Percentage of students from kindergarten through eighth grade whose parents rate factors used to select a weekly after-school care arrangement as "very important," by student and family characteristics: 2005

After-School Programs and Activities: 2005

NCES 2006-072
May 2006

List of Tables

Download Excel Excel format

(28 KB)

Download Excel(se) Excel format

(28 KB)

Table 12. Percentage of students from kindergarten through eighth grade whose parents rate factors used to select a weekly after-school care arrangement as "very important," by student and family characteristics: 2005
Characteristic	Number of students (thousands)	Factors rated as "very important" when selecting after-school care arrangement
Characteristic	Number of students (thousands)	Reliability	Availability of care provider	Location	Learning activities	Time with other children	Cost	Number of children in care group
Total	12,785	90	81	78	61	55	44	37
Arrangement type
Relative	4,913	93	83	79	55	44	48	35
Nonrelative	1,741	93	85	76	51	48	38	36
School- or center-based	6,131	87	77	77	69	67	43	38
Student’s grade
K–2	4,679	92	84	76	61	57	44	37
3–5	4,870	90	80	79	60	55	44	36
6–8	3,236	88	77	79	61	54	43	38
Student’s sex
Male	6,759	91	81	78	63	58	44	36
Female	6,026	89	80	77	59	53	44	37
Student’s race/ethnicity
White, non-Hispanic	6,263	91	79	73	51	48	36	29
Black, non-Hispanic	2,795	91	86	86	75	62	60	41
Hispanic	2,538	87	81	81	70	64	49	51
Asian or Pacific Islander, non-Hispanic	325	92	77	74	57	60	33	40
Other race, non-Hispanic ¹	863	88	76	76	66	63	40	38
Family type
Two parents	7,801	89	77	75	57	53	40	33
One parent	4,429	91	86	80	67	59	52	43
Nonparent guardian(s)	555	93	79	87	64	68	42	37
Parents’ language spoken most at home ²
Both/only parent(s) speak(s) English	11,490	91	81	77	59	54	44	34
One of two parents speaks English	299	80	74	87	75	58	47	51
No parent speaks English	996	83	78	82	75	71	49	62
Mother’s level of education ³
Less than a high school diploma	1,039	81	81	84	78	73	57	58
High school/GED	3,603	89	82	82	66	60	52	43
Vocational/technical or some college	3,930	92	81	75	60	55	44	34
Bachelor’s degree	2,086	92	80	76	54	50	35	27
Graduate or professional degree	1,493	93	79	73	50	42	28	28
Mother’s school enrollment status ³
Enrolled	1,822	91	83	75	67	59	41	37
Not enrolled	10,328	90	81	78	60	55	45	37
Mother’s employment status ³
35 or more hours per week	7,840	92	83	78	58	54	44	36
Less than 35 hours per week	2,255	91	78	76	62	53	45	33
Looking for work	523	89	88	82	78	61	48	42
Not in the labor force	1,533	79	73	75	69	66	43	44
Mother’s work shift ³^,⁴
Regular shift	9,217	92	82	78	58	53	44	35
Variable shift	878	89	78	78	69	61	47	39
Neighborhood conditions ⁵
Concern regarding neighborhood health and safety conditions	2,305	92	81	80	57	54	50	35
No concern regarding neighborhood health and safety conditions	10,480	90	81	77	62	56	43	37
Household income
$25,000 or less	3,430	87	82	81	71	63	57	44
$25,001 to $50,000	3,350	91	81	80	64	61	52	41
$50,001 to $75,000	2,566	92	82	76	57	50	40	33
$75,001 to $100,000	1,595	92	80	77	51	50	34	30
$100,001 or more	1,845	91	75	70	50	45	21	25
Poverty status ⁶
At or above poverty threshold	10,159	91	81	77	58	53	41	35
Below poverty threshold	2,626	86	80	80	72	67	57	45
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.
²Complete 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."
³Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift.
⁴Work 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.
⁵Parents 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?"
⁶Students 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 are reported for students in kindergarten through eighth grade, not older than 15 years, not homeschooled, and who are in at least one weekly relative, nonrelative, or school- or center-based after-school care arrangement. If a student had multiple arrangements, the arrangement with the greatest average weekly hours was used. If two arrangements had the same number of weekly hours, one arrangement was randomly chosen at the time of the interview. Students whose parents responded to the survey items reported upon in this table with regard to a monthly arrangement were not included in this table. 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).

List of Tables

Download Excel Excel format

(28 KB)

Download Excel(se) Excel format

(28 KB)