Out-of-School Settings for Youth: Colquitt County...Out-of-School Settings for Youth: Colquitt...

April, 2006

A Collaborative Project of the:

University of Georgia

Colquitt County Family Connection Collaborative on Children and Families

Colquitt County Public Schools

Moultrie YMCA

Out-of-School Settings for Youth:

Colquitt County Parent Survey Results

Acknowledgements

Special thanks are extended to: • Leonard McCoy, Superintendent, Colquitt County Schools • Colquitt County School Principals • Colquitt County Students and Parents

For more information contact: Denise H. Bell, Executive Director Colquitt County Family Connection Collaborative On Children and Families P.O. Box 368, Moultrie, GA 31776 (229) 985-9577 Fax: (229) 985-6844 [email protected] This report was made possible, in part, by Project No. 023771-01 from the Child Care Bureau, Administration on Children, Youth and Families, U. S. Department of Health and Human Services. The contents are solely the responsibility of the authors and do not represent the official views of the funding agency, nor does publication in any way constitute an endorsement by the funding agency. We also thank Dr. Dave Riley at The University of Wisconsin-Madison, who originally developed the parent survey process upon which this work is based.

Out-of-School Settings for Youth: Colquitt County

Family Perspectives

Dr. Christine M. Todd, Professor Department of Child and Family Development

University of Georgia

and (in alphabetical order)

Denise Bell, Executive Director Colquitt County Family Connection Collaborative

on Children and Families

Dennis Epps, Archway Project Coordinator University of Georgia Public Service and Outreach

University of Georgia Cooperative Extension

Debbie Purvis, County Extension Agent Colquitt County Extension

Dr. Fritzie Sheumaker, Director of Alternate Education

Colquitt County Schools

Bob Swadel, Executive Director Moultrie YMCA

April, 2006

Published: April, 2006

Introduction to the Study

1 – School-Age Needs Assessment

Out-of-School Settings for Youth: Colquitt County Family Perspectives

How youth spend their out-of-school time is a major concern facing families across the nation. The Colquitt County Family Connection, Colquitt County Schools, and the University of Georgia worked in partnership to assess the out-of-school context for Colquitt County youth and families. The findings in this report are based on a survey of Colquitt County families conducted during Fall, 2005. The research reported here sought to answer the following questions:

♦ Where are school-age children when not in school and when they are away from parents?

♦ What problems or concerns do parents have with

these arrangements? ♦ What do parents want for their school-age children

when they are not in school?

♦ What keeps families from accessing the programs and activities they want for their school-age children?



The Survey Process A four-page survey (in English and Spanish, see Appendix) was distributed to families with children in all Colquitt public schools. A total of 1,055 surveys were sent home with children in two kindergarten and third grade classrooms and in three sixth, eighth and tenth grade classrooms (as appropriate) in each school. Half of the families provided information on their youngest school-age child; the remaining families reported on their oldest child in kindergarten through twelfth grade. The total number of surveys returned was 559 for a response rate of 53%. After omitting 10 surveys for preschool children and one unusable survey, there were 548 surveys available for analysis.



Analyses The numbers and percentages listed in this report refer to the responses of those families who answered each of the survey questions. Percentage totals for some variables may not equal 100% due to rounding error. Separate chi-square, anova or t-test analyses, as appropriate, were used to investigate whether responses differed for sub-groups of families. Results of analyses that reached statistical significance (p < .05) are reported. In particular, we were interested in whether responses differed by:

• gender • grade • race/ethnicity of the child • whether the child had a special need (such as ADHD or a

chronic health problem) • the number of parents in the home • parental employment • the income status of the family (as defined by the child being

eligible for free or reduced-price lunch), and • perceived neighborhood safety.

Because there are fewer families from some racial/ethnic groups with children enrolled in Colquitt public schools, our sampling procedure did not produce sufficient surveys for analysis of every racial/ethnic group. In examining differences obtained by race/ethnicity, we present the results for three racial/ethnic groups: African American, Latino and White. Although we had a



very good response rate from Latino families, we have relatively few responses from this sub-group due to the relatively small size of our total sample. It is possible that the responses of the Latino families responding to the survey may differ from those of all Latino families in the county. Therefore, caution must be used when interpreting the results outlined in this report for Latino families. It is also important to recognize that factors other than race/ethnicity may contribute to the variations observed across racial/ethnic groups. For example, some or all of the racial/ethnic differences listed in this report may actually be due to differences in family type (e.g., number of parents in the home) and income levels across the racial/ethnic groups. Unfortunately, a full analysis of the relationship between income, family type and race/ethnicity was not possible given the relatively small sample size and the time frame available for analysis.

Description of Children and Families


The Children Most (461 or 85%) of the children in the sample were in kindergarten to eighth grade at the time of the survey (see Figure 1). According to school district figures for Spring, 2004, 25% of the district’s students were in kindergarten to 2nd grade, 23% were in 3rd – 5th grade, 24% were in 6th – 8th grade, and 28% were in 9th – 12th grade. Elementary school children are therefore somewhat over-represented in the survey sample while high school youth are somewhat under-represented.

Slightly over half (292 or 54%) of the children are female. Over two thirds of the children are White (321 or 61%), 22% are African American, 13% are Latino, 4% are multi-racial and less than 1% are Asian or Native American. Sixty percent (310) of the children are eligible for free or reduced-price lunch and 19% (101) have a special need, primarily ADHD.

Figure 1: Grade of Target Child

K - 2nd Grade29%

3rd - 5th Grade33%

6th - 8th Grade23%

9th - 12th Grade15%



According to 2003-2004 School District figures, 54% of Colquitt County public school students in kindergarten through twelfth grade are White, 32% are African American, 12% are Latino, 2% are multi-racial and no children are Asian/Pacific Islander or Native American. Sixty-three percent of Colquitt public school students are eligible for free or reduced-price lunch and 13% have a special need. Therefore, White families and children with special needs are somewhat over-represented in the sample while African American children are somewhat under-represented. The Families Where Families Live. Almost half (228) of the families live in rural areas or towns less than 2,500 people (Figure 2). Over one third of families live in cities of 10,000 or more. Most families feel somewhat safe (205 or 39%) or very safe (49%) in their neighborhood while 12% feel unsafe.

Figure 2: Where Families Live

Cities (10,000 & Above)

38%

Towns (2,500 - 9,999)

15%

Rural & Towns less than 2,500

46%



Family Type. Sixty-five percent (346) of the families answering the survey are made up of two parents with no other adults in the household (see Figure 3A). Another 6% are two-parent families with another adult living in the home, such as a grandparent. Twenty-one percent (114) of the families are headed by a single parent. Another 7% are single-parent households with another adult living in the home.

The number of two-parent households in our sample (72%) is somewhat higher than the 64% reported in the 2000 Census.

Figure 3: Family Type

One Parent21%

One Parent Plus7%

Two Parents Plus6%

Two Parents65%



As represented in Figure 3B, the percent of single parent households in our sample varied substantially by race/ethnicity. Over half of African American families are headed by a single parent, compared to 31% for Latino families and 18% for White families.

Comparing the figures for survey respondents to Colquitt County Census 2000 figures, we find that single-parent households are under-represented in the sample for all three racial/ethnic groups, with the difference being larger for African American and White families (see Figure 3B).

Parental Employment. The overall employment pattern of single-parent and two-parent households is shown in Figures 4A and 4B on the next page. In 69% (320) of the households all parents in the home are employed at least part time.

Figure 3B. Percent of Single Parent Households by Race/Ethnicity (Sample versus Colquitt County)

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African American Latino White

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Survey Respondents Total Population*

* Census 2000 Data



Seventy-four percent of parents in single-parent households are employed, with 52% employed full time. In two thirds (67%) of the two-parent households, both parents are employed, with 45% of the households having both parents employed full time. Only 2% of two-parent households have no wage-earning adult.

Figure 4A: Parental Employment: Single-Parent Households

Employed Full Time52%

Not Employed26%

Employed Part Time21%

Figure 4B: Parental Employment: Two-Parent Households

Neither Parent Employed2%

One Parent Not Employed

31%

Two Parents Employed,One Part Time

21%

Two Parents Employed, Both Full Time

45%



Number of School-Age Children. Families have an average of 1.9 children in kindergarten through twelfth grade (range = 1-7). Family Income. Almost one third of the families (152 or 31%) earn less than $15,000 per year, one fourth (25%) earn 15,000 – 29,999, 25% earn 30,000 – 59,999, and 21% earn $60,000 or more. Comparable Census 2000 figures for the county as a whole are 21%, 25%, 33%, and 21%, respectively. Therefore, somewhat more very low-income families (<$15,000) and somewhat fewer moderate-income families ($30,000 - $59,999) responded to our survey. As illustrated in Figure 5, single parents responding to the survey are much more likely than two-parent families to have incomes less than $15,000 and less likely to have incomes of $30,000 or more.

Figure 5: Yearly Family Income by Family Type

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$30,000 -44,999

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$60,000 -74,999

$75,000+

Income Level

Perc

ent

Single-Parent Households Two-Parent Households



Children in single-parent households are also more likely than children in two-parent households to be eligible for free or reduced-price lunches (83% versus 50%, respectively). As Figure 6 shows, White children in both single-parent and two-parent households are less likely than African American and Latino children to be eligible for free or reduced-price lunch.

In both African American and White households, low-income families are less likely than non-low-income families to have all parents in the home employed full-time (38% versus 66%, respectively for White families and 35% versus 86% for African American families). There were too few Latino families in our sample to perform this analysis.

Figure 6: Child Is Eligible for Free or Reduced-Price Lunches

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Single-Parent Household Two-Parent Household

Household Type

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White African American Latino

Where Children Spend Time


Where Do Children Spend Their Time? Where do school children in Colquitt County go when not in school? Who supervises them? The answers to these questions are found in Figure 7. We asked parents to indicate every type of care they normally use before and after school in a typical week. Thirty-four percent of families (185) checked more than one setting.

Family, Friends & Neighbors. Most families (412 or 78%) indicated their child was home with a parent at least one day each week. This finding suggests that many families are able to arrange their schedules so a parent can be at home with the children for at least some of the hours before or after school each week.

Figure 7: Typical Out-of-School Arrangement

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Home Alone

At Work

With Friend, Neighbor, Sitter

Home with Siblings

Afterschool Program/FCC

Meeting, Lesson, Club,Activity

With Adult Relative

Home with Parent

Percent Reporting



Care by adult relatives is the most commonly used setting for school-age youth when they are not with parents. About one in three school-age children are regularly with an adult relative (32%). Some families also use care by friends, neighbors or a sitter (10%). About one in every ten school-age children (11%) is at home with brothers or sisters without an adult present. Self care by children on a regular basis is used less often by Colquitt County families. Only 2% of school-age youth are home alone on a regular basis without an adult present.

Community Settings. One in eight families (13%) enroll their child in a meeting, lesson, class, team practice, youth club or recreation activity. About the same percentage of children (13%) attend a formal after-school program. Most children attend the after-school program at their school (5%) or another community location (e.g., YMCA/YWCA, Boys & Girls Club, church, 5%). Fewer school-age children attend a child care center (2%) or family child care home (2%).

Finally, a small percentage of children (3%) are at work. As will be seen in the next section, these are high school students.

Differences in Arrangement by Child Characteristics. We next examined whether there were any differences in the type of arrangements used depending on characteristics of the child. There were no differences in the arrangements used based on the gender of the child. Children who have special needs and typically-developing children were also in similar types of arrangements.



In contrast, there is more variation in the type of arrangements by the age of the child and the child’s race/ethnicity. Care by parents declines as children get older, from 83% for elementary-age children to 70% for middle and high school youth. Similarly, care by adult relatives declines from 34% for children in grades K-8 to 18% for high school youth. As shown in Figure 8, children in kindergarten to fifth grade are more likely than older youth to be enrolled in an after-school program or family child care home while participation in activities and clubs is much higher among middle and high school students.

Figure 8: After School Programs and Activities by Grade

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K - 2nd 3rd - 5th 6th - 8th 9th - 12th

Grade

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Activities/Clubs After-School Program/FCC Home



Older children are also more likely to be given responsibility for monitoring themselves and, in some cases, younger siblings. By middle school, one in six youth are at home with siblings without an adult present and this figure increases for high school youth (see Figure 9).

Being home alone on a regular basis each week without adult supervision also increases with age. No children in kindergarten to second grade are regularly left home alone and in the upper elementary and middle school grades, few children are home by themselves (see Figure 9). In contrast, about one in ten high school youth are regularly home alone. Finally, work becomes a more important setting for older youth. By high school, 12% of youth are working.

Figure 9: At Home Alone or With Siblings by Grade

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There are also differences in the use of various care settings by the race/ethnicity of the child. As can be seen in Figure 10, minority children are more likely than White children to be home with siblings whereas White children are more likely to be home totally alone.

Care by friends, neighbors and sitters is used more often by African American families, although the difference between African American and Latino families is not statistically different. Finally, although there is no difference by race/ethnicity in the likelihood of children to attend after-school programs, White children (17%) are more likely than African American (8%) and Latino children (4%) to be enrolled in enrichment activities and youth clubs.

Figure 10: Settings by Race/Ethnicity

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With Siblings Alone Friend, Neighbor, Sitter Activities/Clubs

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African American Latino White



Differences Across Families. Family type, low-income status, and parental employment are also associated with different patterns of care. As illustrated in Figure 11, children in single parent households are more likely than children in two-parent households to be home with siblings and to be cared for by relatives or informal caregivers (e.g., friends, neighbors and sitters).

Family income is also associated with differences in where children spend time when not in school. Although there is no difference by income status in children’s likelihood to attend after-school programs, low-income children are less likely

Figure 11: Settings by Family Type

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With Siblings Adult Relative Friends, Neighbors, Sitters

Setting

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One Parent Two Parents



than higher-income children to attend enrichment activities and clubs (see Figure 12). Low-income children are also less likely than higher income children to be home totally alone.

The settings school-age youth are in also vary with parental employment. We were especially interested in three employment patterns:

• families in which at least one parent is not employed, • families in which all parents are employed with at least

one parent working part time, and • families in which all parents in the home are employed full

time.

Figure 12: Settings by Eligibility for Free/Reduced Price Lunch

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Afterschool Prog/FCC14 Activities/Clubs Alone

Setting

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Not Eligible Eligible



As one might expect, care by parents declines as parental employment increases (see Figure 13). Adult relative care increases when all parents in the home are employed either part or full time. When all parents are employed full time, children are also more likely to be home with siblings and to attend activities and clubs compared to families in which a parent is not employed. They are also more likely to attend an after-school program or family child care home than children whose parents are not employed or only work part time.

Community Factors. Community characteristics can also affect the choices available to families and the specific settings they select for their children. We were especially interested in learning whether the settings children are in would differ

Figure 13: Settings by Parental Employment

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Home with Parent Adult Relative With Siblings After-SchoolProgram/FCC

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One Parent Not Employed All Employed, One Part Time All Employed Full Time



depending on community size or how safe parents feel in their neighborhood. As can be seen in Figure 14, children who live in rural areas are more likely than children who live in towns and cities with over 2,500 people to be cared for by parents and adult relatives. They are less likely to be cared for by friends, neighbors and sitters, although this difference only approached statistical significance.

There are no differences by the perceived safety of the neighborhood in how children spend their time, perhaps because most families felt relatively safe where they lived.

Figure 14. Settings by Community Size

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Parents Adult Relatives

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Rural & towns < 2,500 Towns & Cities 2,500+



Enrichment or a Patchwork of Care? Across the school-age years, children are moving outward from the family—experiencing new settings that can help them develop unique interests and gain new friends. Exposure to new settings is likely to be beneficial for school-age children, especially when they have the opportunity to engage in meaningful activities and to develop close friendships. Some school-age children, however, may suffer from a patchwork of care—being in too many different situations each week. Most children in this study (89%) are in only one or two different settings in a typical week (range = 1 - 6). One child in every ten (60 or 11%) is in three or more settings. This is more likely for high school youth than for younger children (22% versus 9%, respectively). Being in multiple settings is also higher when all parents are employed full time than when a parent is not employed (14% versus 4%, respectively). Being in more settings may be enriching for children, but could also be stressful for parents, especially working parents who may find it challenging to transport children and coordinate schedules. Although we did not ask families about their stress levels, we did ask them how satisfied they were with their arrangements and if they had problems coordinating their care. There was no difference in satisfaction by the number of settings used. Families who used three or more settings were, however, more likely than families using only one or two settings to say they have problems coordinating their care (8% versus 2%).

Satisfaction with Care Arrangements


Satisfaction with Arrangements We asked families to indicate how satisfied they are with the arrangements for their school-age child. As represented in Figure 15, half (287 or 62%) of Colquitt County families are very satisfied with the arrangements they currently use for their school-age youth. Only one in seven families (14%) is dissatisfied with how their school-age youth spends his or her time. Low-income families, families who feel unsafe in their neighborhoods, and families who have children with special needs were less satisfied with the arrangements for their school-age youth than higher income families, families who feel safe in their neighborhoods, and families with typically-developing children (see Figure 15).

Figure 15: Satisfaction With Arrangements by Sub-Groups of Families

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All Families Low-Income Families Unsafe Neighborhood Has Child with SpecialNeed

Perc

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Dissatisfied Somewhat Satisfied Very Satisfied

Problems with School-Age Arrangements


Problems with School-Age Arrangements We asked parents, “What problems do you have with your current arrangements?” One family in three (167 or 36%) reported they had no problems with their arrangements. African American (27%) and Latino (16%) families, parents of a child with special needs (25%), single parents (27%), low-income families (26%), and families who felt unsafe (19%) or somewhat safe (29%) in their neighborhoods were less likely to say this. On average, families reported 2 - 3 challenges with their school-age arrangements, ranging from 0 – 25 problems across families. As can be seen in Figure 16, some sub-groups of families experience more problems with the arrangements for their school-age children, especially Latino families.

Figure 16: Mean Number of Problems by Family Sub-Groups

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What types of problems do families experience? The problems reported are listed in Figures 17A and 17B.

Figure 17B: Second-Tier Problems

23333333

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788

0 5 10 15 20 25 30 35 40 45 50

Child doesn't like arrangement

Care is not dependable

Hard to coordinate care

Don't ask for my input

Care for special needs child

Homework isn't done

Activities not well planned

Not open early enough

Not open late enough

More discipline needed

Don't speak my language

Child misses out on activities

Won't treat child like I would

Can't take all my children

Percent Reporting

Figure 17A. Top Problems Reported by Famlies

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1930

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More training needed

Sick child care

Traffic makes me late

Changing work hours

Don't share my values/culture

Have to drive too far

No transportation

Evening/weekends

Programs not available

Holidays, vacations, breaks

Worry about my child's safety

Don't know what's available

Summer

Not affordable

Percent Reporting



The following challenges ranked among the top five problems for most sub-groups of families and fell within the top two problems for at least one sub-group of families. 1. Affordability. The number one problem, reported by 30% of families, is programs and activities costing more than the family can afford (see Figure 17A). Affordability is a problem for 44% of families earning less than $30,000, 24% of families with incomes between $30,000 and $59,999, and 3% of families earning $60,000 or more per year. Affordability is the top problem for every sub-group of families and is a problem for 40% or more of families who have children with special needs (40%), single parent (41%) and low-income (41%) families, Latino families (47%) and families who feel unsafe in their neighborhoods (56%). 2. Summer Care. Finding places for their children to go during the summer is the second most common problem, reported by 19% of parents. Finding care during the summer is among the top five concerns for all but one sub-group of families. Summer care is of concern to almost one in three African American families (31%) and families who have a child with special needs (30%).

3. Worry About Safety. A concern for their child’s safety was mentioned by 18% of Colquitt County families and is among the top five concerns for all but one sub-group of families. This is tied with cost as the number one concern of Latino families (47%) and is



also of concern to over one in four families who feel unsafe in their neighborhoods (28%). 4. Don’t Know What’s Available. Not knowing what programs or activities are available in the community is also a problem for 18% of Colquitt families. This is among the top five problems mentioned by all but five sub-groups of families. Over one in four Latino families (40%), families who feel unsafe in their neighborhoods (35%), and low-income families (27%) reported this problem. 5. Holidays, Vacations, and Breaks. Locating care or activities for times when school is not in session (e.g., holidays, vacations, breaks and early dismissal days) was mentioned by 14% of families, ranking among the top five problems for all but eight sub-groups of families. This was of concern to one in five African American (22%) and Latino (22%) families, single parents (21%), families who feel somewhat safe in their neighborhoods (21%), low-income families (20%) and families who have a child with special needs (20%). Special Problems for Some Families. Several other problems fell within the top three problems for at least one sub-group of families. These issues are presented below. 6. Availability. Overall, 13% of Colquitt County families say that their community does not have the programs and activities they want for their school-age youth. This is the number three



problem identified by parents of high school youth (19%) and is also concern to one in five African American (24%) families and families who feel unsafe in their neighborhoods (25%). 7. Transportation. Transportation problems are also a challenge for some families. Twelve percent of Colquitt County families say lack of transportation kept their child from attending programs and activities. Lack of transportation is the number three problem identified by parents of high school youth (19%) and is also of concern to one in five African American (23%) and Latino (24%) families. Having to drive too far is the number two concern of families who live in rural areas, mentioned by 20% of these families. Driving long distances is also the number two concern of higher income families and families who live in very safe neighborhoods, although the percent of families who mentioned this was low (10-12%) because these families had fewer problems with their care in general. 8. Cultural Issues. Cultural issues are a challenge for some Latino families. Two in five Latino families (41%) say it is hard to find programs and activities where their language was spoken. Over one in four Latino families (28%) say that it is hard to find programs and activities that respected their culture, ranking number five among their concerns. 9. Sick Child Care. Overall, 12% of Colquitt County families say it is hard to arrange for care when their child is ill. This is the number three problem for families who have a child with special needs (20%).

Effects on Economic Development


Balancing Work and Family Being able to access enriching and safe programs and activities affects not only children and their families, but also may affect employers and the local economy. One in every ten families (55 or 11%) indicated that a parent was prevented from working due to the lack of good school-age care. Latino (26%) and African American families (16%), families in which a parent is not working (20%), families who have children in 3rd to 5th grade (19%), and low-income families (16%) are especially likely to say the lack of good school-age care prevents them from working (see Figure 18).

Figure 18: Percent of Families Indicating the Lack of Good School-Age Care Keeps a Parent from Working

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All Families Hispanic AfricanAmerican

Not Employed Low Income Child in 3rd-5thGrade

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Effects on Economic Development


Over one in six families (73 or 16%) indicated that parents are prevented from working as many hours as they would like because of the lack of good school-age care. This is more common for families who have a child with special needs (23%), low-income families (21%), and families who live in areas with populations over 2,500 (21%). We also asked parents if they had to miss work in the last year because their school-age child was ill. Almost half of all families (202 or 42%) responded “Yes,” missing an average of almost five days of work over the last twelve months. White families (48%), higher-income families (53%), and families in which all parents work full time are more likely to say they missed work because of a sick child. Families who have children with special needs, single parents and low-income families missed more days in the past year (7, 6 and 6 days, respectively). Although these missed days are well within the number of vacation and sick days most workers receive each year, having to care for sick children may place a strain on working parents. Some families appear to be struggling as they attempt to balance work and family life. Moreover, the labor force may also be adversely affected given the large number of families who say they must stay out of the labor force or reduce their work hours due to the lack of good school-age care in Colquitt County.

What Families Want


What Do Families Want? Families were asked about six possible supports: providing resources to 1) the relatives, friends, and neighbors or 2) the after-school programs that they already use; being able to enroll their child in 3) after-school programs; 4) enrichment activities; and 5) youth clubs; and 6) having their child participate in a work or volunteer experience. Figure 19 lists the percent of families wanting each support and selecting it as their top choice. One in three families (188 or 34%) did not need any additional supports.

Support for Existing Programs. Over one third (207 or 38%) of the families want more supports for the programs or caregivers they already use. These supports might include more funding for salary enhancements to attract highly qualified staff, or for the purchase of equipment and materials for their child’s after-school

Figure 19: What Families Want

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Want Option Top Choice

What Families Want


program. For the relatives, friends and neighbors (informal caregivers) who care for their children, this may include transportation or scholarships so that children can attend enrichment activities some days each week or providing caregivers with ideas and materials for enrichment activities. Parents of boys (42%); African American (44%) and Latino families (53%); families who have children with special needs (46%); single parents (46%); and low-income families (46%) are more likely to want supports for the settings they already use, while families who feel very safe in their neighborhood (30%) and families with high school youth (26%) are less likely to select this option. Enrichment Activities & Clubs. Families were most interested in having their child attend enrichment activities. Almost half of the families (236 or 43%) would enroll their child in activities such as those listed in Figure 20.

Figure 20: Enrichment Activites Wanted By Families

9

42

48

64

68

97

0 20 40 60 80 100 120

Other

Hobbies (cooking,photography)

Academic Subjects (e.g.,science, math, reading)

Physical Activities & Sports

Computers

Artistic Expression (e.g.,music, art, dance)

Number of Families Listing Activity in this Category

What Families Want


Latino families (74%), African American families (48%), low-income families (49%), and families with boys (48%) are more interested in having their child attend more enrichment activities while families who live in very safe neighborhoods (32%) are less interested. One in four families (136 or 25%) expressed a desire to enroll their children in youth clubs, such as Scouts, 4-H, Girls Inc., or Campfire. African American families (44%), single parents (38%), low-income families (33%) and families with children in elementary school (29%) are more interested in clubs. Families who feel very safe in their neighborhoods are less interested in this option (19%). Work or Volunteer Experiences. One in five families (102 or 19%) wishes their child could participate in a work or volunteer experience. These options are of greater interest to families with older youth (see Figure 21). Almost half of the families with

Figure 21: Percent of Families Wanting Volunteer or Work Experiences by Grade of Child

117

25

46

1 3

16

48

0

10

20

30

40

50

60

70

80


Grade

Perc

ent

Want Option Top Choice

What Families Want


high school youth selected this as their number one option (see Figure 21). African American (26%) and Latino families (24%), low-income families (22%) and families who live in areas with over 2,500 people (23%) are more interested in work or volunteer experiences for their school-age child. Families who feel very safe in their neighborhoods (15%) are less interested in this option. Providing exposure to jobs and the workplace is an essential strategy for helping youth identify potential careers and for promoting a strong local labor force. After-school Programs. Two in every five Colquitt families (224 or 41%) are interested in enrolling their child in an after-school program that meets every week, although only one in four families (23%) selected this as their top option (see Figure 19). As can be seen in Figure 22, interest in an after-school program remained high among families with older youth. This finding must be

Figure 22: Percent of Families Wanting Options by Age Group of Child

31

44

29

9

37

46

2025

34

46

16

46

0

10

20

30

40

50

60

70

80

After School Program Enrichment Activities Clubs Volunteer/WorkExperiences

Setting

Perc

ent

Elementary Middle School High School

What Families Want


interpreted with caution, however, since fewer families with older youth responded to the survey. Interest in after-school programs was higher among African American (61%) and Latino (62%) families, low-income families (52%), and single parents (48%). After-school programs were of less interest to families who feel very safe in their neighborhoods (30%). Seven percent of families (14) requesting an after-school program already use this option, at least some days each week. Perhaps these families checked this option because they cannot access their current program to the extent needed, perhaps due to affordability issues or because the program doesn’t offer needed services such as care on holidays, breaks, or summer. As shown in Figure 23, one third to one half of the families would use the program on early release days, school breaks and during the summer. Over one fourth of the families would like

Figure 23: When Program Is Needed

4

21

26

28

32

50

71

45

8

0 10 20 30 40 50 60 70 80

Before/After Kindergarten

Before School

Evenings

Weekends

Holidays

Early Release Days

School Breaks

Summer

After School

Percent Responding

What Families Want


care on holidays or weekends while one in five families needs care in the evening. Fewer families need care before school or before and after kindergarten. Of the 199 families who provided information on when they needed care, almost half (92 or 46%) would enroll their child in an after-school program five or more days each week (see Figure 25).

Two in five of the families (61 or 41%) indicated that the number of days or which days they need care would vary from week to week. This includes the 8% who indicated only that the days per week would vary, and an additional 33% who listed the days they needed care but also said the days would vary.

Figure 24: Number of Days Would Enroll Child in Before/Afterschool Program

23

7

33

41

11 13

0

10

20

30

40

50

60

70

80

One-Two Three Four Five Six-Seven Days WouldVary

Number of Days

Perc

ent

Percent selecting

What Families Want


Most families who do not already use an after-school program want the program at their child’s school (48%) or a community location (61%), such as a Boys & Girls Club, YMCA, or church (see Figure 25). About one in four families want the program located at a child care center. Many fewer families are interested in having their school-age child attend a family child care home. The numbers total more than 100 because families could select more than one option.

As also illustrated in Figure 25, over one in four families (28%) would only use a school-based after-school program while one in three families would only use a community-based program. Other families would only use a child care center or a family child care home. Therefore, a variety of program formats will be required to meet the needs of all Colquitt County families.

Figure 25: Percent of Families Preferring Different After-School Program Locations

48

61

2833

26

92

11

0

10

20

30

40

50

60

70

80

Family Child CareHome

Child Care Center School-Based Community-Based

Type of Program

Perc

ent W

antin

g Pr

ogra

m

Would Use Would ONLY Use

What Families Want


The zip codes of families interested in an after-school program were next examined to determine whether the families were clustered in certain geographical areas. Again, we looked only at those families who do not already use an after-school program. As can be seen in Figure 26, the majority of families (57%) interested in an after-school program live in the 31768 zip code, which includes Moultrie. Another 30% of families live in the 31788 (Moultrie), 31771 (Norman Park) or 31744 (Doerun) zip code areas. Unfortunately, we do not know if families want these programs located near their homes or in another location, such as close to where they work.

Figure 26: Percent of Families Wanting an After-School Program by Zip Code

57

12 10 82 2 2

6

0

10

20

30

40

50

60

70

80

90

100

31768 31788 31771 31744 31776 31747 31765 Other

Zip Code

Perc

ent o

f Fam

ilies

Moultrie Moultrie Norman Park Doerun Moultrie Ellenton Meigs

As can be seen in Table 1 on the next page, the characteristics of families and youth differ to some extent across zip codes. These differences must be viewed with caution due to the

What Families Want


small number of families in our sample from zip codes other than 31768. The figures do, however, highlight the need to understand the characteristics of youth who may attend an after-school program within a particular geographic area. Programs may need to be structured differently to meet the needs of the families in each area. For example, having bi-lingual staff may be especially important in the 31788 zip code and less critical in the 31771 area.

Table 1: Youth and Family characteristics by zip code (for families interested in an after-school program)

Zip Code

Youth/Family Characteristic

31768 Moultrie N=101

31788 Moultrie N=24

31771 Norman Park

N=19

31744 Doerun N=15

Youth race/ethnicity African American 48% 9% 27% 27% Hispanic 16% 44% 0% 20% White 36% 48% 73% 53% Youth Age Group Elementary 61% 58% 68% 80% Middle School 26% 21% 26% 0% High School 13% 21% 5% 20% Has Special Need 21% 26% 37% 13% Single Parent Household

40%

26%

26%

20%

Parental Employment One not employed 37% 21% 41% 50% All employed-1 PT 20% 32% 6% 25% All employed FT 42% 47% 53% 25% Elig. for Free/Reduced Price Lunch

79%

62%

79%

93%

Family Income < $15,000 /yr.

43%

29%

42%

29%

Access Barriers


What Access Barriers Do Families Experience? We asked the 360 families who wanted additional resources, programs and activities for their school-age youth about seven factors that may affect their ability to access these resources. The 300 families responding to this question reported an average of 1.8 barriers that prevent them from accessing the settings they want for their school-age children. Half of the families (158 or 53%) had only one access problem. One in four families (26%), however, experienced two barriers and one in five families (21%) had three or more barriers to overcome. 1. Affordability. As can be seen in Figure 30, cost is a barrier for one in every two families (50%). Cost is of more of a barrier for low-income families (64%) and families who have a child with special needs (65%). Affordability is less of a problem for families of high school youth (30%).

Figure 30: Why Families Can't Access Their Preferred Programs/Activities

8

22

24

28

50

4

38

0 10 20 30 40 50 60

Don't Like What'sAvailable

Child Won't Go

Don't Need My Needs

Not Available

Tranportation

Don't Know What'sAvailable

Can't Afford

Percent Selecting

Access Barriers


As shown in Figure 31, cost is a barrier for many moderate-income as well as low-income families.

2. Don’t Know What’s Available. Not knowing what programs and activities are available in the community keeps over one in three families (38%) from accessing their preferred settings. Latino families (63%%) are more likely to select this barrier than are African American (37%) and White (31%) families. Families in which all parents are employed full time are less likely to say this (31%). 3. Transportation. Transportation is a problem for more than one in four families (28%), especially African American (33%) and Latino (44%) families, families who have a child with special needs (38%) and low-income families (36%).

Figure 31. Cost as a Barrier by Income Level

6360

54

39

15 17

0

10

20

30

40

50

60

70

80

90

100

< $15,000 $15-29,999 $30-44,999 $45-59,999 $60-74,999 $75,000+

Perc

ent

Percent Selecting Cost as a Barrier

Access Barriers


4. Availability. Not having the programs they wanted in the community was mentioned as a problem by one family in four (24%). Lack of availability is a greater problem for families with high school youth (46%). 5. Accessibility. Not being able to find programs or activities that meet their needs—in terms of location or times, for example—is a barrier for one in five (22%) families. There were no differences across the various sub-groups of families on this barrier. Two other barriers were reported by a few families: children not wanting to attend, and parents being dissatisfied with the available programs. 6. Eight percent of families said their child was not interested in or refused to attend the program, activity or club. Latino families (0%) are much less likely to say this than African American (6%) and White (11%) families. 7. A few families (4%) are dissatisfied with the activities and programs that are available for their school-age children. This is more likely for higher-income families (8%) than low-income families (2%). As the community works to expand programming for school-age youth, it will be important to consider the barriers families face in accessing their preferences. If these barriers are not addressed, it is unlikely that families will be able to access the programs and activities they desire for their school-age youth.

Conclusions


Summary of Results Most school-age youth in Colquitt County are able to be home with parents before or after school at least some time each week. When not with parents, many children are cared for by adult relatives. Some children—especially those whose parents work full time—attend after-school programs, enrichment activities and are home with brothers and sisters. But the opportunities do not appear to be the same for all families in Colquitt County, and almost two out of three families report problems with the arrangements for their school-age children. Low-income families, families who have children with special needs, and families who feel unsafe in their neighborhood are especially likely to report challenges and are less likely to be satisfied with the arrangements for their school-age children. Minority families, especially Latino families, also report more problems with their care. The number one problem affecting Colquitt County families is affordability. Two in five families earning less than $30,000 indicated the programs and activities cost more than they can afford. But affordability is not an issue only for low-income families. One family in four families earning $30-$59,999 said affordability was a problem. A similar pattern was found when we asked parents about the barriers they experience in accessing their preferred settings for their children. Until families earn $60,000 or more, cost is perceived as a problem by significant numbers of Colquitt County families.

Conclusions


Finding places for their school-age children to go during the summer; and on holidays, school vacations, breaks and early dismissal days; is also a problem, especially for minority families, single parents, low-income families, families who have children with special needs, and families who feel unsafe in their neighborhoods. Even when programs are available, however, many families do not know about them. This is especially true for Latino families. Some families are concerned about other issues as well. One in five families who have a child with special needs say it is hard when their child was ill. Almost one in five families report that they worry about their child’s safety when they are not in school. Safety issues are of concern to almost one in two Latino families and one in four families who feel less safe in their neighborhoods. Some families also feel that the community does not have the programs and activities they want for their school-age children. African American families, families who feel unsafe in their neighborhoods and families of high school youth are especially likely to say this. Transportation is also a significant barrier for some families, especially minority families, families who have children with

Conclusions


special needs, and low-income families. Families who live in rural areas report that driving long distances is a problem, and families with high school youth find transportation issues more of a challenge than do families with younger children. Cultural issues also are of concern to Latino families. Although Latino families are highly interested in having their school-age children attend after-school programs and enrichment activities, two in five Latino families say that it is hard to find settings where their language is spoken and over one in four Latino families say it is hard to find programs and activities that respect their culture. In order to meet the needs of Latino families, it will be important to address these cultural issues; to make sure they are aware of available programs and activities; to provide an environment they feel is safe for their children; to ensure that programs are affordable; and that transportation is available. Problems with school-age arrangements appear to affect not only families but also employers. The lack of school-age care keeps about one in ten parents from working, and about one in six parents from working as many hours as they would like. Moreover, almost half of the families reported missing an average of five days of work each year because their school-age child was ill. The availability of stable, high-quality after-school programs and activities during times when school is not in session may allow more parents to work and increase the productivity of those who are already working.

Conclusions


High quality after-school programs and activities may also enhance youth development, foster school success and contribute to a more educated local workforce. Research has shown that youth—especially low-income youth—who are enrolled in high quality after-school programs and activities have more positive social skills, fewer behavior problems, and do better in school (Pierce, Hamm & Vandell, 1999; Posner & Vandell, 1994, 1999; Vandell & Shumow, 1999). A strong school-age activity and care system therefore affects not only current employees (parents), but also the next generation of employees (the children of those families). Child care and after-school settings are also small businesses that contribute to the local and regional economy (Lifton, 2001; Ribeiro & Warner, 2004). ____________________________ Lifton, N. (2001). Child care is a labor issue. Social Policy, 31(3), 4, 7. Pierce, K. M., Hamm, J. V., & Vandell, D. L. (1999). Experiences in after school

programs and children’s adjustment in first-grade classrooms. Child Development, 70, 756-767.

Posner, J. K., & Vandell, D. L. (1994). Low-income children’s after-school care:

Are there beneficial effects of after-school programs? Child Development, 65, 440-456.

Posner, J. K., & Vandell, D. L. (1999). After-school activities and the

development of low-income urban children: A longitudinal Study. Developmental Psychology, 35, 868-879.

Ribeiro, R. & Warner, M. (2004). Measuring the regional economic importance

of early care and education: The Cornell method guide. Ithaca: Cornell University Department of City and Regional Planning.

Vandell, D. L., & Shumow, L. (1999). After-school child care programs. The future of children: When school is out, 9(2), 64-80.

Conclusions


It is important that the community view filling the out-of-school hours with enriching experiences for youth as an economic development opportunity in addition to a necessary support for families and youth. Providing access to after-school programs and activities will not be easy, however. The community will need to generate significant funding for scholarships, given the high number of low-income families interested in these settings. Transportation problems, lower enrollments on days when school is not in session, and the large number of families who report that the days their child would attend programs would vary also pose challenges for providers of after-school programs and activities. Moreover, families who currently use relative care may have less incentive to change their current arrangements. In summary, many families responding to the survey are interested in having their school-age youth attend more enrichment activities, youth clubs and after-school programs. Parents of middle school and high school youth also want volunteer and work activities for their children. But having sufficient slots for youth in programs and activities is not all that is needed. The community will also have to remove barriers that families experience in accessing the settings they want for their children. This will take creativity and commitment on the part of the community.

Conclusions


Ideas for Supporting Providers, Families & Youth Step 1: Strengthening the Existing System Because many families who responded to the survey didn’t know what care is available, one important step is to develop a list of all existing programs and activities and to make sure that parents can access this information at all times of the year. It is possible that the needs of some families may be met simply by making them aware of what is already available. When disseminating this information, it will be important to include information on scholarships and subsidies as well as cost, so that families with limited resources realize that cost is not an insurmountable barrier. Other critical information should also be included, such as the days and hours of operation of programs and the languages spoken by staff. Providing information through the schools on a regular basis may be one possible solution to the marketing problem. Ensuring that the child care resource and referral agency or other groups serving Colquitt County have sufficient funds to list all school-age programs and activities, and publicizing these resources to parents may also be an effective way to reach families. Providers of existing school-age care and activities should examine their hours of operation to ensure that they meet the needs not only of the families they currently serve, but also of other families who desire to use these settings.

Conclusions


It is unlikely that many families will be able to enroll their children in programs and activities unless substantial funding is available for full and partial scholarships. Spreading this responsibility across many groups—including agencies, community organizations, the faith community, and employers— will ease the burden for any one group. In providing scholarships, it will be important to consider the needs of moderate-income as well as low-income families. Also, given the prevalence of care by relatives, thought should be given to offering support and training to this audience so that they can provide even more enriching opportunities to the children in their care. Encouraging families to combine relative care with enriching activities for youth may also be a viable strategy, especially if concerns about cost and transportation are overcome. Employers and economic development agencies also need to give careful attention to the needs of their work force. Coordinating work and school starting and ending times may reduce the stress experienced by families and improve their productivity at work. Awarding funds to providers of school-age care and activities for materials and supplies, and for salary supplements for staff who obtain higher levels of education, are ways that business and industry can help. Covering the cost of staying open an extra hour to provide a better fit with employee work hours or providing subsidies for low-income and moderate-income employees are also important contributions that can be made by business and industry.

Conclusions


Step 2: Expanding Options The second step would be to develop new options to fill gaps in the opportunities available for school-age youth. Although the results outlined in this report provide important information on what survey respondents want, we do not know that their preferences represent the views of all Colquitt families. As we have also seen, there is variation across different types of families in what is needed or desired. Therefore, before beginning any new programs or activities, we recommend that more specific information be obtained from the families likely to use these settings through a brief survey or a focus group. In this survey or focus group families should be asked to provide information on:

• the type of program needed (e.g., after-school program, short-term activities, summer program)

• the days and times the service is needed, • how many youth of each age parents would enroll, • how likely they would be to enroll their children if the

program is started, • where the programs and activities should be located, • how much parents would be willing to pay, and • what types of activities (e.g., art, music, tutoring,

leadership opportunities, etc.) and services (e.g., transportation, meals) are needed.

Families should also be encouraged to identify other factors of importance to the family, such as accommodations needed for

Conclusions


children with special needs, the need for bi-lingual staff, and important cultural practices. Providing scholarships to enable all youth to attend the programs and activities is also critically important. Transportation issues must also be addressed in order for new or expanded services to be successful. Some parents want a school-based after-school program. However, many families need this program during the summer and on school breaks, holidays, and release days—times when the school transportation system may not be available in all areas. Lack of transportation is a problem not only for school-based providers, but also for a wide variety of other community organizations that provide enrichment activities and after-school programs for youth. Solving the transportation problem is critical for ensuring that minority and low-income children as well as children with special needs can access enriching settings. Finally, it will be important to address parents’ concerns about safety in order for programs to be successful. Parents may not feel comfortable sending their children to new programs in certain locations or at certain times. It would be helpful to conduct focus groups to identify the safety concerns of parents and to develop appropriate solutions. Opportunities for parents to visit with program staff may also make families more secure in sending their children to the program or activity.

Conclusions


The school-age care and activity system has a major effect on Colquitt County youth, their families, employers, and the community. By addressing the challenges facing families, Colquitt County is not only improving its quality of life but is also investing in its future.

Conclusions


For More Information This report summarizes the responses of Colquitt County parents to a survey that asked about their use of, problems with and preferences for school-age child care and activities. More information on the results can be obtained from: Denise H. Bell, Executive Director Colquitt County Family Connection Collaborative On Children and Families P.O. Box 368, Moultrie, GA 31776 (229) 985-9577 Fax: (229) 985-6844 [email protected]

Appendix: Survey Instrument


Survey Instrument Families received one of two versions of the survey. One version asked parents to report on their youngest school-age child. The second version asked parents to report on their oldest school-age child. Except for the youngest/oldest designation for the target child, the survey items were identical across surveys. One version of the survey instrument is provided at the end of the appendix.

(Fill in ALL that apply)

Colquitt County Family Connection CollaborativeSURVEY OF SCHOOL-AGE CARE NEEDS

Please answer each question as it best describes you and your family. There are no "right" answers. DO NOT put yourname on this form. Put the completed form in the envelope and seal it so no one will see your answers.

I. CURRENT SCHOOL-AGE ARRANGEMENTS

1. Thinking JUST of your school-age children, what grades (K to 12) are they in this year? (Fill in ALL that apply)

List the grade of your youngest school-age child (in K - 12th grade) ________. Answer questions about this child ONLY.

3. What is the gender of your youngest school-age child?

Male Female

Child is at home WITH AN ADULT or sitter

Child is at home WITHOUT AN ADULT:

Teenage sitter

Child is at SOMEONE ELSE'S home teenage sitter

Child is at a before/after school child care PROGRAM: at a child care center

Child is at a meeting, lesson, class, team practice, youth club, recreation ACTIVITY, etc.

4. How does your youngest school-age child spend his/her time before and after school during a typical week?(Fill in ALL that apply)

Please go on to the back of this page!

K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

Name of School City/Town School is in

Ages of brothers and sisters child is with

IV. BALANCING WORK AND FAMILY LIFE

10. The lack of good school-age care keeps me (or my spouse) from working.

No, false Yes, true

11. The lack of good school-age care keeps me (or my spouse) from working as many hours as we would like.

No, false Yes, true

12. In the last year, have you been absent from work because your oldest school-age child was ill?

No Yes If yes, how many full- or part-days did you miss?

V. FAMILY INFORMATION

13. I live in a...(Fill in ONE)Rural area or small town Large town Small city Large city or suburb

14. What is your zip code?

15. How safe do you feel in your neighborhood (Fill in ONE)

Very unsafe Somewhat unsafe Somewhat safe Very safe

16. How many adults live in your household during the week? (Fill in ONE)

1 parent

1 parent and 1 or more other adults

2 parents (or stepparents)

2 parents and 1 or more other adults

(Less than 2500 people) (2,500 to 9,999) (10,000 to 49,999) (More than 50,000)

(grandparent, roommate, etc.)

You?None1 to 20 hours/week

21 to 35 hours/weekOver 35 hours/week

Other parent/guardian?None1 to 20 hours/week21 to 35 hours/weekOver 35 hours/weekNot Applicable, does not live in home

17. In your household, how many hours per week are parents/guardians employed?

No Yes

18. Are your children eligible for free or reduced price lunches?

20. What is your youngest child's race?Asian/Pacific Islander

Black/African American

Caucasian/White

Hispanic/Latino(a)

Native American/American Indian

Multi-racial

Less than $15,000$15,000 to $29,999

$30,000 to 44,999

$45,000 to $59,999

$60,000 to $74,999$75,000 and above

21. What is your total yearly gross family income?

THANK YOU! You are now done with the survey. Please put your survey in the attached envelope,seal it and write your child's school name across the seal so we know that no one has read your answers.

Send your survey to school with your child or mail it in the postage paid envelope to:Parent Survey, 114 Dawson Hall, The University of Georgia, 240 Riverbend Road, Athens, GA 30605-98512

We ask this information to see if different kinds of families have different needs.

In the county we live in In another countyWhere do you work?

In the county we live in In another countyWhere does other parent/guardian work?

City/Town you work in: City/Town other parent works in:

Adult relative

Adult non-relative

adult relative

adult friend or neighbor

adult child care provider

at the child's schoolat a community location (e.g., YMCA, Boys & Girls Club, Church)

0 1 5

Parent(s) with . . . . . .

with brothers or sisters

TOTALLY alone(Fill in ALL that apply)

with . . . . . .


Child is at WORK.


1

(when no adult is home)

A.

B.

C.

D.

E.

F.

2. What school does your youngest school-age child attend? My child is home schooled

(who cares for children in her home)

Elementary School

Middle School

High School

Special Focus School (Magnet, Charter, Academy, etc.)

Private School (Including church-based)

Is this an:

19. Does your child have a special need?

No Yes If yes, what type?ADHD AutismHealth Problem: ________________Physical DisabilityMental Retardation/Down SyndromeOther: ________________

1497

0

a. My community doesn't have the care or activities I want for my youngest school-age child.

b. I don't know what programs/activities are available in the community.

c. My before/after school care arrangements are not dependable.

d. I can't take all my children to the same place.

e. It's hard to find programs/activities that share my family values and/or respect my culture.

f. I have trouble finding programs/activities for my school-age child with special needs.

g. I worry about my youngest child's safety before and after school.

h. The activities available are not well planned or lack structure.

i. It's a problem that my child's homework is not getting done in the after school program.

j. My youngest child misses out on activities or time with friends.

k. My youngest child doesn't like his/her before and/or after school arrangements.

l. The programs or activities are not open late enough after school.

m. The programs or activities are not open early enough before school.

n. Finding care or activities during evenings/nights/weekends is a problem.

o. Finding care or activities on school holidays/vacations/breaks/early dismissal days is a problem.

p. Finding care or activities during the summer is a problem.

q. It is hard to find programs/activities where they speak my language.

r. It is hard to drop off/pick up my child on time because of traffic or other transportation problems.

s. I have to drive too far to get to the programs/activities.

t. My youngest child doesn't have transportation to or from the programs/activities.

u. The programs/activities cost more than I can afford.

v. It's a problem if I need to change my work hours or work overtime.

w. It's hard to find care when my youngest child is sick.

x. I worry that the person(s) caring for my youngest child may not treat my child the way I would.

y. I have trouble coordinating my child's care or activities.

z. I wish the people caring for children in our community had more education or training.

aa. There needs to be more discipline in the programs/activities in our community.bb. My child's caregivers or program staff don't ask for my input as much as I would like.

They are not available in my community

I don't know what is available

I don't like the programs/activities that are available

The programs/activities don't meet my needs

II. SCHOOL-AGE CARE PROBLEMS

P.M.

A.M.

I do not have any problems with the before/after school arrangments for my youngest school-age child.

Very dissatisfied - - I definitely would change my care if I could.

Somewhat dissatisfied - - I might change my care if I could.

Somewhat satisfied - - I probably would NOT change my care if I could.

Very satisfied - - I definitely would NOT change my care if I could.

5. Tell us about any problems you have with the arrangements for your youngest school-age child. (Fill in ALL that apply)

If yes, how late do you need care?

If yes, how early do you need care?

6. Overall, how satisfied are you with these arrangements for your youngest school-age child? (Fill in ONE)

III. TELL US WHAT YOU NEED!

C. I wish my youngest school-age child could go to a high quality before and/or after school program every week.

Where should this program be? (Fill in ALL that you would seriously consider)

At a child care center:

At the home of a licensed child care provider:

At the child's school

At a community location (e.g., YMCA, Boys & Girls Club, Church)

near my home near my work

near my home near my work

Before school Before/after kindergarten

Which days? (Fill in ALL that you need)

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

D. I wish my youngest school-age child could go to more supervised classes and activities.(For example: music, art, computers, sports, science, math, photography, cooking classes, etc.)

What activities for your oldest child are you most interested in?

E. I wish my youngest school-age child could be in a youth club like Boy/Girl Scouts, 4-H, Girls Inc., Campfire, etc.

B. More resources for the program, activities, or family child care home my youngest school-age child ALREADY attends.(For example: Funding for special activites, equipment, materials, field trips; More training workshops available for staff;scholarships so staff/volunteers can attend training; salary supplements to keep well qualified people caring for or providingactivities to my child)

F. I wish my youngest school-age child could get a job or volunteer experience.

My child doesn't want to go or is not interested in activity

My family can't afford it

No transportation to get to programs/activities

(e.g., wrong hours, times, locations, etc.)Please go on to the back of this page!

8. Which ONE option from above would you like MOST for your youngest school-age child?(Please write the letter from above in the box)

7. Check the options below that you would LIKE to have for your youngest school-age child. (Fill in ALL that apply)

When? (Fill in ALL that you need)After school Evenings

Holidays School breaks Early release days Summer

I do not want any of the above options. I am completely satisfied with the options I ALREADY use.

9. What makes it hard to use the above options? (Fill in ALL that apply)

(For example: Homework helpline to call; educational videos or computer software for use at home; transportation so mychild can sometimes attend special youth activities at school or in the community; ideas and materials for fun andeducational activities my child can do)

A. More resources for family members, friends or neighbors who care for my youngest school-age child.

Which one?

Weekends

Will the specific days vary each week? No Yes

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United Way of Metropolitan AtlantaSURVEY OF SCHOOL-AGE CARE NEEDS

Please answer each question as it best describes you and your family. There are no "right" answers. DO NOT put yourname on this form. Put the completed form in the envelope and seal it so no one will see your answers.

I. CURRENT SCHOOL-AGE ARRANGEMENTS

1. Thinking JUST of your school-age children, what grades (K to 12) are they in this year? (Fill in ALL that apply)

List the grade of your youngest school-age child (in K - 12th grade) ________. Answer questions about this child ONLY.

3. What is the gender of your youngest school-age child?

Male Female

Child is at home WITH AN ADULT or sitter

Child is at home WITHOUT AN ADULT:

Teenage sitter

Child is at SOMEONE ELSE'S home teenage sitter

Child is at a before/after school child care PROGRAM: at a child care center

Child is at a meeting, lesson, class, team practice, youth club, recreation ACTIVITY, etc.

4. How does your youngest school-age child spend his/her time before and after school during a typical week?(Fill in ALL that apply)

Please go on to the back of this page!

K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

Name of School City/Town School is in

Ages of brothers and sisters child is with

IV. BALANCING WORK AND FAMILY LIFE

10. The lack of good school-age care keeps me (or my spouse) from working.

No, false Yes, true

11. The lack of good school-age care keeps me (or my spouse) from working as many hours as we would like.

No, false Yes, true

12. In the last year, have you been absent from work because your oldest school-age child was ill?

No Yes If yes, how many full- or part-days did you miss?

V. FAMILY INFORMATION

13. I live in a...(Fill in ONE)Rural area or small town Large town Small city Large city or suburb

14. What is your zip code?

15. How safe do you feel in your neighborhood (Fill in ONE)

Very unsafe Somewhat unsafe Somewhat safe Very safe

16. How many adults live in your household during the week? (Fill in ONE)

1 parent

1 parent and 1 or more other adults

2 parents (or stepparents)

2 parents and 1 or more other adults

(Less than 2500 people) (2,500 to 9,999) (10,000 to 49,999) (More than 50,000)

(grandparent, roommate, etc.)

You?None1 to 20 hours/week

21 to 35 hours/weekOver 35 hours/week

Other parent/guardian?None1 to 20 hours/week21 to 35 hours/weekOver 35 hours/weekNot Applicable, does not live in home

17. In your household, how many hours per week are parents/guardians employed?

No Yes

18. Are your children eligible for free or reduced price lunches?

20. What is your youngest child's race?Asian/Pacific Islander

Black/African American

Caucasian/White

Hispanic/Latino(a)

Native American/American Indian

Multi-racial

Less than $15,000$15,000 to $29,999

$30,000 to 44,999

$45,000 to $59,999

$60,000 to $74,999$75,000 and above

21. What is your total yearly gross family income?

THANK YOU! You are now done with the survey. Please put your survey in the attached envelope,seal it and write your child's school name across the seal so we know that no one has read your answers.

Send your survey to school with your child or mail it in the postage paid envelope to:Parent Survey, 114 Dawson Hall, The University of Georgia, 240 Riverbend Road, Athens, GA 30605-98512

We ask this information to see if different kinds of families have different needs.

In the county we live in In another countyWhere do you work?

In the county we live in In another countyWhere does other parent/guardian work?

City/Town you work in: City/Town other parent works in:

Adult relative

Adult non-relative

adult relative

adult friend or neighbor

adult child care provider

at the child's schoolat a community location (e.g., YMCA, Boys & Girls Club, Church)

0 1 4

Parent(s) with . . . . . .

with brothers or sisters

TOTALLY alone(Fill in ALL that apply)

with . . . . . .


Child is at WORK.


1

(when no adult is home)

A.

B.

C.

D.

E.

F.

2. What school does your youngest school-age child attend? My child is home schooled

(who cares for children in her home)

Elementary School

Middle School

High School

Special Focus School (Magnet, Charter, Academy, etc.)

Private School (Including church-based)

Is this an:

19. Does your child have a special need?

No Yes If yes, what type?ADHD AutismHealth Problem: ________________Physical DisabilityMental Retardation/Down SyndromeOther: ________________

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