After School Programs Are At Risk of Being Squeezed Out of Existence

Additional Funding Necessary to Keep Pace with Higher Minimum

Wage and Other Increased Costs

The Background.  The After School Education and Safety (ASES) Program, created by Proposition 49 in 2002, annually serves more than 800,000 unduplicated low-income students in over 4000 state-funded after school programs.

• 98% of these programs serve elementary and middle schools that have 40% or more of their students eligible for the free and reduced lunch program.
• At an ADA rate of $7.50, ASES provides a yearly maximum of $112,500 to serve an average of 83 elementary students daily and $150,000 to serve 111 middle school students.  ASES programs must provide a 33% in-kind/cash match.
• Programs must operate every day from dismissal until 6:00 pm, for not less than 15 hours per week (although most elementary programs operate closer to 20 hours weekly).
• Programs must maintain a supervision ratio of 20 students to 1 qualified staff member.
• Programs must employ a Site Coordinator who is approved by the school principal.
• Community-based organizations that contract with school districts constitute the majority of ASES programs.  School districts typically hold back up to 15% of the total grant for administrative purposes.
• ASES programs generally allocate more than 80% of their remaining grant funding to personnel costs, leaving very little room for other operating expenses.

The Problem.  ASES programs have operated on a shoestring since the beginning, under a rigid funding structure that limits their ability to be nimble in the face of imposed financial requirements.

• ASES budget has remained at $550 million General Fund since 2006, when Prop 49 was implemented.  
• The statutory ADA rate has not been raised since 2006, when it increased from $5 to $7.50.  The Wallace Foundation reports the average cost of an after school program is $7 per child per hour or $21 per day – nearly 3 times the rate paid to ASES providers.
• The minimum wage increased by $1 to $9 on July 1, 2014 and will increase another $1 to $10 on January 1, 2016.
• Some after school programs are being compelled by their school district to cover the newly increased STRS and PERS employer share for their ASES employees.
• Since the last ADA increase, the California CPI has increased more than 17%.

The minimum wage increases impact the hourly pay for both site coordinators and program leaders.

• While program leaders are typically paid more than the minimum wage, market pressures require providers to offer competitive part-time salaries.
• Site coordinators command higher wages in the current market commensurate with the minimum wage increase.   
• The fiscal impact of the combined minimum wage increase on an elementary level ASES program is nearly $15,000 per year, a 13% increase in a program’s expenses alone.

The minimum wage increase was never intended to lead to employee cuts and service reductions.  

• However, hundreds of career-track jobs held by entry-level employees in low-income neighborhoods are in jeopardy.
• Unlike private employers, ASES sites cannot realistically increase revenue from “customers” because ASES serves very low-income students and their parents.

Some view the Local Control Funding Formula (LCFF) as the mechanism to direct additional dollars to after school programs.  In reality, this holds little promise for ASES programs.

• The 3-year local control and accountability plans required under LCFF have recently been completed and adopted across the state.  The plans generally prioritize teacher new hires, teacher salaries, professional development and technology.
• Scant attention has been paid to “pupil engagement” strategies like after school programs.

The Impact.  Without an increase to the ASES budget, sites will be forced to sacrifice quality in order to keep the doors open for children to simply have a safe space after school.

• Many programs are at risk of becoming financially unviable and simply closing.
• Sadly, the retrenchment of after school programming would occur at the same time that unmet needs remain high: 27% of low-income elementary and middle schools do not provide after school; over 400,000 English learners attend a school that does not offer after school.

The loss of ASES programs translates into higher costs to the state because of the loss of quality services that enhance the lives of hundreds of thousands of low-income children and their families.

• Children who participate in an elementary after school program for 3 or more years are 20% less likely to drop out of school. (UCLA)
• Regular participation in an after school program is linked to significant gains in standardized test scores as well as reductions in grade repetition. (UC Irvine)
• English language learners who participate in after school programs are three times more likely to be reclassified as fluent in English. (Central Valley Afterschool Foundation)
• After school participants are 30% less likely to engage in criminal activities. (UCLA)
• Every dollar invested in after school programs saves taxpayers $3 overall and $2.50 in crime-related costs alone. (Rose Institute, UCLA)
• The required 33% match for ASES programs annually generates approximately $180 million in cash and services that the state doesn’t pay for.

The Solution.  The after school community proposes the following:

• The cost to after school programs of a single dollar minimum wage increase is $36 million.  To cover the cost of both minimum wage increases (excluding all other increased costs of doing business) the ASES budget should be increased by $72 million.  
• To ensure that ASES programs can more flexibly accommodate future increased costs, an annual cost of living adjustment should be adopted that is linked to the California CPI, beginning with FY 2017-18.

Let’s Keep “Education” and “Safety” in the

After School Education and Safety Act.

Talk about Opportunity Cost: Why I am Considering Attending a California State University

I attended a low ranking school for my undergraduate education, yet I intend to go to a low ranking school for my graduate degree as well. Why would I do this? I currently manage a small division of a nonprofit organization that provides educational services, such as after school programs, for youth. I have this job because I do everything I can to be good at it, and I am willing to learn - not because I am qualified. My position usually requires a master’s degree in business or education, and I have neither.

I seem to have hit a wall. Even if I perform at my best, it is not likely I will make the jump from mid-level management to an executive position in this or any other organization without additional education and training. so I do need to think about what is next. My goal is to run my own business or obtain a position of significant influence in an existing business. Here’s my resume in brief:

●     A useless bachelor’s degree.

●     Experience in nonprofit and business management, and a passion for efficiency.

●     Just enough of an understanding of educational theory to be dangerous.

●     A passion for leading, developing, and caring for people.

●     An ability to learn from my mistakes.

●     Grit.

In order to make it over this wall I need to obtain a Masters in Business Administration. Every job that has piqued my interest in the past year has required this. Only here’s the rub, I know just enough about education to know that business schools don’t provide an education. They provide an alumni network. I suppose in addition to that the best of them provide a lot of the information that is foundational to success in business, but I believe a driven person can find that information if they know where to look. Since I have a completely useless BA, I have learned how to teach myself that which I need to know to be successful.

So in choosing a business school, what should I look for?

●     Should I prioritize the actual content of the instruction? - It sure would be easier than figuring it out myself. Then again, I took three years of Spanish and didn’t learn much of the language until I spent three months in Mexico. Everything I know about how to do my current job I learned on the job. This will be true at my next job too.

●     Should I focus on the reputation of the school? - Surely Harvard grads go farther, but are they better employees? I would think Ivy League grads are impressive before they even get in. Are Harvard and Stanford turning out successful people or only accepting successful people? I am not well known by influential, rich, or important people, but the reputation I do have has been earned. This is true for all of us. You cannot buy a reputation.

●     How important is the alumni network? - I suppose knowing the right people is powerful, but is it worth a $200,000 degree? What about $100,000? $50,000? I suppose you can buy your network, but eventually the reputation you earn will show its face. I intend to focus on who I am, not who I know.

●     Full time or part time? - I know full time might be faster, but how can I afford two years out of the work force? I have a baby on the way. I can’t imagine paying $50,000 for school and giving up two years of salary right now for the possibility of a higher salary later. It seems the greatest cost of college is the opportunity cost, not the tuition.

●     Online or On Campus? - My priority is my family. My wife of three years so far is pregnant with our first child. Every second I spend in night classes or at work is spent away from them. Talk about opportunity cost.

I am a resident of California and I can attend a State school for as little as $15,000… Total. I can attend online and spend more time at home with my family. I will walk away with an MBA. This degree would help me be qualified for the career I would like to have. I will not come out of this school knowing many important business contacts, but I will be able to continue to support my family while I attend. I may not receive the quality education that I might at an Ivy League school, but Ivy League students aren’t paying for the education, they are paying for the reputation. I am not settling. I am doing this myself. I am pulling myself up by my bootstraps. I am figuring it out as I go. I may not be making the right decision, but I have made my decision and I am going to move forward and take responsibility for my own learning. I am an example to my son.

Son,

No one is going to hand you anything; you have to work for it.

You cannot pay your way out of problems.

Care for people and others will care for you.

Give your best and never make excuses.

Take responsibility.

If I prioritize the prestige of my degree above my family, or did anything other than take responsibility for my own learning I would not be the example my son needs. Talk about opportunity cost….

It's a Boy!

We are having a boy. Maybe his middle name could be Danger....

First Thanksgiving Married

Jackie is hard at work in Nana's kitchen. I occasionally help wash dishes, chop vegitables, or reach for stuff on the top shelf. This is our first married Thanksgiving and we are spending it with my family in Manteca. Also, shes real cute in her apron.

Book Reflection: Deep Justice in a Broken World

Chap Clark and Kara E. Powell of the Fuller Youth Institute published a book in 2007 that, I hope, makes the pursuit of justice within the reach and understanding of every youth minister. There are solid development principals throughout this book (or so my wife tells me), but the language is simplified. The content of this book is also multi-disciplinary. The authors employ basic biblical studies, education theory, ministry experience and more. Topics explored include racial reconciliation, economic justice and very practical, useful, advice on how to mobilize youth.
The greatest strength of this book is how clear it makes it that moving toward justice with youth means more than service projects and short term mission trips. Not only do the authors call these practices into question, but they provide tangible steps toward helping youth find their own ways to right wrongs.
I also especially enjoyed the interviews in the book. At the end of every chapter, the authors ask a leader in the field a few questions regarding the topic of that chapter. Some contributors are experienced youth leaders; others are experts in development or famous church leaders. Their contributions put heart into the very practical content of the book. They also share some very moving stories.
This book, and its companion, Deep Ministry in a Shallow World, are not the most well written books about youth ministry available, but they are must reads. The conversations that can come from this content can help us to develop healthy youth ministries that shape young lives and serve the communities around us.

Book Reflection: Deep Ministry in a Shallow World

I recently read a book called Deep Ministry in a Shallow World by Chap Clark and Kara E. Powell. This book was published in 2006, but I read it recently after perusing the website of the Fuller Youth Institute. Our church has been having some exciting conversations about the youth ministry recently, and it was necessary that I do some reading on the subject.
While the writing is not great, and the design of the book is obnoxious, the content is quite valuable. For example, in the first chapter the authors explore the usual shallow solutions to the challenges faced in youth ministry. Their first observation of common shallow solutions: more of the same. The authors provide an example of the thought process that may lead to a fallacy such as this. “Small groups on Sunday’s aren’t clicking, but that’s because the students don’t know one another all that well. If they met on Tuesday nights, then we could move past pseudo-community and into real life relationships” We often decide what we need is more; more leaders, more money, more time, etc. In reality, most of us simply need to stop and listen. We need to listen to students, parents, and the Lord. In my assessment, the most valuable aspect of this book is the way it causes the reader to look into the mirror. This text also provides many practical examples of what a youth leader might be able to do in order to move into a deeper ministry.
There are two glaring omissions from this book, and they are not the weird sidebar prompts or the overuse of the infinity symbol in their diagrams (though both are glaring). First, there is little call for personal growth and deep change in the youth minister. For this subject, I would recommend a short book by Eugene Peterson (author of The Message) called Working the Angles. The other glaring omission is the call of the church, and youth ministry, to work towards justice. For this, I would recommend a book by the same authors, Chap Clark and Kara E. Powell. In 2007, they published Deep Justice in a Broken World. I will be reflecting on this book next.

Coaching as Volunteer Development in the Church

This is the first of a series of posts I have rolling around my brain that will help me tie the work I have been doing the past couple of years with my future as a church leader. I do not have a clear picture yet of all that God will call me to, but I do have dreams of leading a church in efforts to serve the community in practical ways. The first area I would like to explore is staff development. My work in the non-profit sector and in education has helped me grow in the area of staff development and training others. This post will explore what it might be like to implement staff development strategies in the church context to train volunteers and develop emerging leaders.

Staff Development in a Church?
Staff development is a part of my job, but more than that… I see staff development having a place in the church. I know how that may sound, but not everything the church endeavors to do will be things the congregation is already qualified to do. I dream of a church where we are an integral part of the community. I envision a church not only offering a place to worship and a sense of community, but economic development, educational services and more.

I know that for most churches, these endeavors will be outside of most people’s experience. This should not deter us in pursuing all that God calls us to as a community. Usually, we can find a few people who do know how to do what God is calling us to, so we simply need to make space for them to share their experience with the rest of the congregation. That way, we can all serve in whatever God calls our church to. Effective training in all of our efforts is an important part of what the church does. The things church leaders ask of the congregation may be completely novel to them. If this is the case, leaders will want to set their church up for success. If church members don’t experience success at new outreach endeavors, they may not be willing to try the next time. Success is an important boost to morale.

In order for the church to be effective in outreach and service, it must provide church members, staff, and volunteers with adequate training. The training strategy I propose is based on a learning theory called the gradual release of responsibility. The implementation of this theory attempts to shift the responsibility for one’s own learning from the teacher to the pupil(s). In staff development, this is called coaching and it is done in the context of project based learning. A staff member is taught how to do something and then led along while they implement what they learned until they are ready to do this on their own. Before they are released, they collaborate with others on a project that helps them refine their skills while simultaneously serving the community.

A Picture of Coaching

This is an approach to teaching that is best explained with an image of a childhood cliché. Picture a father teaching his child to ride a bike. He shows them what it is like to ride a bike by giving them tricycles and training wheels. Then takes them off, holds the back of the seat and runs alongside his child. At some point he lets go. His pride is unmistakable. He slows down and watches as they ride on their own. “I’m doing it!” the child stereotypically cries. When they have the inevitable crash, Dad picks them up wipes their scrapes, kisses them, and encourages them to try again. Let this be our method for teaching. Let the father teaching his kid to ride a bike be how we equip and empower our church members. Through coaching, we get to participate in the learning of church volunteers and then look on with pride as they “get it.”

For the purposes of volunteer development in the church, the four stages of coaching are: modeling, guiding, collaboration and independence. In modeling, the leader shows the emerging leader(s) how to perform a task, strategy or skill. In guiding, the leader works with the emerging leaders to practice the skill. In collaboration, the emerging leaders create a project that helps them practice the skills they have learned. Lastly, in the independent practice stage, emerging leaders are released to serve and demonstrate their competence. During this stage, leaders observe this practice and help emerging leaders make small changes to their strategies as they go along.

Coaching in the Church
For these strategies to be effective emerging leaders must be paired with established leaders who have something to pass along. Established leaders would benefit in being trained in these teaching strategies to ensure that they are successful in sharing what they know and who they are. The job of a leader is to work themselves out of a job – replacing themselves and sharing control with emerging leaders. It should also be stated that this strategy, taken from professional staff development, is best implemented in small groups. These are not the mega church small groups of the last two decades, but a balanced combination of spiritual nurturing groups and professional learning communities. During this process skills and knowledge can be shared and deep personal growth can be reached in a community. This is not a method for helping people grow spiritually or in terms of maturity. The goal of coaching is to help develop the practical skills of volunteers in the church.

The implementation of these strategies must be “above board.” In other words, everyone involved must know that this is taking place. From the newest volunteer to the eldest leader, all are eligible to be trained in some way and all are eligible to train someone else. This is not a comment on spiritual maturity, but on professional development for lack of a better word. These strategies can be used to equip volunteers and develop interns. This will help each new endeavor be successful and it will help interns draw valuable experience from their service within the church so that they can add value to the communities God calls them to.

Interns, Apprentices, and Volunteers
I would suggest that internship be the most formal context for the implementation of coaching. I would propose that a church internship program would have specific goals and a leadership that is competent in the implementation of coaching strategies. Interns could work through a particular coursework of topics that have been deemed important for interns to learn, but as long as the number of interns is manageable, I would suggest that they set their own goals for growth based on their life goals. In contrast, apprenticeship is a personal relationship that an emerging leader might have with a pastor. Interns should work in cohorts of no more than 10 individuals. There must be room for them to collaborate and help each other grow.

Volunteer development would be a completely different category. I would suggest that coaching strategies be taught to department leaders in a 3-5 session training experience that implements the strategies (modeling them for those who will implement them). Afterward, department leaders should implement coaching strategies with those who serve in their departments. A staff member competent in coaching strategies might be required to function like a consultant. While this person may not be the best teacher when training someone to run the sound board or plan an event, they may be able to help those who are skilled in any area teach others.

Obstacles and Benefits
Each church may face some difficulties in implementing the coaching strategy for volunteer and leadership development. First, these strategies will be new to some and must be learned first. Second, it may be difficult for those who are younger to train those who are generally more experienced than themselves. While one can look to the wisdom of elders, we must collaborate with humility. Lastly, implementing a formalized training technique could stifle relationships, especially if the church is to grow numerically at the same time. It will be vital for the church to fit training into the life of the church rather than creating hierarchal or managerial relationships. This is a reason why training is best conducted in teams rather than mentor relationships. In teams we are able to foster a sense of community while avoiding leading from a position of authority. This difficultly will be possible to overcome in a church that has already developed a culture of collaboration.

It can be argued that the benefits of implementing coaching strategies in a church would outweigh the obstacles. If the church can add structure to its methods for staff and volunteer development it will be able to ensure success in whatever new endeavors they face. Success will build a sense of self-efficacy in church members. They will have confidence in their ability to represent Christ in whatever way they are able to serve the community.

I would also suggest that a formalized internship program that offers demonstrated growth and teaches new skills will attract new people to a congregation. Churches may find that a quality internship program will cause college students, youth and those pursuing a call to ministry or community development to flock to the church. An internship program can present itself as an alternative to age based suburban church programs. It is the church’s diversity and love for one another that shows Christ to the world, but this may not attract a hopeful and optimistic workforce, passionate for personal growth and societal change. The church must make a space for these people if we hope to add to the value of the cities we live in.

Goals for Implementation
I would propose several short and long term goals for any church considering implementing coaching strategies in their church’s training methods. First, a church should train its members for each upcoming event. Most events fit the larger purposes of the church and are not standalone events. A good place to start would be a training session for volunteers, the trainer walking around during the event to check for understanding and implementation of directives, and a debrief follow up to perfect strategies for next time.

My second recommendation would be to develop a basic structure for apprenticeship and internships for the coming year. If a church has several prospective interns it must create a place for them. During the first year, this would likely still be an individualized rather than formalized program, but training would be intentional.

My third recommendation would be to implement a basic training for department leaders. This would be highly encouraged for anyone who teaches or trains others. It would be mandatory for anyone who leads a department and is not yet conscious of this need.

My fourth recommendation would be to develop a formal internship program that functions like an educational program; with customizable coursework, and training sessions delivered by the most competent people the church has available in each subject. The real learning however, would not happen in the classroom, but in service.

Learning and Growth through Service
The church will learn and grow while they serve, but people will not learn and grow simply because they serve. They must be intentional in helping each other grow, not just spiritually, but in service. With training, they will be effective in their service. This will give them confidence to develop a deeper life of service instead of an act of service. Through a lifestyle of service will we see the kingdom of God and expressions of God’s redeeming grace. The divine perspective is not from above, up in heaven; it is from below, washing feet.