State Profile | New York

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 to support the New York State School Age Credential (SAC) and School Age program Accreditation. The NYS School Age Credential (SAC) promotes quality services to children by providing specific standards, training and evaluation of school age providers.

Other quality activities:
Funds may be used for comprehensive consumer education, grants or loans to providers to assist in meeting state 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, and for youth focused health programs.

Provider Reimbursement Rates

Tiered Reimbursement Rate System:
Local social services districts are allowed to establish differential payment rates for child care services provided by licensed or registered child care providers or programs that have been accredited by a nationally recognized child care organization. The differential rates established by the district may be up to 15 % higher than the applicable market rates.  

Temporary Assistance for Needy Families (TANF) and Child Care

Program Licensing Policies

School-age child care programs located in public school buildings, currently used for elementary, middle or secondary education programs approved by the NY State Department of Education are exempt from requirements to submit documentation from local fire, zoning, health and other authorities.

Systems/Quality Supports

21st Century Community Learning Centers (21st CCLC)

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Statewide Initiatives

• The After-School Corporation (TASC). TASC works to increase the availability and quality of afterschool programs in New York. TASC provides training and technical assistance in a variety of areas, including programming and organizational capacity. The organization works statewide and nationally in the areas of advocacy, policy development, and technical assistance. TASC also documents and disseminates best practices. TASC’s Center for After-School Excellence is focused on ensuring that after-school programs are supervised and instructed by well-trained staff by offering opportunities for afterschool educators to earn credits or degrees in their field at the college level.
  
  For more information, see http://www.tascorp.org or www.afterschoolexcellence.org
  
  
• Statewide Afterschool Network. The New York State Afterschool Network (NYSAN) is a public-private partnership dedicated to promoting young people's safety, learning, and healthy development outside the traditional classroom. NYSAN's activities are directed toward building the capacity and commitment of communities to increase the quality and availability of programs during non-school hours. NYSAN's statewide partners include The After-School Corporation, AfterSchool Works! New York, Association of New York State Youth Bureaus, The Children's Aid Society, Coalition for After-School Funding, Cornell University Cooperative Extension, New York City Department of Education, New York City Department of Youth and Community Development, New York State Center for School Safety, New York State Education Department, New York State Office of Children and Family Services, New York State 21st CCLC Statewide Technical Assistance Center, New York State Student Support Services Center, NYU Metro Center for Urban Education, Partnership for After School Education, and YMCAs of New York State. NYSAN also has six regional networks that work locally across the state on improving the quality of, and expanding access to, afterschool programs.

  For more information, see http://www.nysan.org

• State-Administered Programs. Since 1999, the State Office of Children and Family Services has administered the Advantage After School Program, which funds community-based organizations working in partnership with local schools to expand youth development-focused activities during non-school hours. Another state program, the Extended School Day/School Violence Prevention Program of the State Education Department has been supporting similar projects since 1996, providing competitive grants for collaborative projects between schools and community-based partners.

  For more information, see http://www.emsc.nysed.gov/sss/extendedlearningopps/esd-svp/

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Notable Local Initiatives

• New York City Out-of-School Time (OST) Initiative. Administered by the New York City Department of Youth and Community Development, OST is the largest municipal after-school initiative in the nation. These free programs offer a balanced mix of academic support, sports, recreational activities, and cultural experiences for elementary, middle school, and high school youth. The programs operate on most school holidays, including during the summer holidays, in order to meet the needs of working parents.

  For more information, see http://www.nyc.gov/html/dycd/html/afterschool/out_of_school_time.shtml

• Beacons Initiative. The Beacons Initiative began in 1991 to provide school-based programming in the afternoons and evenings, on weekends, during school holidays and vacation periods, and during the summer. The New York City Department of Youth and Community Development manages and provides funding for the initiative, which has grown to 80 sites.  Beacons provide a range of activities for young people including tutoring, college prep, photography, basketball, and martial arts. Services for adults and families include General Education Diploma (GED) training, English for Speakers of Other Languages (ESOL) programs, parenting skills workshops, and tenant education and advocacy.

For more information, see http://www.nyc.gov/html/dycd/html/afterschool/beacon_program.shtml

• Partnership for After School Education (PASE). PASE is a child-focused organization that promotes and supports quality afterschool programs, particularly those serving young people from underserved communities. Established in 1993 and incorporated in 1998, PASE is now the largest network of afterschool programs in the country, consisting of more than 1,600 programs serving 500,000 youth citywide. PASE accomplishes its mission by building the capacity of individual afterschool staff, youth-serving organizations, and the field as a whole, all with the goal of increasing the availability of high quality services to youth in out-of-school time. Capacity-building efforts include training and technical assistance, networking events, forums, conferences and symposia. PASE also produces a range of publications and serves as a deep resource and strong advocate for afterschool education.

  For more information, see www.pasesetter.org

• The Peekskill City School District and the City of Peekskill. Peekskill City School District and the City of Peekskill were selected as one of 10 New Day for Learning communities by The Charles Stewart Mott Foundation. The initiative focuses on rethinking how, when, and where young people learn. It will specifically support the work of the Peekskill School District’s Youth LEAP (Learning, Enrichment, Activities Program) with the goal of strengthening the capacity of the district and its partners to help students develop 21st Century learning skills. The core elements include expanding the definition of student success, using research-based knowledge, fostering cross-sector collaboration, integrating diverse learning approaches and settings, and providing new opportunities for leadership and professional development.
  
• Regional Afterschool Networks. Regional networks help local stakeholders share promising practices, coordinate local professional development resources to support program quality improvement, and provide a mechanism for information exchange and action on state and local policy issues. Most regional networks hold monthly or bi-monthly membership meetings, develop training events for afterschool professionals in the region, and participate in quarterly conference calls and annual symposia in collaboration with the statewide afterschool network. The six regional afterschool networks in New York State include:
  • Afterschool Network of Buffalo (ASB)
  • Central New York Out-of-School Time Network (CNYOSTN)
  • Greater Rochester After-School Alliance (GRASA)
  • Hudson Valley Afterschool Network (HVAN)
  • Long Island Partnership for After School Education (LI PASE)
  • Upper Hudson Afterschool Network (UHAN)

  For more information, see http://nysan.org/section/networks

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Statewide Organizations

National AfterSchool Association Affiliate:

AfterSchool Works! New York
230 Washington Ave Extension
Albany, NY 12203
Phone: 518-694-0660
Web: http://www.afterschoolworksny.org

Statewide Child Care Resource & Referral Network:

Early Care and Learning Council
230 Washington Avenue Extension
Albany, NY 12203
Phone: 518-690-4217
Fax: 518-690-2887
Web: http://www.earlycareandlearning.org

Statewide Afterschool Network:

New York State Afterschool Network (NYSAN)
1440 Broadway, 16th Floor
New York, NY 10018
Phone: 646-943-8670
Web: http://www.nysan.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 and Accreditation 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.