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Measuring Supply and Demand for Expanded Learning Programs 

Thu, April 9, 2:15 to 3:45pm PDT (2:15 to 3:45pm PDT), Los Angeles Convention Center, Floor: Level Two, Room 409AB

Abstract

Objectives

This study examines the alignment between the supply of and demand for Expanded Learning (EL) Programs (also called out-of-school time programs (OST)) in a high-need urban district in the western United States. The primary aims are to determine how effectively existing program providers, including both school- and community-based organizations, meet family needs and to identify strategies for improving equitable access to high-quality EL opportunities.

Perspective

Grounded in a practical, equity-focused framework, the study prioritizes community responsiveness, cultural relevance, and system alignment. Special emphasis is placed on understanding the local context and the significance of parental and child preferences as drivers of participation. The approach recognizes that promoting access requires not only logistical solutions but also programmatic offerings that reflect diverse interests and needs.

Methods

Researchers used a mixed-methods design, incorporating survey data and focus group insights from both parents and program providers. To evaluate the balance between demand and supply, participation rates and preferences were quantified and translated into estimates of full-time equivalent (FTE) slots. Findings are based on a purposively recruited, non-random sample, and should be viewed as reflective rather than representative.

Data Sources

Data collection involved a sample of parents and about half of all identified EL providers in the focal district. Providers ranged from school-based programs to nonprofit and private organizations. Quantitative data captured participation rates, session lengths, days attended, and program type; qualitative data from focus groups illuminated family preferences, perceived barriers, and suggestions for improvement.

Results

Analysis reveals that just under 60% of surveyed parents had a child enrolled in afterschool programming, with typical participation at 2–3 hours per day, four days a week. Parental and child preference—notably desire for specific enrichment content or program themes outweighed logistical barriers as reasons for non-participation. Parents identified supervision, enrichment, and socialization as key values, but expressed a strong unmet need for programs in areas such as STEM, the arts, and sports. School-based programs are at or near full capacity and broadly valued for being affordable and convenient, but options beyond the school site remain underutilized due to transportation challenges and additional fees. The estimated unmet demand is substantial – about 1,000 full-time seats. Crucially, this gap primarily reflects a misalignment between program offerings and what families want, rather than just a numeric shortage of seats.

Significance

By providing a detailed, context-specific analysis of supply and demand dynamics in EL programming, this study advances understanding of the structural and perceptual barriers to equitable afterschool access. It underscores the importance of aligning program content with diverse family preferences, fostering stronger school-community partnerships, and enhancing data systems for real-time needs monitoring and planning. Although findings are context-bound, the study offers actionable recommendations for district and community leaders, providers, policymakers, and funders seeking to better align and expand OST opportunities in high-need contexts.

Authors