Are parents interested in after-school programs? Results of a survey of parents of elementary school students in Boston conducted for Boston After School and Beyond, August, 2006 If you could choose between sending your child to an after-school program or having your child be with a trusted relative or family friend, which would you choose?
How should after-school programs be structured? Results of a survey of middle school students, parents, and CBOs in Washington D.C. conducted for CYITC, March, 2006 The after-school program could be structured to extend the school day, so there would be more time for students to work on academic subjects. How do you feel about this idea?
Perceptions of after- school programs Parents reactions to free after-school programs in their city: Tough sell. When things are free, you dont get the quality. The thing is, those activities [like music, dance and karate] cost a lot of money, so [they cannot be provided at the] same level if its for free. I feel that, since its free, we should be thankful. This is free, so put your child in the program, because you dont have money. I dont like that you do not have any options or you cant give your opinions. My daughter was telling me, Ma, its gross. I said, Well, its free food. When things are free, its gross.
What are the major barriers to parti- cipating in after-school programs? Respondent: My daughters, they are not allowed to go nowhere anyway, thats just the way it is.... Sorry, they aint going nowhere.... Youre not going nowhere. You stay home until I get home from work, thats just the rule now. Basically, I know what they are doing because they are home. Moderator: Are you worried about what your kids are doing after school? Respondent: Not too much. For the most part, they are always in the house. There are not a lot of after- school programs at the school they go to. Theres a lot of money invested in the computer and a lot of money on the shelf in Play Station. But if thats what it takes to keep them in… Results of focus groups with middle school students and parents in Providence conducted for Rhode Island Kids Count, December, 2003. Whats important to you in terms of how your middle-school children spend their time?
Perceptions of safety of new after-school programs Results of a survey of middle school students and parents conducted for PASA, March, 2006 Id like you to compare the after-school programs that are available through the AfterZone to those that were previously available. Based upon what you know or have heard, do you think the new AfterZone programs are:
Why fund marketing research? Facilitating consensus-building: after-school programming
Facilitating consensus-building Data collection and analysis are essential to make the case for OST. Using data changed the discussion from What is the problem? to How are we going to address it? The data gave everyone a common frame of reference so we could focus our efforts on defining priorities and figuring out strategies for change. Mary McCormick, Fund for the City of New York
Why fund marketing research? Leveraging resources: after-school programming
Leveraging resources Im pleased about the fact that OST, through this initiative, is continuing to be something that is being looked at for expansion both locally and at the state-wide level. If and when the state legislature meets at a session in the next few years, and passes legislation that puts $40 million a year into after-school opportunities for kids across the state... we can look back on that and say [our research] was really a starting-out point to really pay some close attention to OST and figure out how we might get it done. Mark Perry, New Futures for Youth. Little Rock, AR
How can grantees conduct research with children, youth, and families? Market Street Research has developed a manual on how to conduct marketing research, with funding from The Wallace Foundation The manual is available at: www.marketstreetresearch.comwww.marketstreetresearch.com and www.wallacefoundation.org
What is in the manual? An overview of the marketing research process Workbooks on conducting secondary research, utilization research, focus groups, in-depth interviews, telephone surveys, in-person interviews, and self- administered surveys; and on developing a communications plan Prototype materials for each workbook