Financing Child Care in the United States - Ewing Marion Kauffman ...

AFTER SCHOOL LEARNING AND
SAFE NEIGHBORHOODS
PARTNERSHIPS PROGRAM
(CALIFORNIA)
DESCRIPTION
The After School Learning and Safe Neighborhoods
Partnerships Program was established to fund school
partnerships with city, county and community
organizations to provide after school programs for
students in grades K–9. Through these partnerships,
academic and literacy supports are provided, as well as
safe, constructive alternatives for having fun and learning
new skills after school. Programs operate at elementary,
middle and junior high school campuses with large
numbers of children and youth from low–income families.
WHEN ESTABLISHED
The program was established by three bills during the
1998 legislative session and was amended during the
1999 session.
ANNUAL AMOUNT
A total of $50 million was initially available in 1999. A
local match is required (cash or in–kind) from the school
district, government agencies, community organizations or
the private sector, in an amount equal to 50 percent of
the state grant amount. Of the $50 million, $25 million
was reserved for elementary schools, and $25 million
was reserved for middle schools and junior high schools.
The grant award is calculated at $5 per 3—hour
increment per student, up to $25 per student per week.
The maximum grant for each school year is $75,000 for
elementary schools and $100,000 for middle schools and
junior high schools. There is an additional increment
available for elementary schools with an enrollment
greater than 600 students or for middle school or junior
high schools enrolling more than 900 students. A
supplemental grant is available for summer, intercession
and vacation periods. Governor Gray Davis (D) requested
and received $35 million in expansion funds, increasing
the total funds available to $85 million and creating
space for an additional 39,000 children for FY2000. The
After School Learning and Safe Neighborhoods
Partnership Project is funded with general operating
funds from the California Department of Education.
SERVICES FUNDED
Each local program must include two components: an
academic component and an enrichment component.
The academic component provides tutoring or homework
assistance. The enrichment component may include arts,
music, sports, recreation, career preparation activities,
teen pregnancy and substance abuse prevention services,
gang awareness activities, conflict resolution training,
community service–learning and other youth development
activities. Funds may be used for staff, materials, services,
training, equipment, supplies, evaluation, facilities,
transportation or other purposes. In elementary schools
the program must operate for a minimum of 3 hours and
at least until 6 p.m. on every regular school day. It also
may operate during any combination of summer,
intersession or vacation periods for a minimum of three
hours per day. Some flexibility is provided in serving junior
high and middle school students, and they are required to
participate only three days per week.
POPULATION SERVED
Students in grades K–9 are included, with a priority given
to those schools serving a large number of students from
low–income families. These schools are defined as those
in which at least 50 percent of the students are eligible
for free or reduced–cost meals. Ninth graders who attend
a high school (rather than a middle school or junior high
school) are not eligible to participate. Initial participants
were 99 agencies, 126 school districts, 573 sites, 37,999
elementary school students, and 18,680 middle and
junior high school students.
HOW FUNDS DISTRIBUTED
The Department of Education disburses funds to
successful applicants. These may include cities and Local
Education Agencies (LEAs), which include school
districts, county offices of education and some charter
schools, counties or nonprofit organizations in partnership
with, and with the approval of, an LEA. Each partnership
must plan its program through a collaborative process.
The fiscal agent must be an LEA or city or county
government. The funding cycle is three years.
STRATEGIC CONSIDERATIONS
• A strength of California's approach is the emphasis
given to building on existing local collaboratives and
strengthening relationships between schools and
community agencies. It is based on local analysis of
strengths and community assets.
• The dynamics of working in collaborative arrangements
can be challenging for schools and nonprofit agencies.
Often these organizations were accustomed to
pursuing and receiving funding on their own, rather
than doing so as part of a group. It is imperative that
collaboration occurs, since state funding covers only a
portion of program costs (i.e. 50 percent matching
funds are required).
• State staff have collaborated with other groups to
develop and support the program. For example, the
state, in partnership with the Foundation Consortium,
has provided technical assistance and training to
grantees. Also, this partnership, together with the
University of California at Irvine and Apple Computers
resulted in a CD–Rom with useful activities, resources
and staff development materials.
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