-
Compulsory Education Laws Begin
Children unsupervised time was limited, children kept busy working long hour and factories or on the farm before 1852. Compulsory Education Laws effect as early as 1852, children started spent time going to school. The number of children attending school significantly rose in 1930 with Public Works program paying for the construction of new schools across America, and the school day stretch from 3 hours to 6 hours. -
Child Labor Laws Enacted
It essentially required factories to only hire adults. Children had gained significant amounts more free time. However, there were fewer adults at home to supervise them. -
Women Filled the Workforce Gap
Millions of men leaving their jobs to fight the World War II, millions of women entered the workforce to fill that gap. According to the statistic, 27% of women worked in 1940, but by 1946 that had risen to 37%. Educational and professional associations first began to focus on school age child care issues and the term Latchkey Child, which was popularized as a reference to children who went home to an empty house after school and often had to wear a dorky around their neck. -
Changing Neighborhoods
By the 1960s, urban areas became poorer by rising crimes, gangs, and drug use children growing up in these neighborhoods were at greater risk of negative influences and development. Anti-poverty campaigns resulted in the first federal funding of childcare for low-income families to encourage parents to enter the workforce and or participate in job training. -
Changing Family Structures
By the 1970s and 80s, women’s right to work became a civil rights issue and leaders began organizing conversations at the federal level address family rights to child care. The number of single-parent families rose and whether or not self-care put students at risk became a national conversation. -
First Substantial Federal Initiative
Child Care Development and Block Grant (CCDBG) subsidized support for quality child care and after school care for low-income families, for the purpose of promoting employment and job-related training; States also began funding after-school programs at millions of dollars. The progressive policies of the 1990s set the stage for a paradigm shift and the importance of the role of school age care. -
First national Before and After School Study
First national Before and After School Study indicated 1.7 million children were in organized after-school activities. Other research began linking regular participation to improved social-emotional development and academic performance. The new policy agenda was complemented by an emerging research agenda on the millions of students participating and nonparticipating in some sort of organized after-school programming. -
Women Workforce
By 1995, women’s rates in the workforce double that in 1946 to 76 percent. With the personal responsibility and work opportunity reconciliation act also known Welfare Reform of 1996. Subsidies became time-limited and conditional on parents working and are participating in job training which resulted in large numbers of single low-income mothers entering the workforce. -
Research exposing growing educational needs
Headstart was funded to promote school readiness for preschool children of low-income families. New research findings demonstrated that summer accounted for the loss of about two months of grade-level equivalency and math skills for all students. But that in reading, low-income students lost more than two months and reading achievement despite the fact that their middle-class peers make slight gains. -
Research exposing growing equity gap
Student's time after school and during summer seem to matter more than ever. By 1997, a report found that the prime time for violent juvenile crime are between 3 PM to 8 PM, the time that young people are left without responsible adult supervision after school bell ring. -
Federal Role in funding Child Care and After-school programs
By 1994, the federal government made its first formal recognition of the importance of before-after-school and summer time with the passage of the 21st Century Community Learning Center programs, which encouraged a partnership between schools, communities, and families and ensuring year-round healthy development and academic success of school-aged children and youth. Funding for these programs began at 40 million dollars in 1998. -
'No Child Left Behind Act'
As well as literacy and other educational services to the families of participating children, this shift was accelerated with the 2001 ‘No Child Left Behind Act’ which we authorize 21st century programs and transferred funding allocations to the states. It marked a significant paradigm shift and accountability for schools as well as the after-school programs to ensure the educational attainment of all children. -
Changing Labor Force
According to the statistic, tremendous change over 75 years; from child labor to women labor, until today, 60% of families include two working parents, 25% children live with single mothers and the number of mothers with school-aged children who work is near 75%. -
Funding Sources of Afterschool Programs in CA today
The findings from after-school programs in California help support continued funding decisions made by the state legislature. 21st Century Community Learning Center funding equates to about 132 million dollars today in CA. Most funding in California actually comes from a voter-approved initiative before. Today, about 86% of California’s programs are funded by After-School Education and Safety Program Act, not 21st CCLC funding. -
Successes and Challenges of Afterschool Programs in CA today
From safety and supervision to an academically focused program that could help students meet state and local standards and core academic subjects such as reading and math, and offers students a broad array of enrichment activities that could complement the regular academic programs. The findings from after-school programs in California help support continued funding decisions made by the state legislature.
