State Profile | Massachusetts

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
• 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 for comprehensive consumer education, grants or loans to providers to assist in meeting state and local standards, and for monitoring compliance with licensing and regulatory requirements. They can also be used for professional development, including training education, and technical assistance; improving salaries and other compensation for child care providers; activities in support of early language literacy pre-reading, and early math concepts development. In addition, they can be used to fund activities that promote inclusive child care; Healthy Child Care America and other health activities (including those designed to promote the social and emotional development of children); activities that increase parental choice; and other activities that improve the quality of child care.

Other quality activities:
Under EEC’s new policy, funding can also be used for children who "age-out" of eligibility for EEC financial assistance during the course of a year to remain in their out-of-school program until the end of the school year or summer.

Provider Reimbursement Rates

Tiered Reimbursement Rate System:
The state has a tiered reimbursement system involving the following four tiers: Literacy for School Readiness (mandatory); Initiative for Program Assessment (optional); Salary Incentive for Professional Development (optional); and Longitudinal Study (optional).

Temporary Assistance for Needy Families (TANF) and Child Care

Program Licensing Policies

Exemptions apply to any programs operated by a public school system; any part of a program operated by an organized educational system for children enrolled in that particular system, unless the services of such system are primarily limited to a school-age child care program.

Systems/Quality Supports

21st Century Community Learning Centers (21st CCLC)

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Statewide Initiatives

• Massachusetts Afterschool Partnership (MAP). The Massachusetts Afterschool Partnership (MAP) is a partnership of public and private organizations dedicated to advancing high quality afterschool and out-of-school time (OST) opportunities for children, youth, families and communities. MAP endeavors to:
  • Develop sustainable and increased public and private revenue streams for out-of-school time care for all children and youth across the Commonwealth;
  • Build a statewide system that will promote and nurture regional and local partnerships and networks with special emphasis on school-community partnerships; and
  • Promote high quality in all out-of-school time programming across the state.

  MAP is funded by the C.S. Mott Foundation and other public and private partners. MAP continues to develop statewide network of organizations and programs to advance sustainability and quality of programs to meet the growing need for enriching and safe out-of-school time opportunities. This work includes developing public policy and legislative approaches to support the field, increasing collaboration and communication among stakeholder organizations, sharing best practices, and heightening awareness of the work being done across the state on behalf of children, youth and families.

  In 2008-2009, MAP worked closely with state policymakers and their partners to increase public support for the After School and Out-of-School Time (ASOST) Quality grant (funded at $5.55M in FY2009, a 150% increase over FY2008), along with numerous additional funding streams that provide resources for out-of-school time programming. Additionally, MAP works to drive statewide out-of-school time policy through initiatives including linking early education and afterschool professional development through an online professional development calendar at the department of Early Education and Care, implementing STEM curricula in out-of-school time programs, and working collaboratively with constituents and federal, state and local officials on using federal stimulus funds to benefit OST programs.
  

  For more information, see www.massafterschool.org.

• The Massachusetts Special Commission on After School and Out of School Time. The Special Commission on After School and Out of School Time was created by the Massachusetts Legislature to study and recommend how to expand, coordinate, and finance out-of-school time programming for school-age children in Massachusetts. The Commission was made up of 36 members representing community-based and faith-based organizations, public and private schools, child care organizations, advocacy, and parent-teacher organizations. In Fall 2007, after seven months of research, the Commission produced a comprehensive report on out-of-school time, entitled, Our Common Wealth: Building a Future for our Children and Youth that made specific recommendations for the out-of-school time field in the Commonwealth.
• Massachusetts Early Education and Care and Out-of-School Time Workforce Development Task Force.In 2007, The Massachusetts Department of Early Education and Care (EEC), the United Way of Massachusetts Bay and Merrimack Valley, and the Schott Fellowship in Early Care and Education partnered to establish a Task Force on building a statewide professional development system for the early education and care and out of school time workforce. The purpose of this system is to produce a highly skilled and well-qualified workforce that enhances the quality of programs and improves outcomes for children from birth to age 14 and beyond.  This system is predicated on ensuring that professional development for the field is high quality, appropriate, and accessible. The Workforce Development Task Force developed key recommendations and strategies in the following areas:
  • Core competencies for all early education and care and out-of-school time professionals
  • Orientation for all members of the field to clarify roles and expectations
  • Career pathways that are clearly defined, inter-connected, and include achievement-based compensation
  • Articulation agreements and state policies to facilitate higher education matriculation and completion

   In July 2008, the Task Force issued its recommendations.  To view the report, visit http://www.eec.state.ma.us/docs/EEC%20OST%20WDTaskForceFINAL.pdf. To view a brochure summarizing the report, visit http://www.eec.state.ma.us/docs/08EECBrochure.pdf.

• Massachusetts Department of Early Education and Care launches Online Professional Development Calendar. EEC is designing a Professional Development Data Management System that will capture the size and qualifications of the workforce, the universe of existing professional development opportunities, and the availability of trainers and technical assistance providers.  A key component of the Professional Development Data Management System was launched in summer 2008 via an online calendar of statewide professional development opportunities.  The Professional Development Calendar is a centralized source of information on professional development opportunities across the state for staff in home-based and center-based early childhood and out of school time programs and public preschools. 
  
  To view the EEC Professional Development Calendar, please visit: http://www.eec.state.ma.us/ProfessionalDevelopment/WebFindTraining.aspx

• Achieve.  Achieve is a collaborative effort to create a professional development system for afterschool and youth workers.  Achieve partners share a goal to improve the quality of services for children, youth and families by providing staff access to comprehensive training and educational opportunities to build their skills and create viable career pathways.  The partnership created the School Age Youth Development (SAYD) and Professional Youth Worker (P-21) credentials that combine college courses, community-based training and a professional practicum. Achieve is currently working with both public and private stakeholders in Massachusetts to align professional development initiatives and expand opportunities for workers in the field to access these credentials and achieve their professional goals.
  
  For more information, please contact Michael Bennett, Build the Out-of-School Time Network, at bennett@bostnet.org.

• Boston Children’s Museum. In October 2008, the Boston Children’s Museum launched KIDS @fterschool, the first free online, interdisciplinary curriculum for afterschool programs in the United States.   Featuring a full calendar year of science, literacy, math, engineering, arts, and social studies activities that align with state and national learning standards, this innovative curriculum has been downloaded by afterschool programs in all 50 states and ten countries around the world.  In May 2009, BCM was awarded the 2009 MetLife Foundation and Association of Children's Museums Promising Practice Award in recognition of the curriculum’s significant contribution to the afterschool community in the United States and beyond.   With support from an ASOST Quality Grant, the Museum has worked in conjunction with MAP to deliver KIDS @fterschool curriculum training to over 200 afterschool providers across Massachusetts this year.
  For more information, visit http://www.bostonchildrensmuseum.org/kidsafterschool.

• Expanded Learning Time Initiative. In the FY 2006 state budget, the legislature approved funding to support districts and schools to redesign their school schedule to include more enrichment programs more individualized and small group instruction, and more professional development time for teachers. Planning grants were made available through a competitive RFP process to assist districts with the complex planning required to redesign the school day.  Districts awarded grants will use the money to work with principals and school teams, collective bargaining units, and external partners to develop an implementation plan for how to extend time and restructure the school day.  Districts that participate in the planning grant programs are eligible for state funding for implementation of these plans. Since 2005, the $500,000 state planning grant program has grown into a $17.5 million initiative that allowed 26 schools serving more than 13,500 students to rebuild their educational program with 300 additional hours per year.

  For more information, see www.mass2020.org/.

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Notable Local Initiatives

• Boston After School & Beyond (Boston Beyond). Boston Beyond was formed in 2004 as the successor to Boston's After-School for All Partnership and the Boston 2:00-to-6:00 After-School Initiative. Boston Beyond is a public-private partnership charged with supporting, strengthening, and expanding Boston's out-of-school time system.  It informs the priorities of policy-makers, funders, schools, and networks of youth development agencies through research and information, advocacy and communications, and incubating initiatives.  By aligning school and out-of-school efforts, Boston Beyond seeks to advance the development of a unified system of high quality and engaging opportunities that meets the needs of Boston's youth.
• Revere After-school Partnership (RAP). In early 2005, Revere Mayor and Revere CARES convened several key community partners to focus on increasing the availability of quality afterschool programming at elementary schools across the city. This group has now formally joined together to form the Revere After-school Partnership.  RAP members include the Mayor, Revere Public School staff, a member of the Revere School Committee, RAP partners and every CBO provider operating in Revere Public Schools and in the community to better align efforts around afterschool issues. RAP has worked to obtain grants for after school (ASOST, 21st Century) along with working with a non-profit organization (CASTLES) that has a yearly fundraising event for after-school and summer scholarships. In the 2008-2009 school year, Revere Public Schools has worked with RAP and has after-school programming in every one of its elementary schools (K-5) including an Expanded Learning Time (ELT) school. The partnership is looking to expand into middle after-school programming and improve bridging efforts between school day programming and afterschool programming.
• Brockton Task Force on Afterschool Programs. In 1994, the former Mayor created a Task Force in order to strengthen the local afterschool infrastructure. Today, the Task Force and Get on B.A.S.E. are the host agencies for the Safe Places Team of Brockton's Promise, under the America's Promise Program. Members include afterschool providers, youth-serving agencies, school personnel, staff from the District Attorney's Office, parents, and other community members. Initiatives upon which the Task Force focuses are professional development for after school staff, building connections between schools and after school programs, sustainability, and Brockton After Dark, a summer program staffed by community volunteers serving youth between 13-19. A Task Force initiative in its first year is to expand afterschool opportunities for children with special needs.

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Statewide Organizations

National AfterSchool Association Affiliate:

Build the Out-of-School Time Network (BOSTnet)
11 Beacon Street, Suite 1000
Boston, MA 02109
Phone: 617-720-1290
Fax: 617-720-1291
Web: http://www.bostnet.org

Statewide Child Care Resource & Referral Network:

Massachusetts Child Care Resource and Referral Network
c/o Child Care Circuit
190 Hampshire Street
Lawrence, MA 08140
Phone: 978-722-2529 or 800-660-2868
Fax: 978-685-5165
Email: info@childcarecircuit.org
Web: http://www2.childcarecircuit.org/

Statewide Afterschool Network:

Massachusetts AfterSchool Partnership
128A Tremont Street, 4th Floor - Front
Boston, MA 02108
Web: http://www.massafterschool.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/states/tanf-dr.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, 2008: Annual Estimates of the Population for the United States, Regions, States, and Puerto Rico: April 1, 2000 to July 1, 2008, U.S. Census Bureau.

Number of children ages 5-12, 2008: Estimates of the Resident Population by Single-Year of Age and Sex for the United States and States: July 1, 2007, U.S. Census Bureau.

Percent of students eligible for free and reduced-price lunch rate, 2006: 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. Note: Most recent data.

Percent of K-12 students in Title I "schoolwide" schools, 2006: 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. 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. Note: Most recent data.

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.

FFY09 CCDF Allocation: Funding allocations are based on appropriation and do not reflect any reallotted or redistributed funds that may occur at a later date.

FFY09 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.

FFY09 Tribal CCDF Allocation: Federal CCDF Funds are awarded directly to Federally-recognized Indian Tribes.

American Recovery and Reinvestment Act (ARRA) Funding: The American Recovery and Reinvestment Act of 2009 (ARRA) appropriates an additional $2 billion in one-time CCDF Discretionary funding available to State, Territory and Tribal Lead Agencies in FY09 as part of the economic stimulus package.

FFY07 total quality expenditures: This data includes FY07 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 FY07.

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: Rates are listed for center-based care, family child care, and license exempt programs; 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 FY2008-2009 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 different age ranges and Tiered Reimbursement Rate Systems: U.S. Department of Health and Human Services. Child Care Bureau. Report of State Plans FY2008-2009.

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 FY07 that were awarded in FY07 and prior years. Data from the U.S. Department of Health and Human Services, Administration for Children and Families, available at: 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 FY07 that were awarded in FY07 and prior years. Data from the U.S. Department of Health and Human Services, Administration for Children and Families, available at: http://www.acf.hhs.gov/programs/ofs/data/2007/tanf_2007.html.

Program Licensing Policies

States with separate school-age licensing standards and states with specialized requirements for child care centers serving school-age children: National Child Care Information and Technical Assistance Center (NCCIC) and National Association for Regulatory Administration, 2007 Child Care Licensing Study, see: http://www.naralicensing.org/displaycommon.cfm?an=1&subarticlenbr=160.

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.

School-based, school-age programs exempt from licensing: Research conducted by Afterschool Investments, March 2008.

Systems/Quality Supports

School-age credential: NCCIC, State Professional Development System Credentials for Individuals, see: http://nccic.acf.hhs.gov/poptopics/pd-credentials.html.

Statewide quality rating system: NCCIC, Quality Rating Systems: Definitions and Statewide Systems, see: http://nccic.acf.hhs.gov/pubs/qrs-defsystems.html.

Statewide afterschool network: National Network of Statewide Afterschool Networks, see: http://www.statewideafterschoolnetworks.net/.

21st Century Community Learning Centers

The 21st Century Community Learning Centers Program is a state formula grant. Funds flow to states based on their share of Title I, Part A funds. Data from the U.S. Department of Education 21st Century Community Learning Centers Office and the 21st CCLC Profile and Performance Information Collection System as of July 2009.

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The Child Care Bureau awarded a technical assistance contract to The Finance Project 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

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.