[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591403-105":59,"doc-detail-591403-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","building-an-afterschool-workforce-regulations-and-beyond","Building an Afterschool Workforce - Regulations and Beyond","","Building the workforce for afterschool programs focuses on the qualifications and professional development staff should have to strengthen youth development and school success. The National AfterSchool Association, supported by a research grant, examines how states approach staff education, training, and experience under two federal funding streams: CCDF and 21st Century Community Learning Centers. It analyzes state regulatory floors, improvement systems, and oversight guidance, highlighting how different structures affect crosschecking.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/building-an-afterschool-workforce-regulations-and-beyond/591403/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/building-an-afterschool-workforce-regulations-and-beyond/591403.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What roles can an afterschool worker perform?","Question",{"text":112,"@type":113},"An afterschool worker may serve as a homework tutor, mentor, athletic director, games master, role model, reading coach, chef, connection to parents, and—most importantly—an adult who builds positive relationships that change children’s lives.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do CCDF and 21st CCLC receive separate attention in the study?",{"text":117,"@type":113},"They shape programs through different perspectives: CCDF is driven by licensing-regulated childcare inputs, while 21st CCLC is tied to education outputs and academic success goals, particularly for children from low-income families.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the study collect and analyze state information?",{"text":121,"@type":113},"It reviewed regulations and, when needed, state statutes across all 50 states plus the District of Columbia, using a state-level data collection instrument (DCI). It also gathered information through web-based searches and analyzed results by constructing tables comparing available data across states.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591403,1792211084,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","building an afterschool workforce  \nregulations and beyond  \nby Patricia Cole  \nIn the space of an afternoon, an afterschool worker may perform many roles—homework tutor, mentor, athletic director, games master, role model, reading coach, top chef, bridge to parents, and, above all, an adult who develops positive relationships that can change children’s lives. Program staff is a critical ingredient of the quality of afterschool programs, which are increasingly seen as means to support youth development and school success. But what qualifications—education, training, and experience—should staff members possess?  \nBuilding the workforce to help children and youth in afterschool programs reach their potential is a task that the field itself should undertake, together with the policymakers who regulate, fund, and oversee programs. With the reauthorizations of both the Elementary and Secondary Education Act and the Child Care and Development Block Grant long overdue, the role of af-  \nterschool in achieving national education goals by supporting the development of well-rounded children and youth must come into sharper focus.  \nThe National AfterSchool Association, under the auspices of an Edmund A. Stanley Research Grant from the Robert Bowne Foundation, developed a baseline look at how states are approaching staff qualificationsand training in two federal funding streams for afterschool programs:  \n• Child Care Development Fund (CCDF), the umbrella term for all federal childcare funding, discretionary and mandatory, governed by the provisions of the Child Care and Development Block Grant  \n• 21st Century Community Learning Centers (21st CCLC)  \nPATRiCiA COLe is director of government relations at Zero to Three: National Center on Infants, Toddlers, and Families. Previously she has served as a staff member with the Senate Subcommittee on Children and as a consultant on children and family policy. For several years, she was public policy liaison for the National AfterSchool Association. In that capacity, she authored several studies and articles on policies affecting afterschool programs and staff.  \nThe study looked at states’ basic floors for qualifica- able online through the state childcare administering tions and professional development for staff in center- agency, were consulted for further clarity. Tables with inbased afterschool programs. It also examined approaches formation from all states were developed for specific  \nto improving quality. characteristics, such as qualifications required of pro  \nThese two funding streams have different perspec- gram directors. These tables formed the basis for moretives on shaping program characteristics. CCDF subsi- detailed analysis.  \ndizes children in programs where the basic inputs are Information also was obtained via web-based search  \nregulated for licensing purposes. 21st CCLC, on the oth- es on state quality rating and improvement systems ander hand, stems from an education perspective that stress- professional development systems, as well as from state es outputs. It funds grantees for the specific purpose of CCDF plans available from the U.S. Department of improving academic success, particularly among chil- Health and Human Services (2010) . While every effort dren from low-income families, while providing enrich- was made to ensure accurate interpretation of regulationsing activities. With funding of $1.1 billion, 21st CCLC is and statutes, every state’s structure differs, making folthe major federal program devoted solely to afterschool; lowing and crosschecking regulations difficult.  \nit plays a significant role in provid- The study also examined infor  \ning afterschool opportunities for afterschool practitioners, mation on 21st CCLC programs in loUw-innlikecomea prchogrildramensuanchdasyouHethad. agency officials, advocates, 4C2olustatembias aMndost fthreqeueDisntlytrticthe ion-f Start, 21st CCLC does not come and other stakeholders formation was contained in requests ","cbCaieC4SDxkdAIG","https://ap.wps.com/l/cbCaieC4SDxkdAIG","pdf",342109,"English","# Building an Afterschool Workforce - Regulations and Beyond\n## Methodology\n## Funding streams and state approaches\n## Sources and analysis","[{\"question\":\"What roles can an afterschool worker perform?\",\"answer\":\"An afterschool worker may serve as a homework tutor, mentor, athletic director, games master, role model, reading coach, chef, connection to parents, and—most importantly—an adult who builds positive relationships that change children’s lives.\"},{\"question\":\"Why do CCDF and 21st CCLC receive separate attention in the study?\",\"answer\":\"They shape programs through different perspectives: CCDF is driven by licensing-regulated childcare inputs, while 21st CCLC is tied to education outputs and academic success goals, particularly for children from low-income families.\"},{\"question\":\"How did the study collect and analyze state information?\",\"answer\":\"It reviewed regulations and, when needed, state statutes across all 50 states plus the District of Columbia, using a state-level data collection instrument (DCI). It also gathered information through web-based searches and analyzed results by constructing tables comparing available data across states.\"}]","Building an Afterschool Workforce - Regulations and Beyond | PDF",1792071790,25]