Applied Sciences Individual Assignment: Journal Article Review

under p ressu re : on money and m iss i on

time W

spent D a w n Walsh , who has worked with the after-school program at The Foote School (Connecticut) for over 20 years, has seen firsthand how dramatically childcare needs have changed.

In her words, "Seventy percent of our student body now par-

ticipates in our after-school program because an independent school

education is expensive and most families must have two incomes in

order to afford it. For this reason, we view our program as an impor-

tant service to parents who need coverage for their children."

The Eoote School is not the only independent school trying to

determine how best to help meet families' complex childcare needs.

According to a 2009 Bureau of Labor Statistics Report, 66 percent

of mothers with children under the age of 18 are in the workforce,

and, of those, nearly three-quarters are working full-time. These

families need after-school coverage for their children. The ques-

tion is: What should after-school programming look like?

6 4 I N D E P E N D E N T S C H O O L

designing dynamic and profitable

after-school programs

B Y B E T S Y M A C I V E R N E I V A A

u n d e r p r e s s u r e : on m o n e y a n d m i s s i o n

FOUR MODELS OF AFTER- SCHOOL PROGRAMMING Our investigation of after-school programs at over ioo independent schools nationwide (including phone interviews with program directors at 43 of those schools) indicates that after-school programs at independent schools can be divided into four general categories based on the extent to which the after-school programming aligns with the mission of the school and the level of revenue that programming gen- erates. The four categories are: Child- care, Enrichment, Clubs-Centered, and Hybrid. From the information we gathered about the programs in each of these categories, it is possible to create a description of four general models of after-school programming currently being offered at independent schools in the United States.

THE CHILDCARE-BASED MODEL Childcare-based after-school programs — often referred to as after care, day care, or extended day — usually range from 14 to 75 participants per day. Their focus is on providing students with a safe, neighborhood-like envi- ronment where they can play, engage in choice activities, and do homework. The directors of childcare-based programs, many of whom also teach full- or part-time during the school day, generally describe their programs as an opportunity for kids from differ- ent grades to develop their social and conflict-resolution skills. In the words of one director, "Ours is not in any way an enhancement program; it is designed strictly to assist parents who need coverage after school."

Some schools with childcare-based programs also offer classes such as chess, dance, and karate, but these activities are not viewed as a major source of revenue. Generally, directors of childcare-based programs do not know if their programs make or lose money, and of the directors who did know their program's financial num- bers, most reported that their mandate was not to make a profit. As one direc- tor commented, "I do not think about

making a profit; our goal is to offer a relaxed, 'comfy' play time in a home- like atmosphere."

Of the programs researched for this article, approximately 60.5 percent fit the childcare category.

ENRICHMENT-BASED MODEL When describing their programs, the after-school directors at schools in the enrichment category emphasized two characteristics: maintaining continu- ity with the values and lessons their students are taught during the school day and ensuring children have many activities from which to choose, includ- ing outdoor games, computer lab time, art projects, cooking, gardening, sew- ing, building, and study hall. Directors of enrichment-based programs also extolled the quality and dedication of their staffs and underscored the amount of time and effort they invest in training their employees.

At one noteworthy enrichment- based program, a lower school teacher is invited once a month to speak at an after-school staff meeting about either a particular area of expertise or about the work he or she is doing with students. According to the director, "Through our regular interactions with school-day teachers, we have been able to build a stronger bridge with the faculty and are better equipped to enhance the work they are doing." Another enrichment- based program director commented, "We changed our name from after- school to co-curricular programs when we changed our mission from simply babysitting to providing a wide range of programs designed to make strong connections to the school day."

Generally, the costs associated with enrichment-based programs are relatively high and the revenues are relatively low. Most break even.

Of the schools researched for this article, approximately 11.6 percent fit the enrichment-based model.

CLUBS-CENTERED MODEL Schools featuring a clubs-centered pro- gram tend to be in large cities, where parents often have the resources to enroll their children in after-school

activities, which can cost as much as $400 to $750 per club, per term." These programs typically offer fami- lies an extensive roster of activities from which students can make their selections. At The School at Columbia University (New York), for example, participants can choose from as many as 75 two-hour classes, which range from badminton and cultural beading to Hindi and web design. According to Director Jumaane Saunders, the goal is to offer affordable classes that will appeal to the school's diverse student body. "The program's mission is not only to provide fun and unique expe- riences," Saunders says, "but also to expose students to as many compel- ling activities as possible. Our families love this program because students get high-level enrichment without leaving the school building and working par- ents get coverage until 5:30 pm."

Because many of these schools offer participants financial aid and because some subcontract their instructors from outside organizations that charge high per-student fees, the clubs-centered after-school programs typically generate high revenues but comparatively low returns. In fact, many of these programs do not gener- ate a profit.

Of the programs researched for this article, approximately 11.6 percent fit the clubs-centered category.

HYBRID MODEL The after-school programs in the hybrid category combine characteris- tics of the enrichment-based and the club s-centered programs. Like enrich- ment-based programs, hybrid after- school programs encompass an array of enriching activities, which dovetail with the school's mission, and are run by a well-trained and highly motivated staff Like clubs-centered programs, hybrid programs offer a robust roster of diverse after-school clubs, designed to afford children the opportunity to pursue new interests and build on ones they have identified during the school day. What makes the hybrid programs distinctive, however, is that they also generate revenue.

66 N D E P E N D E N T S C H O O L

When the programming is rooted in a school's mission, it not only offers students a sense of continuity with the classroom portion of the day, but it also reinforces core principles that are the foundation of all of the learning that takes place at the school.

of the 43 schools studied for this article, we identified seven schools that offer hybrid after-school pro- grams whose mission-focused, theme- oriented programs are combined with a dynamic selection of clubs to gener- ate a net annual return of at least 20 percent.''

What do the directors of these pro- grams do to make their programs so successful both programmatically and financially? Based on our in-depth con- versations with the program directors at these schools, as well as our expe- rience running a hybrid after-school program at The Philadelphia School (Pennsylvania), we have identified five key characteristics on which directors of hybrid programs tend to focus their energy and attention.

THE FIVE KEY CHARACTERISTICS OF HYBRID AFTER-SCHOOL PROGRAMS

A Combination of Enrichment and Clubs- Centered Programming All of the hybrid after-school programs researched offer students both a cur- ricularly rich after-school program and diverse club offerings. The hallmark of these after-school programs is their fun-focused, choice-oriented, theme- based programming, which connects with the schools' missions. Curricular

programming is fundamental to the programs' success for three reasons.

First, offering an array of fun- focused, choice- oriented activities gives children the opportunity to delve into activities related to their own skills and interests and, in so doing, poten-

tially develop what may become lifelong passions.

Second, a theme- based, experiential learn- ing-centered curriculum

— often rooted in the visual arts and in science-based activi- ties — not only offers children the opportunity to "learn while doing," but also keeps after-school students excited and engaged, particularly those who may be enrolled in the same pro- gram for as many as seven years.

Third, when the programming is rooted in a school's mission, it not only offers students a sense of continuity with the classroom portion of the day, but it also reinforces core principles that are the foundation of all of the learning that takes place at the school.

Most clubs programs at hybrid schools are as robust as their after- school programs. They tend to offer an extensive roster of diverse options from which students of every grade can make selections two or three times a year. What is noteworthy, though, is that directors of hybrid programs know their clubs' costs and pay very careful attention to pricing. They also do market research to determine the fees for comparable clubs and activities at other locations. The pay structure for dub instructors is also important; at hybrid schools, the direc- tors tend to pay on a per-class, not on a per-student, basis. These directors also survey families and students regu- larly both to identify potential parent instructors and to determine in which

F A L L 2 0 1 2 67

under pressure: on monsv and mission

activities children wotdd be interested in participating.

Finally, it is worth noting that nearly all schools with hybrid after- school programs offer financial aid, thereby ensuring that all members of the school community have access to the full spectrum of after-school expe- riences available to students.

A Dedicated Space Perhaps one of the most unexpected findings of this research is the impor- tance of a dedicated after-school space designed specifically for choice activi- ties. A dedicated space is fundamen- tal to a program's success because it indicates to the entire school com- munity that the administration values after-school programming enough to allocate precious space for its use. Moreover, students enrolled in an after-school program that takes place in a dedicated space know not only that the work they do will be displayed, but also that they can look forward to find- ing their projects right where they left them from one day to the next.

Collegiate School (Virginia) is com- mitted to the importance of a dedicated space for Cougar Quest, its after- school program. The school recently completed a renovation of the center, doubling its space to 5,750 square feet. The space includes a diner-style professional kitchen, a science center, a 150-gallon saltwater aquarium, an art area, a stage, a block and Lego zone, and a separate study hall. Director Car- ole Kahwajy explained, "Cougar Quest allows the children to distinguish between the structured classroom por- tion of their day and the free-choice opportunities after-school."

In the same way that Mr. Rog- ers' Trolley made it easier for young viewers to understand the distinction between Mr. Rogers' real-world living room and the Neighborhood of Make Believe, the creation of a separate, dedicated after-school space makes it easier for children to make a smooth transition from the structured class- room portion of their day to the choice- oriented after-school portion, where the space often has been deliberately

designed to resemble a home away from home, where learning through play is paramount.

A Highly Motivated and Well-Trained Staff of Individuals Who Love Children A key characteristic of hybrid after- school programs is their dedicated and motivated staff. The directors of most hybrid programs report that they meet with their staff at least once a week to plan curriculum and to talk about chil- dren. Staff members working for most hybrid after-school programs also receive substantial training not only in first aid, food allergy protocols, and fire drill procedures, but also in how to talk to and work with children. At some schools, staff members are paid to sit in on classes during the school day so they will be familiar with both curriculum and classroom manage- ment strategies.

Directors also use different tech- niques to keep their staff members enthusiastic about their work. At The Philadelphia School, for example, after- school employees are given opportuni- ties to share their personal skills and interests with students by designing and teaching a theme-based unit on the food, art, and music of their home culture or by sharing a specific skill or professional interest. When after- school staff members are well trained, well managed, and highly valued, they tend to stay, which means that the chil- dren they supervise are able to build ongoing, long-term relationships with caring and committed adults.

In-depth and Consistent Communication with Faculty and Parents Directors of hybrid after-school pro- grams communicate with both faculty colleagues and parents. At The Foote School, for example, director Dawn Walsh presents a slide show to the full faculty featuring a curricular review of all after-school programming. She also communicates with parents through an after-school parent handbook and has staff members wear nametags so parents will know the names of the staff members with whom their chil- dren spend their afternoons.

At a time when independent schools nationwide are contending with the dual challenges of declining enrollment and a downturn in development revenues, administrators no longer have the option of viewing after-school as an afterthought.

68 I N D E P E N D E N T S C H O O L

under p ressu re : on money and m iss i on

Eight Steps for Creating a

Hybrid

After-School

Program

step 1: Assess Your Program. Conduct a detailed audit of all aspects of your after-school programming, including

the quality, breadth, and depth of your enrichment activities and whether they dove-

tail with the school's mission, the payroll costs, and the percentage of the student

body that attends. Determine whether parents seiect your schooi or decide to remain

at your schooi because of the high quality of your after-schooi programming.

Step 2: Determine Parents' Priorities. Survey parents to find out what kind of after-school programming they want and need for their children. Determine whether your program meets those wants and needs.

Step 3: Examine the Market. Compare your program with your competitor schools. What do they offer and how

much do they charge? Are their after-school programs a variable in parents' admis-

sions decisions?

Step 4: Appraise Your Space. Does the space where your program takes place meet your needs and support a

varied and rich curriculum? If the program does not take place in a dedicated space,

could a more suitable after-schooi related space be designated elsewhere in the

school?

Step 5: Research Enrichment- and Mission-Related Activities. Research and design a broad range of creative enrichment and theme/mission-

based activities and projects. Determine how to best implement these activities.

Step 6: Set Goals. Meet with senior administrators and with your staff to determine your program's

short- and iong-term goais that correspond with the school's mission. Set program

goals, a target profit margin, and financial aid considerations and determine when

these benchmarks idealiy will be met.

Step 7: Draft and Communicate a Plan. Determine what steps wiii be taken to achieve your program's programmatic and

financial goais. inform your staff, and the school's facuity of the steps you plan to take

to improve your after-school program.

Step 8: Assess Your Progress. On a quarterly basis, determine where you are relative to where you planned to be.

Make necessary modifications depending on the progress made.

Other schools have after-school blogs and some keep records of indi- vidual students' preferred activities, which they communicate to parents so the information can be used to tailor a child's activities, thereby reinforcing his or her individual interests. At The Philadelphia School, we communicate directly with parents via illustrated bimonthly newsletters and indirectly through the extensive explanatory infor- mation posted on the walls next to the students' artwork and science projects.

A parent who is well informed is more likely to be satisfied, and a parent who is satisfied is more likely to rec- ommend the program to others.

A School Administration That Values

After-School Programming

The administrations of schools with hybrid programs recognize the need to invest in the hours between dismissal and pickup. For example, the majority of the directors of hybrid after-school programs work full-time with no addi- tional responsibilities at their schools. They also are paid considerably more than the directors of most childcare programs. Moreover, many sit on the leadership teams at their respective schools, thereby ensuring that the faculty and staff know that after-school programming is recognized and valued.

Taunya Black, the after-school director at Brooklyn Friends School (New York) explained why being val- ued is so important: "After-school programming tends to be a side-note at many schools, and that mindset can trickle down and affect the motivation and confidence of the after-school staff It's hard to stay invested in your work when you aren't considered a 'real' or valued member of your com- munity. At our school, we feel very fortunate because we have amazing support from both the head of school and the classroom teachers."

AFTER-SCHOOL — NO LONGER AN AFTERTHOUGHT Because an ever-increasing number of American children are spending as much as one-third of their educa-

70 N D E P E N D E N T S C H O O L

tional careers in after-school programs, schools that offer students a dynamic, curricularly rich program are maximiz- ing precious time in a child's life, time that is both invaluable and irreplace- able. Yet some schools are also maxi- mizing the potential for tuition-allevi- ating revenue that the hours between dismissal and pickup afford.

At a time when independent schools nationwide are contending with the dual challenges of declining enrollment and a downturn in devel- opment revenues, administrators no longer have the option of viewing after-school as an afterthought. For- tunately, the formula for creating a successful after-school program is straightforward: an energetic, cre- ative, cost-aware director; a theme- based curriculum; a dedicated space plus a well-trained and motivated staff; regular communication with parents; and a supportive school administration. Together, these ele- ments equal an enriching and prof- itable program, which parents and students will value. In the words of Mikki Frazier, director at the hybrid after-school program at Head-Royce School (California), "It is as simple as that; when it comes to after- school, mission and money are not mutually exclusive."

Betsy Macher Nava is the director of auxiliary programming at The Philadelphia School (Pennsyl- vania). Diane Pepe is the director of the Afier-School Enrichment Program at The Philadelphia School. In May 20ij, The Philadelphia School uiill host a sympo- sium on afier-school programming. If you would like to leam more, or would be interested in presenting, please contact [email protected]. The authors thank the 4j after-school program directors who contributed their time to this article.

Notes 1. In New York City, after-school clubs

generally are referred to as after-school

enrichment classes.

2. The figures for the profit margin have

included financial aid, salaries, and

non-payroll expenses in direct costs, but

not indirect costs such as utilities and

insurance. Summer programming also has

not been included in gross revenues.

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