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Summary: The introduction of compulsory education resulted in children having a lot of free time. By the end of the century, children labor force was decreasing and more children found themselves idle after school hours.
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Summary: Initiatives taken at the latter part of the nineteenth century led to a significant decrease of a number of children engaged in labor. The 1938 restriction put an end on child labor. It revealed a necessity for afterschool programs.
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Summary: starting from the mid-nineteenth century a growing number of women participated in labor force. After WWII the number significantly increased. It highlighted the need for children to be supervised after school.
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Summary: By the 1960s, children who were unsupervised after school contributed t rising crime, gangs and drug use. The government started an antipoverty campaign to encourage parents to enter the workforce and participate job training. And started to promote pre-school and after school activities for children.
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Summary: Because of a lack of governmental aid, millions of parents resorted to self-care, which meant that children were left at home unsupervised by adults. Such children were given a moniker “latchkey children” because they wore their key around their necks not to lose it.
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Summary: Because of the arrangement of self-care many mothers could go to work. Additionally the proportion of single parent families increased because women became more independent and were able to provide for themselves and their children.
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Summary: In 1971, Congress passed a bill providing the very comprehensive child care legislation and every family had wanted it to be implemented. President Nixon vetoes the legislation because “a communal approach” could have intervened with the family-centered approach.
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Summary: It was obvious that low-income households cannot afford afterschool child care, unless it is subsidized by government. However, the situation began getting better with the state’s financial only in the 1990s.
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Summary: In 1990, the Child Care Development Fund was founded to subsidize childcare for low-income families. The positive effects of the initiative were supported by research that linked afterschool activities to better academic performance and less negative behavior.
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Summary: Through 1999 to 2007, California has shown a staggering success in the Aafter school funding. Even though CA receives a good portion of federal funding, the main financial obligations come from state funding.
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Summary: During Clinton’s Presidency the 21st-Century Community Learning Center legislation passed and 21CCLCs became a source of Federal support for afterschool programs. However, under the Bush administration the act began to slip and since 2002, the 21CCLCs stopped getting funding.
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Summary: Initiatives of state and local governments were encouraged. Under Governor Arnold Schwarzenegger, California proposed the After School Education and Safety
(ASES) Program Act of 2002 and allocated around $500 million to public schools in 386 districts across the state. -
Summary: Senate Bill 638 allowed direct grants instead of reimbursement system. Given the recession, the Bill increased the dily rate $5.00 per pupil/per day to $7.50 per pupil/per day.
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Summary: The U.S. Congress continues to promote awareness of the importance of after school programs and in 2006 a request for the expansion of funding for the 21CCLCs was forwarded to Senate. Furthermore, in California a number of organizations unite their efforts to advocate high-quality standards in after school programs.
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Summary: High quality after school programs start with qualified teachers. Therefore UC Invine College started a course in Afterschool and Summer Education Program.
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