Percentage of students from kindergarten through eighth grade who use various methods of transportation to get to their school- or center-based program, by student and family characteristics: 2005

After-School Programs and Activities: 2005

NCES 2006-072
May 2006

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Table 11. Percentage of students from kindergarten through eighth grade who use various methods of transportation to get to their school- or center-based program, by student and family characteristics: 2005
		Transportation source to school- or center-based arrangements
Characteristic	Number of students (thousands)	School or school district	School- or center- based program	Parent or guardian provides transportation	All other modes of transportation
Total	7,065	6	9	15	11
Student's grade
K–2	2,433	8	12	18	7
3–5	2,897	6	9	13	12
6–8	1,735	3	5	16	13
Student's sex
Male	3,838	7	10	14	10
Female	3,227	5	8	16	11
Student's race/ethnicity
White, non-Hispanic	3,120	7	7	19	9
Black, non-Hispanic	1,761	6	15	7	14
Hispanic	1,523	3	8	14	9
Asian or Pacific Islander, non-Hispanic	191	6	4	22	3
Other race, non-Hispanic¹	471	9	6	20	13
Family type
Two parents	4,426	6	8	19	8
One parent	2,314	6	10	10	15
Nonparent guardian(s)	325	4	19	7	14
Parents' language spoken most at home²
Both/only parent(s) speak(s) English	6,253	6	10	15	11
One of two parents speaks English	169	3	1	7	2
No parent speaks English	643	5	3	20	6
Mother's level of education³
Less than a high school diploma	657	6	6	7	10
High school/GED	1,952	5	10	18	12
Vocational/technical or some college	2,056	9	9	17	10
Bachelor's degree	1,210	5	9	16	12
Graduate or professional degree	889	4	11	13	11
Mother's school enrollment status³
Enrolled	944	7	14	12	13
Not enrolled	5,819	6	9	16	11
Mother's employment status³
35 or more hours per week	4,004	6	10	12	10
Less than 35 hours per week	1,189	8	10	21	9
Looking for work	417	3	7	10	14
Not in the labor force	1,153	4	6	21	14
Mother's work shift^{3, 4}
Regular shift	4,744	7	11	14	10
Variable shift	449	6	7	18	9
Neighborhood conditions⁵
Concern regarding neighborhood health and safety conditions	1,379	5	11	12	11
No concern regarding neighborhood health and safety conditions	5,686	6	9	16	10
Household income
$25,000 or less	1,991	6	10	8	15
$25,001 to $50,000	1,723	6	10	19	11
$50,001 to $75,000	1,334	7	9	17	7
$75,001 to $100,000	874	4	11	13	7
$100,001 or more	1,143	6	5	22	10
Poverty status⁶
At or above poverty threshold	5,513	6	9	17	9
Below poverty threshold	1,552	6	10	9	15
¹ “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.
² 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.”
³ Students without mothers living in the household are not included in estimates related to mother's education, enrollment, employment status, or work shift.
⁴ 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.
⁵ 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?”
⁶ 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 students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and enrolled in at least one weekly school- or center-based after-school care program. Respondents with a child who attended an after-school program at the same location in which the child attended school did not respond to this question. Students may have multiple school- or center-based after-school care arrangements, therefore percentages may sum to more than 100. 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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