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
• Local Initiatives
• 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 create five Early Childhood Enrichment (ECE) programs that offer ongoing training, consultation, referral, and resource support for out-of-school time providers to ensure the health and safety of children. Funds may also be used to educate providers about the new regulations for licensure of school-age programs; to expand the number of afterschool programs through three-year grants; and to provide training and technical assistance to school districts and communities trying to initiate quality out-of-school time programs.

Other quality activities:
Data not available 

• Provider Reimbursement Rates

Tiered Reimbursement Rate System:
Rates are higher for providers caring for children with special needs.

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

• Out-of-School Time Program Grants. South Dakota’s Office of Child Care Services within the Department of Social Services awards grants to communities and schools to expand programs for students during the hours they are not in school. Grant funding of approximately $1.2 million per year comes from the Child Care and Development Fund. Since 1998, Child Care Services has awarded almost 115 out-of-school time start-up and two-year continuation grants, plus 30 enhancement grants totaling almost $6 million. In 2001, the legislature approved $1 million in state general funds for the continued development of new afterschool programs and continued support of second- and third-year grantees. Priority is given to programs that can demonstrate strong community support, are located in school facilities, offer organized enrichment activities, and can demonstrate their ability to sustain the program after grant funds expire.

• State Licensing Regulations. South Dakota’s state legislature established state licensing regulations governing before- and afterschool care on December 31, 2000. The regulations specify that before- and afterschool care centers must apply for licensure through the Office of Child Care Services and meet state licensing requirements related to staff hiring and training, staff-child ratios, reporting of child abuse and neglect, food and nutrition, parental involvement, fire and life safety, and environmental standards. Due to the regulations and the governor’s Out of School Time Initiative, the number of licensed programs increased from about 65 in 1998 to 150 in 2004.

• Training and Technical Assistance. South Dakota out-of-school time (OST) programs are offered training and technical assistance by regional Child Care Services licensing workers and OST support specialists located in five regional offices around the state as part of the Early Childhood Enrichment (ECE) Program. OST programs can access a range of training and technical assistance supports and services including workshops, on-site technical assistance, telephone consultation, and resource lending libraries. Programs can receive information and resources related to creating OST programs and accessing grants.

• Move to Quality Initiative. South Dakota’s Office of Child Care Services began an initiative in 2003 to encourage out-of-school time (OST) programs to strive for high quality, based on the National AfterSchool Association Standards. Efforts are targeted toward accreditation, an OST credential, training incentives and activities, lending library enhancements, and outreach.

• The Cost of Child Care The South Dakota KIDS COUNT project, funded by the Annie E. Casey Foundation, is seeking to quantify the direct and indirect economic impact of the child care industry on the state’s economy. The project, working in conjunction with the South Dakota Coalition for Children, the South Dakota Alliance for Children, and the Office of Child Care Services, will facilitate efforts to incorporate child care into their planning activities and support business leaders’ efforts to address the child care needs of their employees.

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Local Initiatives

• Sioux Falls Partnership. A partnership between the City of Sioux Falls, the YMCA, United Way, and several community-based and faithbased organizations has lead to a number of middle school afterschool programs in the state’s largest city. After stakeholders conducted student surveys site visits of afterschool programs in Omaha, Nebraska, and Sioux City, Iowa, middle school afterschool programs in the city were restructured to attract and serve as many students as possible. Grants from the United Way and the state created a new model middle school program which has since been replicated at all of the city’s middle schools.

• Rapid City Collaborations. The Rapid City YMCA has partnered with the local school district, police force, and public library to provide afterschool programs to serve at-risk middle school youth in creative ways. Other organizations such as Girl and Boy Scouts, 4-H Extension, and the South Dakota School of Mines and Technology provide resources and programming.

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Statewide Organizations

National AfterSchool Association Affiliate:

South Dakota School-Age Care Alliance
6 East Chestnut Street
Sisseton, SD 57262
Phone: 605-698-3257
Email: ann.erickson@bhshealth.org

Statewide Child Care Resource & Referral Network:

Family Resource Network
Box 2218, South Dakota State University
Brookings, SD 57007
Phone: 605-688-5730
Web: frn.sdstate.edu

Other statewide organizations:

South Dakota Association of Child Care Directors
Sioux Valley Hospital Child Care Center, 1305 W 18th Street, PO Box
5039
Sioux Falls, SD 57117
605-328-7164

South Dakota Coalition for Children
PO Box 2246
Sioux Falls, SD 57101-2246
Phone: 605-367-9667
Web: www.sdcchildren.org/welcome.html

South Dakota Alliance for Children
PO Box 2246
Sioux Falls, SD 57101-2246
Phone: (605) 367-9667

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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.