enroll their children in an afterschool
program? And how many children are unsupervised after school who are missing out on
the learning opportunities afterschool programs have to offer?
AMERICA AFTER 3PM
5
Introduction
America After 3PM began in 2004, precisely because of the absence of reliable data
about such topics. That year, the Afterschool Alliance set out to ll the information
gap, conducting what was at that point the most in-depth study on how children
spend their time after school.
The 2014 America After 3PM edition spans a decade of data chronicling how children
spend the hours between 3 and 6 p.m.—the hours after school ends and before
parents typically return home from work. Together with its predecessor reports,
it will serve as a resource for policy makers, educators, parents and advocates on
the trends of afterschool program participation, demand for afterschool programs,
and the number of children who are alone and unsupervised during the after
school hours.
Since 2004, America After 3PM has provided not only an exhaustive account of
how children and youth spend their afterschool hours at both a national and state
level, but also detailed the level of parent satisfaction with afterschool programs;
barriers to participation; and disparities in both by income, race, ethnicity and
community type. The 2014 America After 3PM builds on previous iterations of the
study, describing activities and supports provided by afterschool programs—including
additional data on children’s physical activity; snacks and meals; science, technology,
engineering and math (STEM); and the outcomes and benets associated with
participation in afterschool programs.
The report looks at children participating in afterschool programs and children
missing out on afterschool opportunities. It examines who is in afterschool programs,
the types of activities offered in programs, satisfaction with program quality, and
what parents say about the benets that afterschool programs provide their children
and their families. It also provides an overview of those who are unsupervised after
school; an overview of children who would be enrolled in an afterschool program if
one were available to them; and analyzes differences in the demand for afterschool
programs by income, race and ethnicity to examine the opportunity gaps that persist.
Additional resources related to the 2014 America After 3PM report, accessible at
http://afterschoolalliance.org/AA3PM, include state-specic fact sheets as well as fact
sheets on the Hispanic and African-American communities. Throughout 2015, special
reports on physical activity and healthful eating, STEM, communities of concentrated
poverty and summer learning opportunities will be released.
AMERICA AFTER 3PM
6
Participation in afterschool
programs has consistently
increased over the past 10
years, rising by nearly 2
million children in the last ve
years alone. In 2014, nearly
one-quarter of families and
18 percent of children rely
on afterschool programs to
provide a safe and supportive
environment, inspire learning,
and ll the gap between
when the school day ends and
when the workday ends.
Both the percentage and the total number of children in the
United States participating in an afterschool program are on
the rise. In 2014, 10.2 million children (18 percent) participate
in an afterschool program, an increase from 2009 (8.4 million;
15 percent) and 2004 (6.5 million; 11 percent).
3
Nearly 1 in
4 families (23 percent) currently has a child enrolled in an
afterschool program.
Key Findings
AMERICA AFTER 3PM
7
As the economy continues
to recover, afterschool
programs are an essential
source of support for working
parents—giving them peace
of mind at work and helping
them to keep their jobs.
The survey nds overwhelming agreement, especially among parents
with children in an afterschool program, that afterschool programs help
working parents. More than 8 in 10 parents (83 percent) of children in
afterschool programs agree that afterschool programs help working
parents keep their jobs. Overall, 3 in 4 parents agree that afterschool
programs help give working parents peace of mind about their children
when they are at work, and among parents with children in afterschool,
agreement jumps to 85 percent.
Agreement that afterschool programs help provide working parents
peace of mind about their children while at work is also extremely
high among working mothers (80 percent), African-American
parents (80 percent) and Hispanic parents (76 percent).
While participation in
afterschool programs has
increased, the unmet
demand for afterschool
continues to rise. More
than 2 in 5 children—19.4
million—would participate if
programs were available.
The unmet demand for afterschool programs has steadily risen over the
last 10 years. In 2014, approximately 19.4 million children (41 percent)
not currently in an afterschool program would be enrolled in a program
if one were available to them, according to their parents. By comparison,
in 2009, parents of 18.5 million children (38 percent) said they would
enroll their child in an afterschool program if one were available, up from
parents of 15.3 million children (30 percent) in 2004.
Together, the rates of
participation and unmet
demand show that more than
half of all school-age children
in 2014 have some measure of
demand (either met or unmet)
for afterschool programs.
Overall, more than half of all school-age children in 2014 show some
measure of demand (either met or unmet) for afterschool. In fact, for
every child in an afterschool program, approximately two more children
would be enrolled if a program were available to them.
However, the number of
children unsupervised in the
hours after school, while on
the decline, remains high.
One in 5 children—11.3 million
children—spend time alone
and unsupervised during
the after school hours.
In communities across the United States, 11.3 million children are without
supervision between the hours of 3 and 6 p.m. That number is down from
15.1 million in 2009 and 14.3 million in 2004, but 1 in 5 children still do
not have someone to care for them after school.
Three percent of children in elementary school, or more than
800,000 students, and 19 percent of children in middle school, or
2.2 million students, are looking after themselves after school.
AMERICA AFTER 3PM
8
Cost and lack of a safe way
for their children to get
to and come home from
afterschool programs are
barriers that low-income
households, African-American
families and Hispanic families
report keep them from
enrolling their children in
an afterschool program.
Among parents who would enroll their child in an afterschool program if one
were available to them, obstacles to enrollment differed by income and by
race and ethnicity. Parents in low-income households were more likely to
cite cost and lack of a safe way for their children to get to and come home
from afterschool programs as important factors for not enrolling their child
in a program. African-American and Hispanic parents were much more likely
than Caucasian parents to cite lack of a safe way to get to and come home
from afterschool programs and lack of available afterschool programs as
barriers to participation.
Fifty-six percent of low-income households report that the cost of
afterschool programs was a factor in their decision not to enroll
their child, compared to 48 percent of higher-income households. In
2014, parents who pay for afterschool report spending an average of
$113.50 per week on afterschool programs.
The lack of a safe way for their child to get to and come home from
an afterschool program was cited as barrier to enrolling their child in
a program by 55 percent of African-American parents, 53 percent of
Hispanic parents and 54 percent of low-income households, compared
to 48 percent of higher-income households and half of Caucasian
parents.
Close to half of Hispanic parents (48 percent) and 46 percent of
African-American parents report that a very important factor in their
decision not to enroll their child in an afterschool program is that
afterschool programs are not available in their community, compared
to 38 percent of Caucasian parents.
There are distinct differences
in afterschool participation
and demand across income
levels and ethnicity.
Participation in and demand
for afterschool programs are
much higher among children
from low-income households
compared to higher-income
households, as well as higher
among African-American
and Hispanic children than
Caucasian children.
While children from low-income households are more likely than their higher-
income peers to participate in an afterschool program (20 percent versus
18 percent), the demand for afterschool programs is much higher among
low-income families than families that do not qualify for the Federal Free or
Reduced Price Lunch Program.
Half of children from low-income households not participating in an
afterschool program would be enrolled if one were available to them,
16 percentage points higher than for children from higher-income
households (34 percent).
Similarly, Hispanic and African-American children are at least two times
more likely to participate in an afterschool program than Caucasian
children. Twenty-nine percent of Hispanic children are in programs, as
are 24 percent of African-American children and 12 percent of Caucasian
children. At the same time, unmet demand for afterschool programs is
also higher among African-American and Hispanic children compared to
Caucasian children, according to their parents.
Thirty-ve percent of Caucasian children currently not in an
afterschool program would be enrolled if a program were available,
whereas 60 percent of African-American and 57 percent of Hispanic
children would be enrolled, a 25-point and 22-point difference,
respectively.
AMERICA AFTER 3PM
9
Parents’ overall satisfaction
with their child’s afterschool
program remains high; in
fact, parents today are much
more satised than in the
past with specic aspects
of afterschool programs
and hold stronger positive
feelings regarding the benets
of afterschool programs.
The percentage of parents who are satised with their child’s afterschool
program remains relatively unchanged from America After 3PM ndings
in previous years. Nine in 10 parents (89 percent) are satised with their
afterschool program, similar to parents’ responses in 2009 (89 percent)
and in 2004 (91 percent).
While overall program satisfaction is stable, satisfaction with specic
afterschool program qualities has signicantly increased:
Satisfaction with the quality of care increased nine points, from 79
percent in 2009 to 88 percent in 2014.
Satisfaction with homework assistance increased 16 points, from
64 percent in 2009 to 80 percent in 2014.
Satisfaction with workforce skill development—such as teamwork
leadership and critical thinking—increased 14 points, from 57
percent in 2009 to 71 percent in 2014.
Parents with children in afterschool programs in 2014 were more likely to
agree that afterschool programs help keep children safe and provide high-
quality care, compared to 2009.
More than 4 in 5 parents (81 percent) of children in afterschool
programs agree that “afterschool programs in my area provide a
high quality of care,” a 15-point increase from the 66 percent of
parents who agreed with that statement in 2009.
Eighty-four percent of parents of children in afterschool programs
agree that “afterschool programs in my area keep kids safe and
out of trouble,” a seven-point increase from 2009, when 77 percent
of parents agreed that “afterschool programs in my area keep
kids safe.”
At the national level, girls
and boys spend their time
after school in similar ways.
The demand for afterschool
programs is also roughly
the same among parents of
boys and parents of girls.
For the rst time, America After 3PM is able to report on the ways
that girls and boys spend the hours between 3 and 6 p.m., and assess
similarities and differences. Nationally, the ways in which girls and boys
spend their time after the school day ends are similar.
Girls are slightly more likely to participate in afterschool programs,
with 1 in 5 girls (20 percent) and 17 percent of boys participating.
Fifteen percent of girls and 17 percent of boys are without
supervision when the school day ends.
Among children not enrolled in an afterschool program, 2 in 5
boys (41 percent) and girls (41 percent) would be enrolled in an
afterschool program if one were available to them.
AMERICA AFTER 3PM
10
Parents view afterschool
programs as more than
just a safe environment for
children. They recognize
that programs provide a
wide range of activities
and enriching learning
opportunities for children.
Parents of children in an afterschool program report that their
programs offer a wide range of activities and enrichment for kids, from
opportunities to be physically active to literacy support to science,
technology, engineering or math (STEM) learning opportunities. For
instance, when asked about features of their child’s afterschool program:
Four in 5 parents say that their afterschool program offers
opportunities for physical activity, 72 percent of parents say their
child has opportunities for reading or writing and nearly 7 in 10
parents (69 percent) say that their afterschool program offers a
STEM learning opportunity.
As a whole, parents, especially parents of afterschool participants, also
agree that children can benet from afterschool programs in a variety
of ways, ranging from helping them develop social skills to reducing the
likelihood of participating in risky behaviors.
Approximately 4 in 5 parents overall (79 percent) and nearly 9 in
10 parents of afterschool program participants (88 percent) agree
that afterschool programs can help children develop social skills
through interaction with their peers.
Almost 3 in 4 parents (73 percent) and 4 in 5 parents of
participants (83 percent) agree that afterschool programs can help
reduce the likelihood that youth will engage in risky behaviors,
such as commit a crime or use drugs, or become a teen parent.
Close to 2 in 3 parents (64 percent) and 4 in 5 parents of
participants (82 percent) agree that afterschool programs can
excite children about learning.
Many afterschool programs
extend beyond the traditional
school year and provide
valuable summer learning
programs as well. Participation
in summer learning programs
is on the rise, and parents
strongly support public
funding for these programs.
Eighty-ve percent of parents indicate support for public funding for
summer learning programs, a statistically signicant increase of two
percentage points over the already very strong support registered in
2009.
One-third of families report at least one child participated in a summer
learning program last summer, up from the 25 percent of families in the
2009 survey reporting the same.
Demand for summer learning programs is high. More than half of families
(51 percent) report a desire for their child to participate in a summer
learning program in 2014.
However, the vast majority of parents paid for summer learning programs.
The average weekly per-child cost for a summer learning program was
$250—high enough to put the programs out of the reach of many children
and families.
AMERICA AFTER 3PM
11
Parents strongly support
public funding for afterschool
programs regardless of
political afliation, where
they live or race or ethnicity.
Support for public funding for afterschool programs is bipartisan, strong
across all geographic regions, and high regardless of racial or ethnic
background. Overall, more than 4 in 5 parents (84 percent) report that
they favor public funding for afterschool opportunities in communities
that have few opportunities for children and youth, a slight increase from
83 percent in 2009.
Support for public funding for afterschool programs also crosses
party lines—91 percent of parents who identify as Democrats,
86 percent of parents who self-identify as Independents and 80
percent of parents identifying as Republicans report that they
favor public funding for afterschool programs.
Parents across all geographic regions support public funding for
afterschool programs. Eighty-six percent of parents living in the
Southeastern region of the United States, 85 percent of parents
in the Northeast/Mid-Atlantic region, 85 percent of parents in the
West and 83 percent of parents in the Midwest favor public funding
for afterschool programs.
Support for public funding of afterschool programs is even higher among
African-American parents, Hispanic parents and working mothers.
More than 9 in 10 African-American parents (91 percent), 87
percent of Hispanic parents and 87 percent of working mothers
support public funding for afterschool programs.
AMERICA AFTER 3PM
12
Since 2004 when the rst America After 3PM survey was conducted, participation
in afterschool programs has been steadily on the rise, from 6.5 million participating
children in 2004 to 8.4 million in 2009 to 10.2 million children today. The District of
Columbia, Hawaii and California lead the nation in afterschool program participation, at
35 percent, 26 percent and 25 percent, respectively.
All but 10 states saw an increase
in their afterschool program participation from 2009.
4
Parents’ overall satisfaction with
afterschool has held steady, and satisfaction with the quality of care and other specic
elements of afterschool has grown. Further, afterschool programs continue to serve
high percentages of minority and low-income children and youth, thereby playing an
important role in helping close the opportunity gap.
As in the past, this year’s America After 3PM provides a detailed snapshot of the
children participating in afterschool programs, what activities they are taking part in,
how satised families are with their afterschool programs and what program qualities
and factors are important to parents.
AL
13%
AK
19%
AZ
16%
AR
13%
CA
25%
CO
15%
CT
17%
DE
18%
DC
35%
FL
22%
GA
16%
HI
26%
ID
8%
IL
18%
IN
11%
IA
14%
KS
14%
KY
15%
LA
15%
ME
18%
MD
16%
MA
19%
MI
13%
MN
15%
MS
16%
MO
14%
MT
13%
NE
18%
NV
24%
NH
17%
NJ
16%
NM
21%
NY
21%
NC
15%
ND
20%
OH
15%
OK
11%
OR
16%
PA
17%
RI
22%
SC
13%
SD
14%
TN
18%
TX
18%
UT
10%
VT
24%
VA
15%
WA
17%
WV
19%
WI
13%
WY
15%
Percentage of children in an afterschool program by state
NATIONAL AVERAGE 18%
AMERICA AFTER 3PM
13
Real Progress, But More Work to Do:
Afterschool Participation
Reaches 10.2 Million
Participation Spans Income Levels, Ethnicity and Gender
As in the previous two editions of America After 3PM, the data show that afterschool
program participants are primarily children in elementary school, although
participation by middle school and high school students saw signicant increases
between 2009 and 2014. More than 1 in 5 elementary school children (23 percent),
19 percent of middle school children and 12 percent of high school youth are in an
afterschool program. This translates to approximately 5.7 million elementary school,
2.3 million middle school and roughly 2 million high school students in a supervised
and enriching environment during the hours after school. Afterschool program
participants are relatively evenly split between girls and boys: Forty-nine percent of
afterschool participants are girls and 51 percent are boys. Overall, 20 percent of girls
and 17 percent of boys take part in an afterschool program.
Caucasian children continue to make up the majority of afterschool program
participants. However, when looking at the differences by ethnicity, Hispanic
5
and
African-American
6
children are more likely to participate in afterschool programs.
A signicant percentage of children in afterschool programs are from low-income
households
7
—45 percent, an increase of four percentage points from 2009. When
looking specically at households that qualify for the Federal Free or Reduced
Price Lunch Program, participation in an afterschool program increased from
18 percent in 2009 to 20 percent in 2014.
12%
Caucasian
20%
Asian-American
24%
African-American
29%
Hispanic
Percentage of children by ethnicity
in an afterschool program
Caucasian 71%
African-American 15%
Hispanic 11%
Asian-American 8%
Native American 2%
Composition of children in an
afterschool program by ethnicity
70%
2009
61%
2014
18%
2009
23%
2014
Elementary School
Middle School
High School
12%
2009
16%
2014
Composition of children in an
afterschool program by grade level
23
%
5,727,605
Elementary School
Students
19
%
2,326,540
Middle School
Students
12
%
1,996,883
High School
Students
Percentage of children
by grade level in an
afterschool program
AMERICA AFTER 3PM
14
Too Many Children and
Families are Missing Out
Although participation in afterschool programs increased considerably over the
past 10 years, there remains a signicant number of children who are alone and
unsupervised in the hours after school. Moreover, the unmet demand for afterschool
is on the rise, where 19.4 million children not currently in an afterschool program
would be enrolled if one were available. A review of the data from America After
3PM nds that the prole of children who are unsupervised and the children whose
parents would enroll them in an afterschool program if one were available remains
relatively unchanged over the years, illustrating that, while afterschool programs are
helping to narrow the opportunity gap, much work remains to be done to ensure all
children and youth have access to quality afterschool programs.
AMERICA AFTER 3PM
15
1 in 5 Children Unsupervised, but a Declining Trend Line
Nationally, 11.3 million children are alone and unsupervised after the last school
bell rings. Kids in high school are a majority of the unsupervised students, and 1 in
10 children who are in “self-care” are in elementary school and 1 in 4 are in middle
school. However, applying those percentages to the entire school-age population of
children in elementary and middle school who are unsupervised in the afternoons
demonstrates their signicance. The 3 percent of children in elementary school and 19
percent of children in middle school looking after themselves translates to more than
800,000 elementary school and 2.2 million middle school students on their own when
the last school bell rings. When looking at gender, boys make up a larger portion of
children in self-care than girls—56 percent of unsupervised children are boys and 44
percent are girls. Focusing on the population of boys as a whole and the population of
girls as a whole, the percentages are similar, with 17 percent of boys and 15 percent
of girls without supervision when the school day ends.
South Dakota has the highest percentage of children in self-care at 27 percent, seven
percentage points higher than the national average, with Washington, D.C. and
Missouri rounding out the three states with the highest percentages, at 26 percent
and 25 percent, respectively.
AL
19
%
AK
24
%
AZ
19
%
AR
13
%
CA
19
%
CO
17
%
CT
19
%
DE
19
%
DC
26
%
FL
19
%
GA
18
%
HI
17
%
ID
19
%
IL
20
%
IN
20
%
IA
23
%
KS
19
%
KY
18
%
LA
19
%
ME
20
%
MD
21
%
MA
21
%
MI
23
%
MN
25
%
MS
17
%
MO
25
%
MT
23
%
NE
22
%
NV
22
%
NH
22
%
NJ
19
%
NM
21
%
NY
20
%
NC
19
%
ND
24
%
OH
23
%
OK
20
%
OR
22
%
PA
18
%
RI
17
%
SC
18
%
SD
27
%
TN
17
%
TX
19
%
UT
17
%
VT
24
%
VA
18
%
WA
20
%
WV
20
%
WI
22
%
WY
22
%
Percentage of children unsupervised after school by state
NATIONAL AVERAGE 20
%
11.3 million
children are
alone and
unsupervised
after school.
Children are
spending an
average of 7.3
hours per week
unsupervised
after school.
High School 65%
Middle School 25%
Elementary School 10%
Children in self-care by grade level
3
%
817,832
Elementary School
Students
19
%
2,249,826
Middle School
Students
37
%
6,411,857
High School
Students
Students in K-12 in self-care
AMERICA AFTER 3PM
16
Nearly Twice as Many Children in Line to Participate,
if Programs Were Available
Nationally, the demand
8
for afterschool programs has steadily climbed since America
After 3PM was rst conducted in 2004. Today, unmet demand is nearly twice as
high as current participation; approximately 19.4 million children (41 percent) not
participating in an afterschool program would be enrolled in one if a program
were available. Unmet demand for afterschool is highest in Washington, D.C., at 66
percent, followed by Ohio at 53 percent and South Carolina at 51 percent.
As in 2009, Caucasian children and elementary school students make up the majority
of children who would be enrolled in an afterschool program if one was available
to them. However, the percentage of children in high school and middle school
with unmet demand increased slightly from 2009 to 2014. Today just more than
half of likely participants are boys (55 percent) and 45 percent are girls. Of the
approximately 19.4 million children who would be enrolled in an afterschool program
if one were available, 8.8 million are elementary school students, 4 million are middle
school students and 4.6 million are high school students.
Combining the number of children in an afterschool program and the number of
children not currently enrolled in a program but who would be enrolled if one were
available to them equates to more than half of all school-age children demanding
afterschool programs in some form—either met or unmet demand.
AL
41
%
AK
43
%
AZ
34
%
AR
45
%
CA
49
%
CO
35
%
CT
44
%
DE
40
%
DC
66
%
FL
46
%
GA
40
%
HI
38
%
ID
42
%
IL
41
%
IN
31
%
IA
33
%
KS
31
%
KY
44
%
LA
39
%
ME
44
%
MD
36
%
MA
44
%
MI
44
%
MN
20
%
MS
50
%
MO
31
%
MT
38
%
NE
31
%
NV
39
%
NH
36
%
NJ
36
%
NM
33
%
NY
49
%
NC
39
%
ND
34
%
OH
53
%
OK
40
%
OR
44
%
PA
50
%
RI
30
%
SC
51
%
SD
32
%
TN
31
%
TX
37
%
UT
47
%
VT
33
%
VA
35
%
WA
36
%
WV
48
%
WI
33
%
WY
45
%
Percentage of children not currently in an afterschool program who would be enrolled in a program if one were available to them, by state
NATIONAL AVERAGE 41
%
47
%
8,797,306
Elementary School
Students
40
%
4,011,835
Middle School
Students
31
%
4,602,765
High School
Students
Students in K-12 not
currently in an afterschool
program who would be
enrolled in a program if one
were available
5
%
Asian-American
19
%
Hispanic
16
%
African-American
58
%
Caucasian
Composition of likely
participants by ethnicity
3
%
Native American
High School
26
%
2014
2009
21
%
59
%
2009
52
%
2014
Elementary School
Middle School
20
%
2009
22
%
2014
Composition of likely
participants by grade level
19, 412,777
Unmet
demand
10, 187,760
Children in
afterschool
57,885,000
Total
school-age
children
Overall demand: met and unmet
Percent of nonparticipant
children likely to participate
in an afterschool program
if one were available
38
%
2009
(18,500,000)
41
%
2014
(19,400,000)
30
%
2004
(15,300,000)
Total Demand
29.6 million
AMERICA AFTER 3PM
17
Working Parents Rely on Afterschool Programs
The impact of the availability and accessibility of afterschool programs extends
beyond the children who are able to take advantage of the learning opportunities and
additional supports programs are able to offer. Parents and families also see benets
from afterschool programs, specically in providing support to working parents.
Eighty-ve percent of parents with a child in an afterschool program agree that
afterschool programs help to give working parents peace of mind about their children
when they are at work, and just 3 percent disagree with this statement. Agreement
on this statement is also extremely high among all working mothers (80 percent),
African-American parents (80 percent) and Hispanic parents (76 percent), regardless
of whether they have a child in an afterschool program.
When parents with a child in an afterschool program were asked if they agree that
afterschool programs help working parents keep their jobs, 83 percent of parents
agree, with 55 percent completely agreeing. Only 3 percent of parents disagree.
85% of parents of afterschool program participants agree that afterschool
programs help to give working parents peace of mind about their children
when they are at work. Just 3% of parents disagree with this statement.
AMERICA AFTER 3PM
18
Opportunity Gaps Persist
The hours after school ends and before parents get home from work are a time
when children have the opportunity to engage in hands-on learning, interact with
their peers, work under the care and supervision of supportive mentors, build on
lessons learned during the school day and more. However, America After 3PM nds
a gap between low- and higher-income households, as well as between minority
households and Caucasian households, with regard to the opportunity to participate
in an afterschool program that provides a supervised, enriching environment. Demand
for afterschool programs is higher among low-income households compared to higher-
income households, and higher among minority households compared to Caucasian
households. However, parents in low-income and minority households are also more
likely to report a lack of available afterschool programs in their community, and are
also more likely to cite barriers related to location and safe travel to and from an
afterschool program.
AMERICA AFTER 3PM
19
In looking only at the population of children with unmet demand for afterschool
programs, Caucasian children make up the majority. However, as in previous
surveys, when looking at the demand for afterschool programs among specic
ethnic and racial populations, the demand for afterschool is signicantly higher
among minority families compared to Caucasian families. Demand for afterschool
programs is highest among African-American parents. Between minority and
Caucasian parents, the differences in the likelihood of enrolling a child in an
afterschool program if one were available range from 11 percentage points up to
25 percentage points. Additionally, while Caucasian children make up the majority
of the self-care population, a large percentage of African-American children also
spend their afterschool hours unsupervised.
Demand for afterschool programs among low-income households is also higher
when compared to higher-income cohorts. Half of the children from low-income
families surveyed would be enrolled in an afterschool program if one were
available, compared to 34 percent of children not eligible for free or reduced-price
lunches. Additionally, children from low-income households make up 31 percent of
the self-care population, a reection of the reality that they are more likely than
their higher-income counterparts to be alone and unsupervised in the hours after
school—19 percent versus 12 percent.
8
%
Asian-American
11
%
Hispanic
18
%
Caucasian
18
%
African-American
Percentage of children by ethnicity
in self-care
Caucasian 70%
African-American14%
Hispanic 11%
Native American 4%
Asian-American 2%
Children in self-care by ethnicity
55
%
Asian-American
57
%
Hispanic
60
%
African-American
35
%
Caucasian
Percent of nnonparticipant children
likely to participate in an afterschool
program if one were available
46
%
Native American
50
%
Low-income families
34
%
Higher income families
AMERICA AFTER 3PM
20
Barriers to Participation
9
One goal of America After 3PM is to identify the factors that inuence a parent’s
decision not to enroll their child in an afterschool program. While not a barrier to
enrollment, among parents whose child was not enrolled, but would be if one were
available, the most common reason for not taking part in an afterschool program
was that a parent or guardian was home during the hours after school. When looking
specically at barriers to participation, top barriers
10
cited by parents to enrolling
their children in an afterschool program include cost, lack of a safe way to get to
and come home from afterschool programs, and convenience of location and hours.
Signicantly, more than 4 in 10 parents (42 percent) said that afterschool programs
were not available in their community.
Looking at the differences between household income levels, parents in low-income
households were more likely to cite cost and the lack of a safe way to get to and
come home from afterschool programs than higher-income parents as a reason not to
enroll their child in an afterschool program. More than 2 in 3 parents in low-income
households (68 percent) agree that the current economic conditions have made it
difcult for them to afford placing their children in an afterschool program, compared
to 57 percent of households not qualifying for the Federal Free or Reduced Price
Lunch Program.
Afterschool programs are too expensive
Afterschool programs’ locations
are not convenient
47
%
Factors that were important in
parents’ decision not to enroll their
child in an afterschool program
(among likely participants):
52
%
My child does not have a safe way to get to
and come home from afterschool programs
44
%
Afterschool programs’ hours of
operation do not meet my needs
42
%
Afterschool programs are not
available in my community
Afterschool programs are too expensive
56
%
48
%
Low-income households
Higher-income households
Factors that were important in parents’ decision
not to enroll their child in an afterschool program
(by household income):
My child does not have a safe way to get to
and come home from afterschool programs
54
%
49
%
Low-income households
Higher-income households
Afterschool programs’ locations are
not convenient
48
%
45
%
Low-income households
Higher-income households
The quality of care in afterschool
programs is not satisfactory
44
%
41
%
Low-income households
Higher-income households
Afterschool programs are not
available in my community
43
%
41
%
Low-income households
Higher-income households
Factors that were important in parents’ decision
not to enroll their child in an afterschool program:
My child does not have a safe way to get to
and come home from afterschool programs
50
%
Caucasian parents
55
%
African-American parents
53
%
Hispanic parents
Afterschool programs are not available in
my community
38
%
Caucasian parents
46
%
African-American parents
48
%
Hispanic parents
52
%
AMERICA AFTER 3PM
21
African-American and Hispanic parents were much more likely than Caucasian parents
to cite lack of a safe way to get to and come home from afterschool programs and
lack of available afterschool programs as barriers to participation.
African-American and Hispanic parents were also much more likely to agree with the
statement “nding an enriching environment for my child in the hours after school is
a challenge,” compared to Caucasian parents. Sixty-nine percent of Hispanic parents
and 67 percent of African-American parents agreed with the statement, compared to
58 percent of Caucasian parents. Even African-American and Hispanic parents with a
child enrolled in an afterschool program reported that it was a challenge to nd an
enriching environment for their child during the hours after school. Among parents
with a child enrolled in an afterschool program, 63 percent of African-American
parents and 70 percent of Hispanic parents agreed that it was challenging to nd
an enriching environment for their child after school, compared to 60 percent of
Caucasian parents.
Among parents that pay for afterschool programs, the average weekly
cost is $113.50, an increase from $74.41 in 2009 (in 2014 dollars). One
in 5 parents surveyed report receiving government assistance to pay
for afterschool for their child, at an average of $113.20 per week.
AMERICA AFTER 3PM
22
Afterschool Students Benet from a
Wide Range of Supports
and Providers
Survey responses from parents of children in afterschool
programs help provide a more in-depth picture of the types
of supports afterschool programs are providing to children,
who is providing afterschool program opportunities
and where, how often children are taking advantage of
afterschool programs, and how affordable afterschool
programs are.
Children in afterschool programs benet from a wide
variety of essential supports and activities that encourage
healthy behaviors, increase knowledge and skills, and
provide learning opportunities. Eight in 10 parents of
children in an afterschool program report that their
program offers opportunities for physical activity, and
more than 7 in 10 said their program offers homework
assistance, snacks and/or meals and opportunities for
reading or writing.
Opportunities for physical activity
Beverages, snacks and/or meals
72
%
80
%
Features offered by
afterschool programs:
77
%
Homework assistance
72
%
Opportunities for reading or writing
69
%
STEM learning opportunities
65
%
Academic programs/clubs
63
%
Music or art
46
%
Workforce skills development, such as
teamwork, leadership and critical thinking
45
%
Parent/family activities
AMERICA AFTER 3PM
23
In 2014, children who participated in afterschool programs spent an average of 3.62
days per week at their program, averaging 7.4 hours per week in afterschool. Parents
largely pay for afterschool programs; only 1 in 4 parents surveyed reported their
program was offered for free. Among those who pay for afterschool (75 percent),
parents report spending an average of $113.50 per week on afterschool programs. One
in 5 parents surveyed report receiving government assistance to pay for afterschool
for their child, at an average of $113.20 per week. Three out of 4 parents report that
they are satised with the cost of their afterschool program.
Nearly 3 in 4 parents (73 percent) report that their child’s afterschool program
is located in a public school building—a 16-point increase from 2009.
11
While
most programs are located in public schools, often community partners provide
programming. Parents report that public schools are the largest provider of
afterschool programs, followed by Boys & Girls Clubs, YMCAs, private schools and
religious organizations.
AMERICA AFTER 3PM
24
10
%
Religious organizations
15
%
YMCAs
43
%
Public schools
Afterschool program providers:
11
%
Private schools
18
%
Boys & Girls Clubs
Percentage of afterschool programs located in a
public school building, as reported by parents
$113.50
The average amount
parents report
spending per week
on their child’s
afterschool program
57%
2009
73%
2014
$110.30
Parents with
children in
grades K-5
$119.50
Parents with
children in
grades 6-8
$121.20
Parents with
children in
grades 9-12
Afterschool Programs Provide
Quality Care in a Variety of Areas
Parents’ assessments of their children’s afterschool programs—both their overall
assessment and their evaluation of specic program offerings—provide a picture of
the level of afterschool program quality, areas of strength for afterschool programs
and areas in need of improvement. Nationally, satisfaction with afterschool programs
continues to be very high among parents (89 percent). Examined state by state,
overall satisfaction with programs shows some variation, but remains strong:
satisfaction ranges from 97 percent in Washington, D.C. to 67 percent in Wyoming.
Parents of afterschool program participants also agree that afterschool programs as
a whole are providing high-quality care. More than 8 in 10 parents (81 percent) agree
with the statement, “Afterschool programs in my area provide a high quality of care.”
AL
94
%
AK
91
%
AZ
97
%
AR
95
%
CA
90
%
CO
88
%
CT
96
%
DE
81
%
DC
97
%
FL
90
%
GA
90
%
HI
89
%
ID
90
%
IL
80
%
IN
88
%
IA
87
%
KS
70
%
KY
86
%
LA
91
%
ME
87
%
87
%
MA
92
%
MI
88
%
MN
95
%
MS
94
%
MO
91
%
MT
93
%
NE
97
%
NV
92
%
NH
96
%
NJ
87
%
NM
92
%
NY
91
%
NC
87
%
ND
97
%
OH
95
%
OK
94
%
OR
93
%
PA
93
%
RI
90
%
SC
91
%
SD
93
%
TN
92
%
TX
87
%
UT
92
%
VT
95
%
VA
87
%
WA
87
%
WV
88
%
WI
79
%
WY
67
%
Percentage of parents satised with their child’s afterschool program, by state
NATIONAL AVERAGE 89
%
MD
Extremely Satisfied
Parents’ level of satisfaction with features of their child’s afterschool program:
Somewhat Satisfied
55
%
Safety of environment
33
%
Total 88
%
50
%
Quality of care
38
%
Total 88
%
61
%
Location is convenient
26
%
Total 87
%
51
%
Opportunities for child to interact with peers
35
%
Total 86
%
51
%
Hours adequately meet parents’ needs
35
%
Total 86
%
47
%
Knowledgeable and well-trained staff
37
%
Total 84
%
47
%
Homework assistance
33
%
Total 80
%
46
%
Amount of physical activity offered
34
%
Total 79
%
44
%
Variety of activities
36
%
Total 80
%
44
%
Variety of physical activity
35
%
Total 79
%
44
%
Opportunities for reading or writing
34
%
Total 78
%
40
%
Snacks and/or meals
36
%
Total 76
%
39
%
Quality of academic programs/clubs
37
%
Total 76
%
44
%
Program costs
31
%
Total 75
%
40
%
Helping excite children about learning
34
%
Total 74
%
42
%
Snacks and/or meals that include healthful foods
Total 74
%
32
%
36
%
Workforce skill development, such as teamwork, leadership and critical thinking
35
%
Total 71
%
36
%
Music or art
Total 71
%
35
%
33
%
Family/parent activities
28
%
Total 61
%
35
%
STEM learning opportunities
Total 69
%
34
%
(Total may be different than the two numbers because of rounding)
AMERICA AFTER 3PM
25
When asked about specic aspects of their child’s afterschool program, a strong
majority of parents say they are satised with features associated with quality
afterschool programs, such as quality of care, staff quality, activity variation and child
engagement. For instance:
Close to 9 in 10 parents (88 percent) are satised with their program’s
quality of care.
Eighty-four percent of parents are satised that the program staff are
knowledgeable and well-trained.
Eighty percent are satised with the variety of activities offered by
the program.
Nearly 3 in 4 parents (74 percent) are satised that their afterschool
program is helping to excite their child about learning.
Additionally, although overall satisfaction with afterschool programs has remained
relatively unchanged from past surveys, parents’ level of satisfaction with specic
features of their afterschool program—including the quality of care; homework
assistance; and help developing teamwork, leadership and critical thinking
skills—saw signicant increases.
Overall, parents are highly satised with the characteristics of their afterschool
program that played an important role in their selection of the program. For instance,
a program’s safe environment, quality of care, and knowledgeable and well-trained
staff were among the top reasons for choosing an afterschool program, and also
among the most highly-rated in parent satisfaction.
When examining the factors parents view as most valuable in their child’s afterschool
program, excluding programs’ operational features, responses indicate parents want
their child’s out-of-school experience to be fun and varied, and they want it to
complement, although look different from, the regular school day.
More than 8 in 10 parents (81 percent) report that their child’s enjoyment is very
important in selecting an afterschool program. More than 7 in 10 parents (71 percent)
view the variety of activities offered by a program as very important in their choice,
and 68 percent say that opportunities for their child to be physically active are very
important. More than 3 in 5 parents (62 percent) cited providing learning activities
that are not offered during the regular school day as a very important factor in
selecting an afterschool program.
AMERICA AFTER 3PM
26
A strong majority of parents also view afterschool programs as engaging children in
learning, supporting their overall growth and development, and providing enriching
activities that are not offered during the school day. Eight in 10 parents agree that
afterschool programs should provide a fun experience for children; 71 percent agree
that afterschool programs should help children develop workforce skills such as
teamwork, leadership and critical thinking; and 71 percent of parents also agree that
afterschool programs should provide learning activities that are not offered during
the regular school day.
81% of parents say that their child’s enjoyment
is very important in selecting an afterschool
program and 87% say that afterschool programs
should provide a fun experience for children.
Offer a fun experience for children
80
%
Help children develop workforce skills
71
%
Parents agree that afterschool
programs should
(Top ve answers):
80
%
Help children be physically active
71
%
Provide learning activities that aren’t
provided during the regular school day
71
%
Provide healthful beverages, snacks and/or meals
Quality of care
79
%
2009
88
%
2014
Parent satisfaction with
features of their child’s
afterschool program by year:
Workforce skills development
71
%
2014
2009
57
%
Knowledgeable and well-trained staff
84
%
2014
2009
76
%
Variety of activities
80
%
2014
2009
74
%
Homework assistance
64
%
2009
80
%
2014
AMERICA AFTER 3PM
27
The Positive Impacts of Afterschool Programs on Children
A substantial and growing body of research points to the positive academic, social and
emotional outcomes associated with participation in quality afterschool programs.
12
The America After 3PM survey nds that parents—in particular those with children
currently in an afterschool program—believe that afterschool programs provide a safe
space for children and agree that, among other things, afterschool programs help
to excite kids about learning; to become physically active; and to develop interest
and skills in science, technology, engineering and math learning. Parents of kids
in afterschool programs also strongly believe that afterschool programs positively
inuence children’s behavior—improving behavior in school and reducing the
likelihood that they will commit a crime, use drugs or become a teen parent.
Many afterschool programs extend beyond the traditional school year, providing
summer learning programs that help combat summer learning loss among students.
One-third of families report at least one child participated in a summer learning
program in 2013—up from the 25 percent of families reporting in 2009 that at least
one child participated—paying an average of $250 per child per week. Yet, demand
for programs is great. More than half of families (51 percent) reported a desire for
their child to participate in a summer learning program in 2014. Parents’ support
of and need for summer learning programs is also expressed through their strong
backing of public funding for summer learning programs. Eighty-ve percent of
parents indicate support for public funding, an increase of two percentage points
over the already very strong support registered in 2009. The high level of support for
public funding of summer learning programs mirrors parents’ strong support for public
funding of afterschool programs.
85
%
of parents
favor public
funding for
summer
learning
opportunities
84
%
of parents
favor public
funding for
afterschool
opportunities
83% of parents of
afterschool program
participants agree that
afterschool programs
reduce the likelihood
that youth will engage
in risky behaviors, such
as commit a crime or
use drugs, or become
a teen parent. Just 3%
of parents disagree
with this statement.
Parents with a child in an afterschool program agree that
afterschool programs provide the following benets:
83
%
Reducing the likelihood that youth will
engage in risky behaviors, such as
commit a crime or use drugs, or
become a teen parent
A fun experience
88
%
Opportunities to be physically active
85
%
88
%
Developing social skills through
interaction with peers
85
%
Access to caring adults and mentors
77
%
Gaining workforce skills, such as
teamwork, leadership and critical thinking
82
%
Excitement about learning
82
%
Help completing homework
78
%
Gaining interest and
skills related to STEM
78
%
Improvement in behavior in school
76
%
Improvement in school day attendance
75
%
Receiving healthful beverages,
snacks and/or meals
76
%
Opportunities to learn about
various cultures, countries,
languages and global issues
AMERICA AFTER 3PM
28
Physical Activity, Health and Nutrition
Childhood obesity is a growing national concern; rates have doubled among children
and quadrupled among adolescents over the past 30 years.
13
The Centers for Disease
Control and Prevention report that in 2012, more than 1 in 3 children and adolescents
in the United States were overweight or obese.
14
Parents with children in an afterschool
program view the programs as a way to help keep kids active and healthy—providing
children with opportunities to be active, eat nutritious foods and drink healthful
beverages. Eighty-four percent of parents of afterschool program participants agree
that afterschool programs should help children be physically active, and 85 percent
agree that afterschool programs do provide children with opportunities to be physically
active. Approximately 8 in 10 parents (79 percent) are satised with the amount of
physical activity provided by their child’s afterschool program and 79 percent are
satised with the variety of physical activity.
Additionally, more than 3 in 4 parents of participants (77 percent) agree that
afterschool programs should provide healthful beverages, snacks and/or meals. Parents
of children in afterschool are largely satised with their afterschool program’s snack
and/or meal offerings—74 percent report that they are satised with the afterschool
program’s snacks and/or meals that included healthful foods.
The opportunity for physical activity and availability of healthful snacks and/or meals
were also important factors in parents’ selection of their afterschool program. When
asked to select factors that were very important in choosing their child’s afterschool
program, nearly 7 in 10 parents with children in afterschool (68 percent) shared that
opportunities for physical activity were very important in their decision. More than 3 in
5 parents (62 percent) said that in choosing a program, it was very important to them
that the program provides snacks/meals that include foods that are healthful.
15
60 minutes or more 27%
30-59 minutes 40%
15-29 minutes 25%
Less than 15 minutes 4%
Not Sure 5%
Parents’ responses to “On a typical day in their
afterschool program, how many minutes of physical
activity does your child get?”
85% of parents
with children
in afterschool
programs agree
that afterschool
programs provide
children with
opportunities to be
physically active.
All 9%
Most 34%
Some 45%
Little 8%
None 1%
Not sure 3%
Parents’ responses to “How much of this
physical activity would you say is moderate
to vigorous physical activity?”
3 out of 4 parents of
afterschool program
participants agree
that children receive
healthful beverages,
snacks and/or meals in
afterschool programs.
AMERICA AFTER 3PM
29
When looking only at responses of parents with a child in an afterschool program
offering physical activity, 2 out of 3 parents (67 percent) report that during a typical
day, their child engages in at least 30 minutes of physical activity. Nearly 9 in 10
parents (88 percent) report that at least some of the physical activity their child
participates in is moderate to vigorous. Fewer than 1 in 10 parents (9 percent)
say that their child gets little to no moderate or vigorous physical activity in their
afterschool program.
When asked about the types of foods and beverages served in their child’s afterschool
program, 72 percent of parents whose child’s afterschool program provides
beverages, snacks and/or meals said that their program only served healthful food or
beverages.
16,17
Science, Technology, Engineering and Math Learning Opportunities
Interest in building the capacity of young people in science, technology, engineering
and math (STEM) in the United States has grown over the last decade, in part because
of the recognition that citizens now require a greater level of STEM literacy to make
informed decisions about complex issues in an ever-changing world. Additionally,
more and more jobs now require prociency in STEM, raising concerns about ensuring
access to adequate educational experiences in order to ensure all students can
participate effectively in the modern workplace. While many look to the school day
to help better equip students with STEM skills, increasingly afterschool programs have
become an important and growing part of the STEM education ecosystem, providing
additional opportunities for students to engage in hands-on, interest-driven and
project-based STEM learning.
STEM combined
69
%
Math learning opportunities
60
%
Features offered by
afterschool programs:
Science learning opportunities
46
%
Technology and engineering opportunities
30
%
Parents’ responses to “About how often does
your child participate in a science, technology
and engineering, or math activity as part of their
afterschool program?”
Daily 14%
2 – 3 times a week 38%
Once a week 24%
Once a month 7%
Less than once a month 6%
Not sure 11%
AMERICA AFTER 3PM
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For the rst time, America After 3PM asked parents about their afterschool program’s
STEM learning opportunities, expectations and satisfaction in order to see how
prevalent STEM learning opportunities are after school.
America After 3PM nds that overall, parents believe that afterschool programs do
and should provide hands-on STEM learning experiences for their children. Seven in
10 parents surveyed agree that afterschool programs should offer opportunities to
explore and engage in hands-on STEM learning, and 65 percent of parents agree that
afterschool programs can help children gain interest and skills related to STEM.
Nearly 7 in 10 parents of afterschool program participants (69 percent) report that
their program offers a STEM learning opportunity, with more than half (52 percent)
of these parents reporting that their child takes part in a STEM activity at least
twice a week.
While parents report that many factors were important to them in selecting their
child’s afterschool program, more than half (53 percent) said that STEM learning
opportunities were very important in their decision.
18
Of parents who shared
that STEM learning opportunities were very important in selecting their child’s
afterschool program, 85 percent were satised with their afterschool program’s
STEM learning opportunity.
65% of parents agree that afterschool programs can help
children gain interest and skills related to STEM.
In Cambridge, Mass., Science Club for Girls seeks to increase science
literacy and self-condence in girls, especially those from populations
underrepresented in STEM elds, by providing opportunities to learn
about STEM topics ranging from astronomy to oceanography, inviting
women working in a science eld to speak with students, and taking
eld trips to STEM companies and universities. Students in Project
GUTS in Santa Fe, N.M., design, create and test computer models on
science topics relevant to their communities. For example, students
developed models to test if a disease would spread throughout their
school population by looking at factors such as the school building’s
design, the number of students and the disease’s contagiousness.
Across the country, afterschool programs are engaging children in
innovative, hands-on, project-based STEM learning opportunities,
helping them develop an interest in STEM subjects, a mastery
and better understanding of STEM activities and skills and an
appreciation of the role and value of STEM and STEM learning
activities. Afterschool STEM holds great potential, but to ensure that
all children are able to access quality STEM learning opportunities,
greater investment in STEM afterschool programs is necessary.
Afterschool STEM Learning Opportunities
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Older Youth
Previous research has shown that quality afterschool programs can help older
youth develop stronger connections to their peers and to caring adults, improve
their attitudes toward school and learn about college and career options.
19
In
this survey, answers from parents of high school students illustrate how the
concerns and priorities of parents of older youth differ from those of parents
of younger children when looking for an afterschool program, as well as
differences in types of activities offered by programs for older youth. Overall
satisfaction with their child’s afterschool program is just as high among parents
of high school youth as it is among all parents surveyed (both 89 percent).
However, compared to all surveyed parents with a child in an afterschool
program, parents of high school students are more likely to report that learning
activities that are not provided during the regular school day and STEM learning
opportunities were very important in their selection of an afterschool program.
Sixty percent of parents of high school students in an afterschool program
report that college exploration or readiness opportunities were important to
them, and 58 percent said that opportunities for career exploration or readiness
were important. Parents of high school students in an afterschool program were
less likely to report that factors related to convenience, such as program hours
or location, were important in their selection of an afterschool program than
parents of elementary- and middle-school students.
69% of parents of high schoolers
said “the hours meet my needs”
was very important in their
selection of an afterschool
program versus 79% of parents
of elementary school students.
Learning activities that aren’t provided
during the regular school day
66
%
62
%
Grades 9-12
Overall
Factors that were very
important in selecting their
child’s afterschool program:
STEM learning opportunities
57
%
53
%
Grades 9-12
Overall
Features offered by
afterschool programs:
Workforce skills development
45
%
Grades K-5
40
%
Grades 6-8
56
%
Grades 9-12
Digital media
32
%
Grades K-5
38
%
Grades 6-8
43
%
Grades 9-12
AMERICA AFTER 3PM
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Parents of high school students are also much more likely than parents of elementary-
and middle-school students to report that their teen’s afterschool program offered
digital media opportunities and workforce skills development covering such topics
as teamwork, leadership and critical thinking. More than half (52 percent) also
shared that their child’s afterschool program offered college exploration or readiness
opportunities and 48 percent said that their program offered career exploration
or readiness opportunities. A strong majority of parents are satised with the
opportunities for college and career readiness; more than 7 in 10 parents of high
school youth reported that they are satised with either their afterschool program’s
career or college exploration or readiness opportunities (72 percent, 71 percent).
A strong majority of parents are satised with the
opportunities for college and career readiness in
their high schoolers’ afterschool program.
AMERICA AFTER 3PM
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Parents Want Public Funding
to Support
Afterschool Programs
A combination of private investment and public investment at the federal, state and
local levels in afterschool programs is needed to increase availability and ensure
the affordability of programs in communities around the country. Parents recognize
the value of afterschool programs and view federal investment in programs as
important, strongly supporting public funding for afterschool. Overall, 84 percent of
parents report that they favor public funding for programs that provide afterschool
opportunities in communities that have few opportunities for children and youth, a
slight increase from 83 percent in 2009.
AL
83
%
AK
78
%
AZ
84
%
AR
84
%
CA
86
%
CO
79
%
CT
86
%
DE
84
%
DC
93
%
FL
89
%
GA
88
%
HI
93
%
ID
83
%
IL
84
%
IN
87
%
IA
75
%
KS
75
%
KY
87
%
LA
87
%
ME
85
%
MD
84
%
MA
89
%
MI
89
%
MN
82
%
MS
82
%
MO
82
%
MT
86
%
NE
77
%
NV
82
%
NH
87
%
NJ
82
%
NM
91
%
NY
85
%
NC
86
%
ND
86
%
OH
90
%
OK
77
%
OR
83
%
PA
85
%
RI
71
%
SC
82
%
SD
87
%
TN
86
%
TX
80
%
UT
81
%
VT
88
%
VA
79
%
WA
83
%
WV
84
%
WI
82
%
WY
85
%
Percentage of parents who favor public funding for programs that provide afterschool opportunities
to students in communities that have few opportunities for children and youth.
NATIONAL AVERAGE 84
%
AMERICA AFTER 3PM
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Strong support for public funding for afterschool programs spans party lines,
geographic regions, and racial or ethnic background. When looking at political
identication, more than 9 in 10 parents (91 percent) who identify as Democrats,
86 percent of parents who identify as Independents and 80 percent of parents
identifying as Republicans report that they favor public funding for afterschool
programs. Examining support by region, 86 percent of parents living in the
Southeastern region of the United States, 85 percent of parents in the Northeast/Mid-
Atlantic region, 85 percent of parents in the West and 83 percent of parents in the
Midwest favor public funding for afterschool programs.
While parents overall strongly favor public funding for afterschool programs, support
for public funding of afterschool programs is even higher among African-American
parents, Hispanic parents and working mothers. More than 9 in 10 African-American
parents (91 percent), 87 percent of Hispanic parents and 87 percent of working
mothers support public funding for afterschool programs.
AMERICA AFTER 3PM
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86
%
85
%
85
%
83
%
Conclusion
The past decade has seen much progress in the number of children who are able to
take advantage of the opportunities and activities afterschool programs have to offer,
transforming the hours between 3 and 6 p.m. from a time of concern for working
parents to a time of learning and advancement for students. Overall participation
in afterschool programs has increased by nearly 60 percent from 2004 to 2014, with
nearly 4 million more children in afterschool programs today. In addition to more
children participating in afterschool programs, parents’ satisfaction with specic
aspects of afterschool programs—such as the quality of care, staff and program
activities—has signicantly increased over the last ve years.
Although sizeable gains have been made in afterschool program quality and
participation, the unmet demand for afterschool programs continues to rise. In 2004,
the parents of 15.3 million children said they would enroll their child in an afterschool
program if one were available; today that number stands at 19.4 million children.
And, while the number of children alone and unsupervised after school has decreased
over the last 10 years, there are still 11.3 million children headed for an unsupervised
environment after the last school bell rings.
AMERICA AFTER 3PM
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The data in this report show that parents are increasingly turning to afterschool
programs to meet their own and their children’s needs in the hours after school. The
combined demand for afterschool, both met and unmet, exceeds 50 percent of school-
age children in the United States. Parents who are fortunate enough to have access
to afterschool programs are highly satised with those programs and are increasingly
satised with aspects of the programs that are linked to quality.
Increased federal, state, local and private investments are essential to ensure that
quality afterschool programs are available, accessible and affordable to all children,
regardless of income level or geographic area. Public support for federal funding of
afterschool programs is strong, with a high-level of support across political party
identication and geographic region. Yet federal investment in the primary funding
stream for afterschool programs has remained relatively at over the past ve years—
growing less than 2 percent, from $1.13 billion in 2009 to $1.15 billion in 2014. Despite
the growing call for afterschool programs, $4 billion in local grant requests have been
denied due to insufcient federal funds and an increasing number of requests over the
course of 10 years.
20
Taken together, the 2004, 2009 and 2014 editions of America After 3PM illustrate how
much progress has been made in the afterschool hours, but at the same time, they
make clear that as a nation, we have much more work ahead of us to ensure that
all children are afforded the supports and opportunities afterschool programs have
to offer. It will take a united effort to increase the availability of quality afterschool
programs that help children reach their full potential and succeed in school, college,
career and beyond. To help families and the approximately 19.4 million children across
the United States who would participate in an afterschool program if one were available
to them, it will take a concerted effort by the public and private sectors—as well as
educators, families and communities—to tackle the challenge of meeting the demand
for afterschool programs.
There are 11.3 million
children headed
for an unsupervised
environment after the
last school bell rings.
AMERICA AFTER 3PM
37
1
Based on a Pew Research Center survey, Internet use has increased from 74 percent in December 2008
to 87 percent in January 2014. Pew Research Center. (2014). Internet Use Over Time. Pew Research
Internet Project. Retrieved from http://www.pewinternet.org/data-trend/internet-use/internet-use-
over-time.
2
Afterschool Alliance. (2014). “Evaluations Backgrounder: A Summary of Formal Evaluations of
Afterschool Programs’ Impact on Academics, Behavior, Safety and Family Life.” Retrieved from http://
www.afterschoolalliance.org/documents/challenge2014/EvaluationBackgrounder-FINAL.pdf.
3
Due to the change in survey collection, the projected numbers and percentages reported on this year
for participation in afterschool programs, children in self-care, and children not in an afterschool
program but whose parent would enroll them if one were available, is based on child level data rather
than household level data that was reported on in previous years. The household level percentages are
included in the topline questionnaire.
4
See state-specic fact sheets for state-level data points. Available at http://afterschoolalliance.org/
AA3PM.
5
This includes parents surveyed that selected “Hispanic or Latino” to describe themselves.
6
This includes parents surveyed that selected “black or African-American” to describe themselves.
7
Households who reported qualifying for the Federal Free or Reduced Price Lunch Program are classied
as low-income households, as qualication for this program is commonly used as a proxy for families
living in or near poverty.
8
The demand for afterschool is based on nonparticipant households who responded “extremely likely”
or “somewhat likely” to the question, “If a program…were available in your community, please indicate
how likely you would be to have each of your children participate in such an afterschool program.”
Endnotes
AMERICA AFTER 3PM
38
9
All gures in this section refer to the subset of parents whose child is not enrolled in an afterschool
program, but would enroll them if one were available, except where explicitly stated otherwise.
10
This includes answer choices that relate directly to challenges in enrolling a child in afterschool and
excludes answer choices that pertain to reasons for not needing an afterschool program, such as “my
child is old enough to care for her or himself.”
11
In 2009, 57 percent of parents said that their child’s afterschool program was located in a public
school. The wording and answer choices for this question were slightly modied:
2014: “During the 2013-2014 school year, are any of your children in grade __’s afterschool programs
physically located in a public school building?” Answer choices: Yes, No, I don’t know.
2009: “During the 2008-2009 school year, where were each of your children’s afterschool programs
located?” Answer choices: Public school, YMCA, Private school, Religious center, Recreation/
Community center, Boys & Girls Club, Library, Private home, YWCA, Other.
12
Afterschool Alliance. (2014). “Taking a Deeper Dive into Afterschool: Positive Outcomes and
Promising Practices.” Washington, D.C. Retrieved from http://www.afterschoolalliance.org/
documents/Deeper_Dive_into_Afterschool.pdf.
13
Ogden, C.L., Carroll, M.D., Kit. B.K., Flegal, K.M. (2014). “Prevalence of childhood and adult
obesity in the United States, 2011-2012.” Journal of the American Medical Association. National
Center for Health Statistics. Health, United States, 2011: With Special Features on Socioeconomic
Status and Health. Hyattsville, MD; U.S. Department of Health and Human Services; 2012.
14
Ogden, C.L., Carroll, M.D., Kit. B.K., Flegal, K.M. (2014). “Prevalence of childhood and adult
obesity in the United States, 2011-2012.” Journal of the American Medical Association.
15
The answer choices “physical activity opportunities” and “program provides snacks/meals that
include foods that are healthy” ranked 9th and 12th out of a list of 23 answer choices.
16
Although these numbers are promising, it is important to note that the ndings reect parents’
perceptions of what is taking place in their child’s afterschool program, as well as their personal
understanding and interpretation of the question and their denitions of words such as “moderate,”
“vigorous” and “healthy.”
17
In the survey, the Standards for Healthy Eating in Out-of-School Time Programs adopted by the
National AfterSchool Association was used to dene “healthy foods,” where “Healthy foods are
described as those that are minimally processed foods made with whole grains and heart healthy
fats or oils and without added sugar or trans fats; fruits and vegetables; beverages made without
added sugar.”
18
The answer choice, “science, technology, engineering or math learning opportunities” ranked 16th
out of a list of 23 answer choices.
19
Harris, E., Deschenes, S. and Wallace, A. (2011). Helping Older Youth Succeed Through Expanded
Learning Opportuntiies. Harvard Family Research Project. Retrieved from http://www.hfrp.org/
publications-resources/publications-series/ncsl-harvard-family-research-project-brief-series-elo-
research-policy-practice/helping-older-youth-succeed-through-expanded-learning-opportunities.
20
O’Donnell, P., & Ford, J. (2013). The Continuing Demand for 21st Century Community Learning
Centers across America: More than four billion dollars of unmet need; Peterson, T., Fowler, S.
and Dunham, T.F. (2013). “Creating the Recent Force Field: A Growing Infrastructure for Quality
Afterschool and Summer Learning Opportunities.” Expanding Minds and Opportunities: Leveraging
the Power of Afterschool and Summer Learning for Student Success. Washington, D.C.: Collaborative
Communications Group.
AMERICA AFTER 3PM
39
About the Afterschool Alliance
Since 2000, the Afterschool Alliance has worked to ensure that all children have access to
quality, affordable afterschool programs. As the nation’s leading voice for afterschool, we
are the go-to resource on afterschool issues for the general public, policymakers, media
and practitioners. We work at the local, state and federal levels, engaging public will to
increase public/private investments in—and access to—quality before-school, afterschool
and summer learning programs for all children.
The Afterschool Alliance works with a wide range of stakeholders, including policymakers,
advocacy groups, providers, business and philanthropic leaders and technical assistance
organizations. We make the case for afterschool programs’ positive impacts on children’s
learning, education and well-being; supports for families and communities; workforce
development; the arts and creativity; college access; and more. Our direct outreach
extends to all 47 statewide afterschool networks and 26,000 providers, community
partners and supporters. For more information visit us at www.afterschoolalliance.org.
For more information about the national and state-specic America After 3PM survey
ndings, visit: http://afterschoolalliance.org/AA3PM. Additional resources related to
the 2014 America After 3PM report are accessible, including state-specic fact sheets.
Throughout 2015, special reports on physical activity and healthful eating, STEM,
communities of concentrated poverty and summer learning opportunities will be be
available.
Citation: Afterschool Alliance. (2014). America After 3PM: Afterschool Programs in
Demand. Washington, D.C.
AMERICA AFTER 3PM
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