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| Table 1. Percentage distribution of the participation of students from kindergarten through eighth grade in various weekly after-school care arrangements, by type of arrangement and student and family characteristics: 2005 | ||||||||
|---|---|---|---|---|---|---|---|---|
| Type of weekly nonparental after-school care arrangements 1 | ||||||||
| Characteristic | Number of students (thousands) | No weekly nonparental after- school care arrange- ment |
At least one weekly non- parental after- school care arrange- ment |
At least one arrange- ment with relatives |
At least one arrange- ment with non- relatives |
At least one school- or center- based arrange- ment |
At least one after- school activity used for super- vision |
Self- care |
| Total | 35,311 | 60 | 40 | 15 | 6 | 20 | 7 | 12 |
| Student's grade | ||||||||
| K-2 | 11,437 | 57 | 43 | 16 | 8 | 21 | 5 | 2 |
| 3-5 | 11,690 | 55 | 45 | 17 | 6 | 25 | 8 | 7 |
| 6-8 | 12,183 | 67 | 33 | 12 | 3 | 14 | 9 | 27 |
| Student's sex | ||||||||
| Male | 18,418 | 60 | 40 | 15 | 6 | 21 | 7 | 13 |
| Female | 16,894 | 60 | 40 | 15 | 5 | 19 | 8 | 11 |
| Student's race/ethnicity | ||||||||
| White, non-Hispanic | 20,229 | 65 | 35 | 13 | 6 | 15 | 7 | 11 |
| Black, non-Hispanic | 5,457 | 45 | 55 | 22 | 5 | 32 | 9 | 16 |
| Hispanic | 6,580 | 59 | 41 | 14 | 6 | 23 | 6 | 11 |
| Asian or Pacific Islander, non-Hispanic |
958 | 60 | 40 | 14 | 5 | 20 | 9 | 11 |
| Other race, non-Hispanic 2 | 2,087 | 54 | 46 | 17 | 6 | 23 | 11 | 14 |
| Family type | ||||||||
| Two parents | 25,229 | 65 | 35 | 11 | 5 | 18 | 7 | 11 |
| One parent | 8,854 | 47 | 53 | 24 | 8 | 26 | 8 | 15 |
| Nonparent guardian(s) | 1,228 | 51 | 49 | 25 | 3 | 26 | 8 | 15 |
| Parents' language spoken most at home3 |
||||||||
| Both/only parent(s) speak(s) English |
31,216 | 59 | 41 | 15 | 6 | 20 | 8 | 12 |
| One of two parents speaks English |
851 | 60 | 40 | 17 | 2 | 20 | 8 | 16 |
| No parent speaks English |
3,244 | 67 | 33 | 11 | 3 | 20 | 4 | 12 |
| Mother's level of education4 | ||||||||
| Less than a high school diploma |
3,482 | 68 | 32 | 11 | 3 | 19 | 3 | 14 |
| High school/GED | 10,062 | 60 | 40 | 17 | 4 | 19 | 6 | 13 |
| Vocational/technical or some college |
10,146 | 58 | 42 | 18 | 6 | 20 | 8 | 11 |
| Bachelor's degree | 6,459 | 63 | 37 | 10 | 6 | 19 | 9 | 10 |
| Graduate or professional degree |
3,740 | 55 | 45 | 12 | 8 | 24 | 11 | 12 |
| Mother's school enrollment status4 | ||||||||
| Enrolled | 3,918 | 50 | 50 | 20 | 7 | 24 | 9 | 13 |
| Not enrolled | 29,972 | 62 | 38 | 14 | 5 | 19 | 7 | 12 |
| Mother's employment status4 | ||||||||
| 35 or more hours per week | 14,744 | 43 | 57 | 24 | 9 | 27 | 10 | 16 |
| Less than 35 hours per week | 7,853 | 68 | 32 | 11 | 5 | 15 | 6 | 11 |
| Looking for work | 1,798 | 68 | 32 | 12 | 3 | 23 | 4 | 13 |
| Not in the labor force | 9,495 | 80 | 20 | 4 | 1 | 12 | 5 | 7 |
| Mother's work shift 4, 5 | ||||||||
| Regular shift | 20,251 | 51 | 49 | 20 | 8 | 23 | 9 | 14 |
| Variable shift | 2,346 | 59 | 41 | 18 | 6 | 19 | 8 | 12 |
| Neighborhood conditions6 | ||||||||
| Concern regarding neighborhood health and safety conditions |
5,421 | 54 | 46 | 18 | 6 | 25 | 8 | 12 |
| No concern regarding neighborhood health and safety conditions |
29,890 | 61 | 39 | 14 | 5 | 19 | 7 | 12 |
| Household income | ||||||||
| $25,000 or less | 8,827 | 58 | 42 | 16 | 5 | 23 | 6 | 13 |
| $25,001 to $50,000 | 8,895 | 59 | 41 | 18 | 5 | 19 | 6 | 12 |
| $50,001 to $75,000 | 7,258 | 60 | 40 | 16 | 5 | 18 | 9 | 11 |
| $75,001 to $100,000 | 4,405 | 60 | 40 | 13 | 7 | 20 | 7 | 12 |
| $100,001 or more | 5,928 | 64 | 36 | 8 | 6 | 19 | 9 | 11 |
| Poverty status7 | ||||||||
| At or above poverty threshold | 28,142 | 60 | 40 | 15 | 6 | 20 | 8 | 12 |
| Below poverty threshold | 7,169 | 60 | 40 | 15 | 5 | 22 | 6 | 13 |
| 1 Students may have more than one after-school care arrangement of the same type or more than one after-school care arrangement of different types. | ||||||||
| 2 “Other race, non-Hispanic” includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispanic, White, Black, Asian, or Pacific Islander. | ||||||||
| 3 Complete descriptions of the categories for parents’ language are as follows: (1) “Both/only parent(s) learned English as child(ren) or currently speak(s) English in the home,” (2) “One of two parents learned English as a child or currently speaks English in the home,” and (3) “No parent learned English as a child and both/only parent(s) currently speak(s) a non-English language in the home.” | ||||||||
| 4 Students without mothers living in the household are not included in estimates related to mother's education, enrollment, employment status, or work shift. | ||||||||
| 5 Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes from days to evenings or nights regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. | ||||||||
| 6 Parents or guardians respond “yes” or “no” to the question: “Are there any conditions in your neighborhood that make you worried about the health or safety of ((CHILD)/any of the children) in your household?” | ||||||||
| 7 Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal government to meet the household's needs, given its size and composition. | ||||||||
| NOTE: Estimates include all students in kindergarten through eighth grade, not older than 15 years, and who are not homeschooled. Detail may not sum to totals because of rounding. | ||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household Education Surveys Program (ASPA NHES: 2005). | ||||||||
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