Why Are Out-of-School Time Programs So Important?

Out-of-school time (OST) programs provide learning and enrichment for youth in safe settings during non-school hours. Programs offer academic support, STEM learning, arts, sports, and other activities.

What are the benefits of OST programs? What role do OST programs play in the lives of children and the livelihoods of their families?

EDC’s Tony Streit is an expert in OST programs and youth development. For decades, he has led innovative OST initiatives, including serving as project lead on the National Center on Afterschool and Summer Enrichment (NCASE) for over nine years.

“Given the vital role that OST programs play in supporting young people’s learning and well-being, as well as in enabling their families to work, these kinds of life-changing programs are worth the investment,” says Streit.

In this conversation, Streit shares insights on OST programs from his experience in the field and current research. The conversation has been edited for length and clarity.

1. Why are OST programs so essential for families and communities?

OST programs make it possible for families to work by supporting children’s and teens’ learning and well-being when school is not in session. Working parents rely on OST care, and depending on their jobs, they might need OST care at any hour of the day. Across the United States, OST programs are provided by youth centers, school districts, parks and libraries, family childcare providers, and even family members. Historically, the federal government has helped support OST programs for families most in need, but still, the demand for OST care always outweighs the supply. A recent National Academies report that was sponsored by The Wallace Foundation spotlights the current challenges and opportunities facing the field.

2. What does research show about the impacts of high-quality OST programs on children and youth?

There is a long history of research to describe and assess the impact of OST programs on children’s and teens’ social, academic, and health outcomes. That research points to the overall benefit for children and families when participating in OST. It also makes a case for key elements of high-quality programs, such as well-trained staff and coordination with school and community leaders. Recently, Dr. Deborah Vandell, a researcher from University of California Irvine, published ground-breaking longitudinal research on the lasting impact of OST. The results are compelling.

After tracking young people over 26 years into adulthood, Dr. Vandell found that OST programs had a measurable positive impact on their academic achievement, future employment and incomes, and overall health and well-being. OST programs also had a kind of equalizing effect—they enabled young people from low-income families to attain positive outcomes that were essentially the same as the outcomes of their peers from higher-income families.

This kind of research makes a very strong case for public investment in OST. Anyone who is a parent knows how much their children grow in OST programs—when they make a new friend, learn a life skill, or build confidence and future dreams through an OST mentor. Every child deserves high-quality OST experiences beyond school. It makes them happier, better people who are prepared for lifelong learning and career success. With so many children, families, and communities experiencing the benefits of OST programs nationwide, I am often amazed that we need to “prove” that to anyone.

3. Where do things stand now for federal, state, and local support for OST programs?

Recently, the U.S. Department of Education funding for the 21st Century Community Learning Centers OST program was released, and that funding is absolutely vital for children and families nationwide. States and cities provide support, as do some private funders, but the funds are inconsistent and can leave communities, especially in rural areas, with little or no options. In truth, the largest support for OST programs comes out of parents’ pockets in the form of fees not from government support. But families in need can be left out, and their children wind up suffering for it. We need a national strategy, like public education, to guarantee the benefits of OST to all children and to sustain a strong OST system that includes training, a sound infrastructure, and a highly skilled workforce. Research now shows that such a strategy would benefit our country through more stable working families and young people who grow up more ready to succeed.

4. You pointed out that a strong OST system takes training, sound infrastructure, and a skilled workforce. How did NCASE address those pieces?

EDC ran the National Center on Afterschool and Summer Enrichment (NCASE) for nine years. In that time, we supported every state in the nation with high-quality, easy-to-use resources—including toolkits, practical tip sheets, and more—many virtual and in-person trainings, and technical assistance support to improve the quality of OST programs and increase access for families in need. It was a huge honor to serve the Administration for Children and Families in this effort, and the demand for our services was higher than ever when the work ended.

Despite the work of NCASE and all the efforts to grow the field over the years, this is still a challenging time for OST programs. The system supporting these programs is fragile. There is high turnover at the governmental and programmatic levels, combined with a constant need for training to support quality practices. It is hard for educators to build careers in the field. But across the country, many amazing and dedicated leaders are doing all they can to help and inspire young people. And there are great organizations such as the Afterschool Alliance and the National Afterschool Association. We have been thrilled to work with both of these organizations and many others. At EDC, we continue to support OST because we know how critical these programs are in the lives of children and families.

5. How will EDC use the lessons from NCASE in future work related to OST?

Our work on NCASE and other projects over the years has shown us that government agencies, program providers, school districts, and field leaders need ongoing support to strengthen OST programs and increase access. They also need help improving policy, using effective practices, and delivering training to build and sustain a strong OST workforce. Building on our decades of work to strengthen OST programs—including work for the Mott and Wallace Foundations and many states—we’ve already started working to support states’ OST system-building efforts. We’re confident that through our efforts, children and families will benefit.

6. As the field looks for new models—whether credentialing, partnerships, or creative funding—what comes next?

As I mentioned, OST programs are vitally important to parents and families. Parents know these programs help their children thrive. Many parents lack access, transportation, or funds to get their children into the kinds of enrichment experiences we’ve been talking about. But parents have a voice in their communities, and they can request more and better OST services. Doing so really matters.

At the end of the day, investments in OST make communities a better place to live. OST programs are essentially a “secret sauce” in education and human development that help ensure our young people thrive today and throughout their lives.