Perspectives: ESSER Deadline Puts Out-of-School Programs on the Chopping Block. That’s a Shame

This article is authored by Emma Banay, Portfolio Manager, Inspired Minds at Overdeck Family Foundation, and was originally published by The 74, a nonprofit, independent news organization focused on education in America.

The deadline to obligate Elementary and Secondary School Emergency Relief (ESSER) funds just passed, which means school and district leaders are facing tough choices about what to preserve for next year’s budget. Afterschool, vacation and summer programs were key beneficiaries of federal stimulus dollars: 80% of district superintendents reported expanding learning time beyond typical school hours, with an estimated $8.1 billion flowing to programs that took place outside typical classroom time.

Now, early indicators suggest these types of programs are likely to be first on the chopping block. When asked about where districts would need to make budget cuts given the expiration of ESSER funds, 57% of superintendents said they would have to scale down or stop out-of-school programs this year. These reductions have less to do with the benefits these programs provide and more to do with the fact that expenses outside staffing and core academic content like math and literacy tend to be cut first whenever budgets tighten.

That’s a shame. High-quality out-of-school-time programs play an important role in children’s holistic development, extending and complementing their academic experiences in valuable ways. Research shows that participation in high-quality programs can improve academic outcomes — a critical benefit as school and district leaders decide what’s best for their students, and part of what made these programs such an appealing target for stimulus money. But what’s really special about them isn’t just the opportunity to improve academic skills. It’s that they are — simply put — fun.

For example, project-based learning in clubs like FIRST Robotics and DiscoverE’s Future City give kids the opportunity to practice self-directed learning and pursue their curiosity while building robots and designing sustainable cities of the future. Playful approaches like Learn Fresh’s NBA Math Hoops encourage joyful engagement with math, specifically skills critical for algebra readiness, through friendly competition with peers that incorporates player stats from professional basketball teams. At Camp Invention, offered by the National Inventors Hall of Fame, youngsters work together to engineer claw machines and launch plush penguins — funny, exciting and engaging projects that require perseverance, teamwork and creativity. And in local 4-H programs across the country, kids pursue their interests through hands-on projects, like exploring the science behind baking, reducing food waste in the community and, yes, raising livestock animals, with the support, guidance and wisdom of adult mentors.

Out-of-school programs like these — which receive funding from Overdeck Family Foundation — do provide academic benefits. For instance, evidence shows participating in 4-H programs translates to gains in self-reported academic competence and school engagement for kids. But these programs also support social and emotional development, with advantages like improved interpersonal skills and stronger peer-to-peer and peer-to-adult relationships. These benefits are especially essential now, at a time of increased mental health challenges and isolation for far too many students. And they speak to what both parents and students see as some of the most valuable aspects of in-person learning.

A recent survey found that 84% of parents say the social benefits are what feel irreplaceable to them about in-person learning, and when asked what would make them more engaged in school, Gen Z students pointed to many of the characteristics out-of-school time programs are primed to deliver. These include a chance to explore topics they care about, an educator who can make the content fun and exciting, and opportunities for hands-on learning. Out-of-school programs that embody these features not only engage students, but also seem to have a positive effect on schools. Evidence finds that participation in these programs leads to increases in young people’s attachment and commitment to school — and, importantly, decreases in chronic absenteeism.

In July, Connecticut Sen. Chris Murphy introduced the Summer for All Act to expand national funding for summer programs, which currently reach only an estimated 55% of K-12 students and just 38% of low-income kids. In the past year, a number of states, such as Illinois, Pennsylvania and New Mexico, have also stepped in to expand state-level funding for out-of-school time. Pennsylvania, for example, established a dedicated funding stream for local afterschool and summer programs as part of its community safety efforts, earmarking $11.5 million during its 2024-25 budget season. It was the 25th state in the nation to do so. Now, it’s time for the other 25 to follow suit.

While the budget calculus is not easy, high-quality out-of-school programs are more than a nice-to-have. They’re an irreplaceable component for addressing the urgent challenges that America’s schools face — and exactly what kids say they want and need.

Header image courtesy of The 74