What is the problem?

The 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) emphasizes accountability – state education systems are held responsible for educating all students and "leaving no child behind."

ESEA also requires states to significantly improve student academic achievement in the next decade. One way states can reach this goal (and close the achievement gap between students of color and white students) is increasing investment in "extra learning opportunities."

What are "extra learning opportunities?"

Extra Learning Opportunities (ELOs) provide school-aged children with recreational, academic, and development opportunities that supplement the education provided in a typical school day.

ELOs serve many purposes, comprise many youth activities, happen in various locations, and have many labels. Often, however, they take place at the end of the school day, and thus many afterschool programs are considered ELOs.

ELOs improve students' regular school attendance, classroom grades, and test scores because they go beyond mere remedial help for students at risk of failing. Rather, these comprehensive programs offer students a range of enriching activities.

Students in a high-quality afterschool program may receive homework help after the school day ends, then go on to participate in a different activity such as art, dance, athletics, or small business enterprise. These non-academic activities also can improve students' academic achievement indirectly.

Extra learning opportunities are not the sole way to help students who are struggling academically. Undoubtedly, highly qualified teachers and school leaders, parental engagement, and high expectations of students all help students. Still, ELOs are a crucial component of any strategy to close the achievement gap.

Extra learning and education reform

Not only does new federal law intensify state accountability in education. State have new responsibilities to provide ELOs, since states now must administer the federal afterschool program "21st Century Community Learning Centers" (CCLC).

The CCLC program targets low-performing schools in urban and rural communities. Funding for 21st CCLC has grown between $1 million to $1 billion in five years.

Despite this recent funding growth, it is not surprising that statewide efforts to coordinate ELO activities are limited.

To cohesively connect this activity, states should move toward incorporating afterschool programs into their overall education reform plans. The key is to understand that programs providing services to school-aged children outside of regular school hours can help meet the same goal of improving outcomes for children.

ELOs for all children

A more fundamental problem with extra learning opportunities is that demand exceeds supply. Millions of school-age children have no extra learning or enrichment opportunities.

Thus, state education leaders have a significant opportunity to help close the achievement gap by supporting and enhancing ELOs.

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Closing the Achievement Gap
NGA Center for Best Practices
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