After School Programs: Pros And Cons

According to Tough (2016), “In 2013, for the first time, a majority of public-school students in this country -51 percent, to be precise- fell below the federal government’s low income cutoff, meaning they were eligible for a free or subsidized school lunch” (pg. 58). Children whom come from low income families are more than likely to struggle in school. They may or may not come from single family homes. As well as they may have both parents at home, but their parents may not be able to be active in their education. They may not have a way to participate in school activities, or attend conferences.

More parents than ever these days are working outside of the home. This means that when the school bell rings, many children are left unsupervised and with no where to go but an empty house with no supervision. Not only that, but some parents are also struggling to provide adequate after-school care. Either they cannot afford the monthly payments of a daycare, or the programs are just simply not available to them. (Ansell, 2004).

The New Jersey State Department of Education received government, state, and local funding for youths ages 5-17, as part of the 21st Century Community Learning Centers Program. The question is; how can the states revise and disperse the amount of funding allocated for after-school programs for the current number of children enrolled? How can we raise awareness about the higher enrollment after-school programs offered for children of all ages? The current data shows the ratio of children enrolled versus the number of children not enrolled, offset the amount of dispersed funds, and varies state to state. The New Jersey Department of education allocates the funded money towards after-school programs housed at public schools with a high enrollment rate while other states do not. This leaves a huge gap in society with not enough funds creatively used towards youth programs. Children of all ages should have access to an after- school educational program and support from within their community. Common motivational goals set forth in the evaluation for this program are, for children to receive the enhancement of moral values, equality, and diversity through after-school educational programs within their local school districts. This evaluation is based on the logic model format and designed to meet the needs and demands assessment criteria. Weighing the outcome of an economical developed society in which graduation rates will increase. While, in past the government started

“California has cut $18 billion, one-third of state school funding, from money for kindergarten through high school over the past three years.” USA Today (Welch, 2011). Budget cuts to the California Public School System, which is the underlying factor in the deterioration of the quality of education, has had a negative impact on every facet of society. From students to teachers to employers, all have felt the effects of decreased funding of schools. The state of California is headed in the wrong direction by reducing school funding and unless a solution is found to minimize or put a halt to these reductions, our children will bear the

Fifty years after the declaration of war on poverty, an increasing number of children still grow up in poverty in this country. Poverty is now more determinative than race as a predictor of student educational success (Reardon, 2013). The achievement gap between the poor and the more economically advantaged child has actually widened over the last three decades (Reardon, 2013). If we are to provide all children with equal and excellent educational opportunities, it is imperative that we utilize the most effective strategies and enhancements to overcome the educational disadvantages that poor children experience.

Lack of money, health insurance, and other poverty related issues have also led to lower academic performance among children in poverty. In David Berliner’s Letter to The President, he explains how “medical problems are harming student learning in our schools” (252). Since poor children may not have health insurance, or their families may not have the funds to see a doctor, poorer children miss more school due to illness. Also, more children in poverty come from single parent homes, which leaves numerous children on their own after school. In fact, “three fourths of all single mothers are in the labor force” which means there happens to be usually nobody at home to assist poor children with their homework, or help them study for tests

Children living in poverty or low-income neighborhoods are known to have lifelong struggles because of their education. The link between poverty and poor education is a known fact because children living in poverty will rather provide for their families than their own education. As a community, we need to come together to help low-income families and their children obtain a better future in their education. The effects of children living in poverty or low-income neighborhoods is a known issue worldwide and is only affecting our children’s future and ours.

The correlation between low-income families and education has been overlooked by many including political leaders. They often believe that with better education, comes the less likelihood of poverty. The problem is that some children are already a part of a low-income family and have to work through all the conditions that it comes with. It’s highly more visible living in New Mexico than in our higher income counter states. As an educator and someone who is friends with other educators, it’s a problem we see all too often. A friend of mine works at an elementary that is predominantly low income and is constantly plagued with the difficulty it brings. Both behavioral issues and lower testing scores are apparent in

The differences in academic gaps between children and teenagers from low-income neighborhoods and affluent neighborhoods present themselves in the schools the students attend. A study by the Department of Education showed that students in low-income areas did not have access to the same rigorous courses, and when they did, the resources available to the low-income students was lacking compared to the resources the students in high income neighborhoods had access to. In the low-income areas black and Hispanic students were twice as likely to have teachers with less experience, with one or two years in the profession, compared to schools in affluent neighborhoods with well-to-do white students. Another thing increasing the academic gap is that only 22 percent of local districts reported offering pre-kindergarten or other early learning programs for low-income children.

After this past week’s lesson in regards to “Addressing Inequality in the US: Upstream Prevention,” I have a new gained awareness of government funding, educating children and making sure parents are parenting better. I agree with James Heckman’s reasoning that we must focus more on providing aid, structure and discipline towards young children long before they enter high school. Educating the young is the most effective method of addressing inequality.

High poverty public schools in the sample show a considerably greater need for special educational support programs than do low poverty schools; that students in these schools, whatever their family socioeconomic status, have lower achievement than do students in the low poverty schools; and that schools with more than 50 percent of their

When parents sign their child up for school they expect for their child to be on their best behavior and to bring home good grades. In order for that to happen the child's should listen to the teacher and develop strong skills in their weakest subject in class. If the teacher feels that the child should be in an after school program to have one on one time with the child than the teacher needs to speak to the parent to recommend that the child needs after school help. Why do the faculty members feel that no child should be left behind?

Forty-nine percent of the low-income parents reported earning less than $800.00 per month, whereas all but one parent from the middle-class comparison school reported earning $1,600 or more per month. Only 17 (22%) of the low-income school parents reported earning more than $1600 per month. Furthermore, 49% of the project school families reported income from public assistance (primarily Aid for Families of Dependent Children [AFDC]), and 85% reported receiving public assistance at some time in the past. The middle class parents were much less likely to be dependent on public assistance. (p. 179-180)

After- school programs have been around for long time. However, their initial purpose was different than what is demanded in today’s society. The after school program was originally developed in urban communities in response to the decline in child labor and the rise in mandatory schooling. This combination altered the day of an urban child. The child would go to school, and come home with nothing to do. They could not work anymore because of child labor laws. With this being a new law, parents did not know what to do with their children because they had to work into the late hours of the evening. Also, urban housing had unkempt, undesirable conditions for living. This caused many

School children present many advantages as a target segment. The first being that 87% of parents supply an income to children (Calvert, 2008) .This means