State Profile | Michigan

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:
An Interagency Agreement with the Michigan Department of Education (MDE) supports the work of the Michigan After School Partnership (MASP), providing statewide leadership to build high quality, out-of-school time programs and resources for children and youth in all communities throughout the state.

Other quality activities:
Funds may be used for comprehensive consumer education and local standards, and to monitor licensing and regulatory requirements. They can also be used for professional development, improving childcare providers’ salaries, activities promoting inclusive childcare, activities which increase parental choice, and for youth focused health programs.

Provider Reimbursement Rates

Tiered Reimbursement Rate System:
Michigan is embarking on a tiered rating system, which will include a staircase of increasing quality and supports for programs to reach the high quality described in this document. Minimal legal standards (licensing) for the operation of classroom early childhood education and care settings and family and group child care homes will continue to form the base for this system.

Temporary Assistance for Needy Families (TANF) and Child Care

Program Licensing Policies

State law specifically exempts child care centers established and operated by a local school district from fire prevention and fire safety licensing regulations. School-age programs operating in public schools may request exemption from all licensing regulations if they meet certain requirements.

Systems/Quality Supports

21st Century Community Learning Centers (21st CCLC)

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Statewide Initiatives

• Michigan After-School Partnership (MASP). In 2004, with support from the governor, the Michigan legislature established the Michigan After-School Partnership (MASP). Legislative appropriations facilitated the leveraging of private funding from the Charles Stewart Mott Foundation and the Robert Wood Johnson Foundation. These funds engage the public and private sectors in building and sustaining high-quality out-of-school time (OST) programs and resources. Currently, over 34 state level organizations have joined MASP, working collaboratively to advance afterschool in Michigan. Goals of MASP include reinforcing existing public policy support, developing state structures and policies that support afterschool programming, identifying and facilitating access to sustainable funding mechanisms, and supporting state-wide systems to assess programs’ quality.  A governance structure, steering committee and working committees have been formed. In 2006, the Michigan House and Senate passed resolutions calling for the expansion of MASP. The legislation requires that representatives of the Department of Energy, Labor and Economic Growth, Department of History, Arts & Libraries, and the Department of Community Health be added as co-chairs of the MASP to oversee its efforts to implement the policy recommendations.
  
  For more information, see http://www.miafterschool.org
• Model Standards for Out-of-School Time Programs.The Michigan State Board of Education finalized model standards for OST programs in 2003. Revisions to these standards were developed by an OST committee representative of entities across the state and adopted by the State Board of Education in August 2008. The standards are designed to assist development and evaluation of high-quality comprehensive OST programs for elementary and middle schools. The model standards include quality indicators for six distinct areas: 1) health, safety, and nutrition; 2) human relations and staffing; 3) indoor and outdoor environment; 4) program and activities; 5) administration; and 6) single-purpose programs (i.e., utilizing standards for programs that are not designed to be comprehensive).
• Michigan School-Age Collaborative Conference. The Michigan After-School Partnership seeded the planning for a state-wide annual collaborative conference for afterschool providers, advocates, administrators and policy makers. The third annual conference was held in April 2007, with over 500 participants.

• School-age Child Care Licensing Rules Revisions. The signing of Public Act 116 – HB 5110 of 2005 by the Governor, which addresses licensing concerns relating to school-age child care, was a culmination of collaborative efforts from multiple state, public, and private entities with active participation from Michigan After-School Partnership members. The new law identifies certain types of school-age care programs that are exempt from licensing inspections, but still must submit annual self-certifying statements confirming compliance with child care center rules.  New rules became effective December 2006.

• Michigan Creative After School Experiences (MICASE) .MICASE is a catalog of programs that includes afterschool, weekend, and summer experiences for pre-kindergarten through high school students. The online database was created and is maintained by the Michigan Department of History, Arts, and Libraries to help connect those seeking creative out-of-school-hours educational experiences with cultural organizations that provide them. The database includes OST programs with a focus on history, literacy, mathematics, music, science, technology, visual arts, and theater.
• TANF funding. Authorized by the governor and the legislature, the Department of Human Services allocated $5 million in TANF funds to provide contracts through a statewide competitive bid process for services to elementary and school-aged children, which reflects a three-year funding commitment. The program shall include, at a minimum, at least 3 of the following topics: Abstinence-based pregnancy prevention, chemical abuse/ dependency, gang violence prevention, academic help, future self-sufficiency, leadership development, case mentoring, parental involvement, and anger management.  An annual report is due to the legislature, documenting number of participants, average cost per participant, and changes noted in juvenile crime, aggressive behavior, academic achievement, development of new interests and skills, school attendance rates, and school behavior.

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Notable Local Initiatives

• Farmington Hills Youth Centers. Youth & Family Services After School Program in Farmington Hills consists of six Youth Centers. This program for middle school students provide opportunities for recreation and socializing in addition to homework help, structured prevention programs, community services and opportunities for health and leadership skills. The centers are sustained by intensive support and participation from the youth, families, the Farmington/Farmington Public Schools school district and the cities of Farmington and Farmington Hills. Initially the program came from several sources including Title V, the school district and city matching funds. Today the program is funded by a Parks and Recreation mileage, donations from businesses and civic organizations and grants from the Community Foundation which was created with the long-term funding of these Youth Centers in mind. Since opening the centers in 1996 more than 7,000 middle school age youth have been served with an average of over 30,000 visits per year. The school district continues to play a vital role in the centers by providing transportation to the Youth Centers from the middle school, send out an electronic email called Listserve, to all parents for updates on our programs. The Farmington Public Schools recently donated a full sized school bus for us to use on any upcoming events, community programs and field trips.
• The Expanded Learning Opportunities (ELO) Network. The ELO Network is a community collaborative of over 85 partners working to ensure that every child in the Grand Rapids has access to quality afterschool programs that are well coordinated and make efficient use of dollars. Key accomplishments from the ELO Network include creating a set of standards of quality for afterschool programs, developing a database and website with information on over 300 after-school programs, creating a self-assessment tool to measure quality, and establishing community indicators with program and child-level outcomes. The Network has advocated for legislation on afterschool licensing and funding, collaborated to bring quality training opportunities to direct service providers through a national Quality Counts! Grant with the Forum for Youth Investment, raised public awareness on afterschool programming through a 3to6 campaign, and leveraged community partnerships securing over $44 million in grant funds over its 8 year history to serve over 6,000 children annually in grades K-8. The ELO Network is now working on developing best practices for high school programs, and building a system of quality accountability and professional development for youth workers.  The ELO Network is facilitated by Our Community’s Children, a partnership of the City of Grand Rapids and the Grand Rapids Public Schools and other community partners to enhance the lives of children and youth.
• Bridges to the Future (BTF). BFT is A system of comprehensive afterschool programs that focus on student learning and youth development in Genesee County. It serves students in kindergarten through ninth grade and is an innovative partnership between United Way of Genesee County, Flint Community Schools, the Genesee Intermediate School District, and the county's other 20 public school districts.  BTF reinforces the fundamentals learned during the school day by providing creative, fun learning experiences. The focus of BTF is to build positive assets, develop leadership skills and empower youth to become contributing members of society.

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Statewide Organizations

National AfterSchool Association Affiliate:

Michigan Afterschool Association
P.O. Box 16128
Lanisng, MI 48901-6128
Phone: 517-241-4290
Web: http://www.miafterschool.com

Statewide Child Care Resource & Referral Network:

Michigan 4C Association
839 Centennial Way
Lansing, MI 48823
Phone: 517-351-4171
Web: http://www.mi4c.org

Statewide Afterschool Network:

Michigan Afterschool Partnership
1627 Lake Lansing Road.
Lansing, Michigan 48912-3789
Phone: 517-371-4360 Ext 17
Web: http://www.miafterschool.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.