TAB 2:

Origins
and
Growth
Timeline
AFTER-SCHOOL &
SUMMER
PROGRAMS
ANA L. CRUZ
RODRIGUEZ

COMPULSORY EDUCATIONAL LAWS-1852

Was enacted by the state of Massachusetts. It regulated the attendance to school of
children age 5-17-year-old. It required that children attend school for at least
three months a year. It was important because it was one of the first laws that
demanded students to attend some sort of teaching/ mentoring education.

BOYS
CLUB1976
It started as a way to provide children a
recreational place, out from the streets crime.
The club became popular and started its expansion
and incorporation of more developmental and
educational settings, and curriculum. Usually run
by volunteer staff. It was important because the
beginning of this club allowed for more children to
be involved in more positive activities on their
after school time

RELIGIOUS ORGANIZATIONS
AND SPECIFIC ETHNICS GROUPS1900S
Emerged due to the problem of integration among Boys clubs and Settlements
some African American churches opened small programs. The importance of the
implementation of these clubs among minorities was of great value, since those
children that were excluded from the boys and Settlements clubs now could find a
place to received help on their time that they spent on self-care.

GREAT DEPRESSION-1920s-1930s
It affected the expansion of the after school programs/clubs. The school
enrichment activities like Fine arts, Music, and Physical Education were excluded
from the daily curriculum. During the Great Depression many children went back
to work to support their families. During these hard times, the afterschool
programs were seen for children as a place to have stable meals and refuge. By
1930s due to the New Deal funds many of the after school programs became
dependent on the (WPA) and (NYA).

CHILD LABOR LAWS ENACTED-1938

The Fair Labor Standards Act was enacted to protect children and place limits on
child labor. It allowed for expiation of after school time and provided children
with a place to keep them out of streets

WOMAN FILLER THE WORK FORCED GAP- 194O

During WW II after school program provided children of working mothers with
supervision and a type of physiological consoling to help children during war.
However, due to the long hours of work mothers could not meet the nutrition, and
attention requirements that their children demanded; therefore, the after school
programs focused in a more child-care function for school age children.

ETHNIC AND RACIAL CHANGES-1950

An increased in juvenile delinquency among low income youth imposed a
nationwide problem that needed to be fixed. The after school was used as a way to
change youths poor development from trouble to a more positive and encouraging
one. Also during this time African Americans, Puerto Ricans, and ethnic
immigrants became a majority at the neighborhoods which imposed an ethnic
problem of service.

RISE IN INNER CITY NEIGHBRHOODS-1960

A new shift of low-income urban neighborhoods putting at risk of violence, gang
conflict, and drugs to many low income children. And the goal of the After school
program became more emphasized on restructured the social control, to help
highly rick children and provide healthy development.

ESEA-1965
The Elementary and Secondary Education Act emphasizes
equal access to education. It demanded high standards of
academic performance and higher accountability for schools
and district.

CHILD CARE POLICY-1971

Due to the rise in the number of single mothers, a more comprehensive child care policy
was passed by congress. The goals were to aid low-income children, offer homework help,
and attention to the latchkey children.
.

SUBSTANTIAL FEDERAL UNDOING FOR CHILD

CARE AND SCHOOL AGE CARE-1990
The CCDBG of 1990, (The Child Care and Development Block Grant) it allows
for child care subsidies and improvement for low-income families. It granted
federal aid to states so they could design child care programs. It was a helpful step
due to families could go work while the children will receive care.

WELFARE REFORM-1996

It provided funds for childcare, medical insurance to mothers who were going to be
employee. The focal point was to assist those on welfare to become independent. It was an
important step due to parents who were on welfare and getting training or educations could
leave their children in child care by this way parents will have the time to become selfdependent women from government.

FEDERAL FUNDING OUT OF SCHOOL

PROGRAM-1998
Millions of dollars were available for out of school programs to focus on
achievement, enrichment, and family literacy. The importance for this funding is
that it allowed for the increase of after school programs in different entities like
school districts, counties, cities, Etc.

NO CHILD LEFT BEHIND ACT-2002

Was introduced with the goal of decreasing achievement gap among minorities. It
set the goal that by the end of 2014 every student K-12 across the Nation would
become proficient in English and Mathematics. It gave incentives to those districts
that implemented plans and rewards those schools that were successful. It allowed
to support enrichment after school education in schools and local communities.

CASE PROGRAM 2014-2015

The Certificate in After School Education at the University of California, Irvine
prepares undergraduate students to work with students (UCI links). The
importance of this certification opportunity ensures that after school education
will be highly competitive and professional and guaranties a better prepare staff
.