The Afterschool Investments project has developed profiles for each state to provide a snapshot of the "state of afterschool," as well as an opportunity to compare afterschool activities across the country. This profile provides key data and descriptions of the afterschool landscape, which includes a range of out-of-school time programming that can occur before and after school, on weekends, and during summer months. It is designed to serve as a resource for policymakers, administrators, and providers.

• Quick Facts
• Statewide Initiatives
• Notable Local Initiatives
• Evaluation
• Statewide Organizations
• Additional Resources
• Notes and Sources

Quick Facts

Demographics

For more demographic information, visit http://nccic.acf.hhs.gov/statedata/statepro/index.html

Child Care and Development Fund (CCDF)

• CCDF Administrative Overview

• Settings

Where CCDF-Subsidy school age-children are served:

• Uses of CCDF Targeted Funds and Quality Dollars for Afterschool

"Resource and referral and school-age" targeted funds:
Funds may be used to disseminate information to parents about quality child care, to assist with provider recruitment, to develop a state-wide infrastructure between programs, to develop a grant process, and to expand availability of care to include school-age activities. Funds may also be administered in conjunction with the state’s Department of Education for out-of-school time programs and to support professional development opportunities for these providers.

Other quality activities:
Leadership training and network development for school-age providers may be supported by these dollars.

• Provider Reimbursement Rates

Temporary Assistance for Needy Families (TANF) and Child Care

Program Licensing and Accreditation Policies

21st Century Community Learning Centers (21st CCLC)

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Statewide Initiatives

• Colorado AfterSchool Network. Convened in 2004 by a public-private partnership that includes The Colorado Trust, the Colorado Department of Education, representatives of existing associations of school-based and school-linked programs, as well as key policymakers, the Colorado Afterschool Network (CAN) seeks to connect providers, policymakers and other stakeholders throughout Colorado into a force demonstrating that afterschool programs work and are a vital part of community life. The Network’s work wraps around three broad-based goals: 1) Building public will, 2) Informing policy development, and 3) Improving the quality of programs.

  For more information, please visit the Network’s website at www.coloradoafterschoolnetwork.org

• Out-of-School Time Care Program. The Out-of-School Time Care Program for low-income families has been providing quality afterschool programs across Colorado since 1996. Administered by the State Department of Education, Prevention Initiatives Division, in cooperation with the state’s Department of Human Resources, Colorado uses the Child Care and Development Fund quality earmark to fund 10-20 programs annually that promote the academic success of school-age children while also addressing the needs of working parents who need quality child care services. The program serves thousands of families a year.

  For more information, see http://www.cdphe.state.co.us/ps/ipsp/specificprograms/
  cde/outofschool03final.pdf.

• Tony Grampsas Youth Services Program (TGYS). This statewide funding stream for youth development programs was created in 1994, following a particularly violent summer across the state of Colorado. Administered by the Department of Public Health and Environment, TGYS focuses primarily on high school drop-out prevention and mentoring. State funding for this program in 2003 was approximately $4,000,000.

• Colorado Trust Afterschool Initiative. In 2000, the Colorado Trust committed to funding a five-year afterschool Initiative, during which time it committed to investing $11 million in youth programs serving children ages 9-14. Thirty community-based organizations across the state have been given grants through the initiative. After the grant period ends, an outside Consultant will evaluate the initiative to assess the effectiveness of positive youth development, cultural competency, and partnerships in improving program’s youth outcomes.

  For more information, see http://www.coloradotrust.org/index.cfm? fuseAction=InitiativesGrantees.details&initiativeId=269.

• Governor's Safe and Drug Free Schools Program. Recognizing that middle school students were at high risk for engaging in criminal activity afterschool yet had few afterschool program options, the Colorado Governor's Office collaborated with The Fund for Colorado's Future to provide safe and enriching activities targeted at this age group. Emphasis was placed on partnerships between schools and community groups, with schools providing facilities and community groups providing staff and programming. Grantees conducted community needs assessments about substance use and violence problems, and then implemented research-based program designs to reduce drug use, violence, or other negative behavior among youth. They established measurable goals and will conduct periodic program evaluations. Using Safe and Drug Free Schools funds, the Governor's programs have established 48 community collaborations serving over 3,800 students in 16 schools in the 2002-03 school year.

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Notable Local Initiatives

• Denver’s Lights on Afterschool (LOAS) Initiative is a collaboration between the Mayor’s Office for Education and Children, the Denver Public Schools (DPS) Foundation, and Mile High United Way to raise and allocate funds for DPS-based afterschool programs. The goals of the LOAS Initiative are to: 1) Serve as a catalyst for schools to increase the amount and quality of afterschool programming; 2) Increase awareness among school leaders and staff regarding quality programming; and 3) Enhance learning in and out of the classroom. The LOAS Initiative funds a variety of DPS-based programs focused on academic support, social/cultural programs, and recreation. Programs are aligned with school day curricula, are developmentally appropriate and culturally competent, and foster positive youth development. These programs serve thousands of students in over 75 Denver Public Schools. Working in collaboration with Assets for Colorado Youth, the LOAS partners developed a unique training program available free to all LOAS providers that includes technical assistance and ongoing mentoring throughout the year in positive youth development to strengthen the quality of afterschool programs.

• The Bridge Project. In 1992, the University of Denver’s Graduate School of Social Work partnered with the Denver Housing Authority to begin the Bridge Project with the mission of providing educational and social opportunities to families and individuals living in Denver’s public housing developments. Bridge is now located in three housing developments providing an afterschool, summer literacy and scholarship program. The afterschool program provides multiple academic and enrichment activities to 360 participants, ages 3-18, between the hours of 3:00 and 8:00PM, including one-on-one tutoring, computer technology, mentoring and employment opportunities for teens.

  For more information, see http://www.du.edu/bridgeproject/

• GOALS Inc. Goals, Inc., a community based non-profit in south Thornton, provides a safe haven and academic assistance to elementary and middle school students that attend 5 separate Adams12 schools. Programming includes best practice mentoring programs, enrichment activities, recreation and sports, life skills and tutoring. In addition, Adult ESL classes are offered. Goals Inc. partners with 4H, Jr. Achievement, Boys/Girls Scouts and Big Brothers/ Big Sisters.

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Evaluation

• Colorado 4-H Impact Study. In the spring of 2005, Colorado State University Cooperative Extension 4-H surveyed students in the 5th, 7th and 9th grades to measure the impact that the 4-H Youth Development experience has had on Colorado’s young people. Findings confirm that youth who participate in any organized out-of-school activities are less likely to engage in a variety of at-risk behaviors.

  For more information, see http://www.4h.colostate.edu/research_impact/index.shtml

• Afterschool Programming in Colorado. Based on a survey of 101 youth-serving agencies, this needs assessment summary highlights priority after school issues requiring increased attention. Key findings include the need to make afterschool programs more widely available, particularly to underserved youth; programs need to ensure quality and increase their ability to serve an increasingly diverse population; and the need to develop adequate, stable funding.

  For more information, see http://www.coloradotrust.org/repository/publications/pdfs/EVALUATION/ASlneeds.assess.hilites.pdf

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Statewide Organizations

National AfterSchool Association Affiliate:

Colorado Alliance for Quality School-Age Professionals (CAQSAP)
6612 South Ward Street
Littleton, CO 80127
Phone: 303-409-2127
Web: www.caqsap.org

Statewide Child Care Resource & Referral Network:

Qualistar Early Learning
3607 Martin Luther King Boulevard
Denver, CO 80205-4976
Phone: 303-339-6800
Fax: 303-339-6833
Web: www.qualistar.org

Statewide Afterschool Network:

Colorado Afterschool Network
C/o: Colorado Foundation for Families and Children
303 East 17th Avenue, Suite 400
Denver, Colorado 80203
Phone: 303-837-8466 ext. 122
Web: http://www.coloradoafterschoolnetwork.org/

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Additional Resources

State Child Care Administrators:
http://nccic.acf.hhs.gov/statedata/dirs/display.cfm?title=ccdf

State TANF Contacts:
http://www.acf.hhs.gov/programs/ofa/tanf-dir.htm

21st Century Community Learning Centers Contacts:
http://www.ed.gov/programs/21stcclc/contacts.html

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Notes and Sources

Demographics

Total population: Annual Estimates of the Population for the United States and States, and for Puerto Rico: April 1, 2000 to July 1, 2006, U.S. Census Bureau.

Number of children ages 5-12: Estimates of the Resident Population by Single-Year of Age and Sex for the United States and States: July 1, 2006, U.S. Census Bureau.

Percent of students eligible for free and reduced-price lunch rate: Numbers and Types of Public Elementary and Secondary Schools from the Common Core of Data: School Year 2005-06. U.S. Department of Education. Washington, DC: National Center for Education Statistics.

Percent of K-12 students in Title I "schoolwide" schools: Numbers and Types of Public Elementary and Secondary Schools from the Common Core of Data: School Year 2005-06. U.S. Department of Education. Washington, DC: National Center for Education Statistics. The federal Title I program provides funding to local school districts and schools with high percentages of poor children to help ensure that all children meet challenging state academic content and student academic achievement standards. Schools enrolling at least 40 percent of students from poor families are eligible to use Title I funds for schoolwide programs that serve all children in the school.

Child Care and Development Fund

The Child Care and Development Fund (CCDF) is the largest federal funding source for child care. States receive a funding allocation determined by formula and have broad flexibility to design programs that provide child care subsidies for low-income children under the age of 13 and to enhance the quality of child care for all children. Federal CCDF funding consists of mandatory, matching, and discretionary funds. Federal law requires that states spend at least 4 percent of their CCDF funds as well as additional targeted funds on activities to improve the quality and availability of child care. CCDF administrative data in this and the following sections is from the U.S. Department of Health & Human Services, Administration for Children and Families, Child Care Bureau, as reported by States, unless otherwise noted.

FFY06 state MOE plus match: In order to receive Federal matching funds, a state must expend Maintenance of Effort funds. Note that this does not capture actual expenditures, only the minimum required to draw down all available federal funds.

FFY06 Tribal CCDF Allocation: Federal CCDF Funds are awarded directly to Federally-recognized Indian Tribes.

FFY05 total quality expenditures: This data includes FY05 and prior year funds expended for quality from each of the CCDF funding streams (mandatory, matching, and discretionary) and expenditures under targeted funds for infant and toddler, school-age care and resource and referral. This figure provides information obtained from state financial reports submitted for FY05.

Uses of CCDF Targeted Funds and Quality Dollars for Afterschool: Portions of CCDF discretionary funds are targeted specifically for resource and referral and school-age child care activities as well as for quality expansion. (These funds are in addition to the required 4 percent minimum quality expenditure.)

Maximum rate for school-age category: Rate listed applies to center-based care; where rates vary by region or county, the rate for the most populated urban area is given.

Standardized monthly school-age rate: Monthly rate for a child, age 8, in care after school during the school year at a center in the most costly district for four hours per day, 20 days per month. Calculated (in the lowest tier of a tiered system) using information from the FY2006-2007. State CCDF Plan, including rate structures, as submitted to the U.S. Department of Health & Human Services, Administration for Children and Families.

Separate subsidy rates for part-time vs. full time and Tiered Reimbursement Rate Systems: U.S. Department of Health and Human Services. Child Care Bureau. Report of State Plans FY2006-2007.

Temporary Assistance for Needy Families (TANF) and Child Care

In addition to spending TANF funds directly on child care, a state may transfer up to 30 percent of its TANF grant to CCDF. Expenditures represent TANF funds spent in FY05 that were awarded in FY05 and prior years. Data from the U.S. Department of Health and Human Services, Administration for Children and Families.

Program Licensing and Accreditation Policies

States with separate school-age licensing standards and states with specialized requirements for child care centers serving school-age children: National Association for Regulatory Administration, 2005 Child Care Licensing Study, available at http://www.nara.affiniscape.com/displaycommon.cfm?an=1&subarticlenbr=104.

Ratio of children to adults in school-age setting: Data from the National Child Care Information Center (NCCIC), available at: http://nccic.acf.hhs.gov.

Number of NAA-accredited programs: Data from the National AfterSchool Association, March 2007, available at: http://www.naaweb.org.

21st Century Community Learning Centers

The No Child Left Behind Act of 2001 converted the 21st Century Community Learning Centers’ authority to a state formula grant. In past years, the U.S. Department of Education made competitive awards directly to school districts. Under the reauthorized law, funds flow to states based on their share of Title I, Part A funds. States use their allocations to make competitive awards to eligible entities. Data from the U.S. Department of Education 21st Century Community Learning Centers Office and the 21st CCLC Profile and Performance Information Collection System.

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The Child Care Bureau awarded a technical assistance contract to The Finance Project and their partner, the National Governors Association Center for Best Practices, for the Afterschool Investments project. The goals of the Afterschool Investments project include:

• Identifying ways that state and communities are using Child Care and Development Fund (CCDF) subsidy and quality dollars to support out-of-school time programs, and sharing these practices and approaches with other states;
• Identifying administrative and implementation issues related to CCDF investments in out-of-school time programs, and providing information and context (about barriers, problems, opportunities) as well as practical tools that will help CCDF administrators make decisions; and
• Identifying other major programs and sectors that are potential partners for CCDF in supporting out-of-school time programs and providing models, strategies, and tools for coordination with other programs and sectors.

Contact Us:

Email:
afterschool@financeproject.org

Web:
http://nccic.acf.hhs.gov/afterschool/

The Finance Project
1401 New York Avenue, NW
Suite 800
Washington, DC 20005
Phone: 202-587-1000
Web: www.financeproject.org

National Governors Association
Center for Best Practices
444 North Capitol Street, NW
Washington, DC 20001
Phone: 202-624-5300
Web: www.nga.org

The Afterschool Investments project’s State Profiles are designed to provide a comprehensive overview of noteworthy State and local initiatives across the country. Inclusion of an initiative in the Profiles does not represent an endorsement of a particular policy or practice.