After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the types of after school programming schools offered (e.g., fee-based, 21st CCLC, and other types) using binary logistic regression models. I n a sample of schools (n = 1,601) surveyed by the National Center on Education Statistics 2008 FRSS, we found that under-resourced schools had lower odds of having a 21st CCLC program and higher odds of having a fee-based after school program (than schools with a lower percentage of students receiving FARM). That is counter to the stated goals of the 21st CCLC program. These findings highlight the need for a re-prioritization of 21st CCLC funding such that financial assistance provided to schools to support after school programs is allocated to schools serving students from low income families and communities.

课余课程为低收入学生和有色人种的学生提供了学术和非学术领域的学习机会，否则这些学生将无法获得。在这项研究中，我们研究了学校特征（例如，招生规模，少数族裔入学率和符合FARM资格的百分比）与所提供的课后编程学校的类型（例如，收费型，第21届CCLC以及其他类型）的交叉点使用二进制逻辑回归模型。我不是学校样本（n = 1,601）由美国国家教育统计中心2008 FRSS进行的调查发现，资源贫乏的学校拥有21st CCLC计划的几率较低，而课后收费基于收费的机率更高（比那些拥有较低百分比的学校）接受FARM的学生）。这与第21届CCLC计划的既定目标背道而驰。这些发现表明，有必要重新分配CCLC第21项资金的优先级，以便在将学校计划分配给为来自低收入家庭和社区的学生提供服务的学校后，向学校提供财政支持。