The last 30 years have shown a substantial increase in labor force participation by women with children. 82.7 percent of school-age children's parents are in the labor force. For many families, there is a gap between the time school-age children are released from the classroom and when parents come home from work. After-school programs offer a safe and enriching alternative to leaving children home alone.

After-school programs ensure that children are in supervised care while their parents are at work.

For certain groups of children, access to after-school programs is limited.

After-school programs promote school achievement and build life skills.

The public recognizes the importance and value of after-school programs to ensure that children are supervised while parents work.

More than nine out of 10 voters agree that children need organized activities or someplace to go after school everyday, and 52 percent of voters said they would be willing to increase their

United States Department of Labor, Bureau of Labor Statistics. Women in the Labor Force: A Databook, September 2008.

US Census Bureau. "Who’s Minding the Kids? Child Care Arrangements: Spring 2005." Detailed Tables, Children in Self-Care, by Age of Child, Employment Status of Mother, and Selected Characteristics for Children Living Mother: Spring 2005 (Numbers and Percentages).(http://www.census.gov/population/www/socdemo/child/ppl-2005.html).

The Urban Institute. Unsupervised Time: Family and Child Factors Associated with Self-Care. November 2003, 1.

Afterschool Alliance. Working Families and Afterschool: A Special Report from America After 3pm, A Household Survey on Afterschool America. (http://www.afterschoolalliance.org/press_archives/Working_Families_Rpt.pdf).

Afterschool Alliance. America After 3pm: A Household Survey on Afterschool in America. (http://www.afterschoolalliance.org/press_archives/america_3pm/Executive_Summary.pdf), 4.

Nellie Mae Education Foundation. Critical Hours: Afterschool Programs and Educational Success. May 2003. (http://www.nmefdn.org/uimages/documents/Critical_Hours.pdf), 33.

Afterschool Alliance. "One in Four African American Students Care for Themselves After the School Day Ends, Study Finds." June 2004. (http://www.afterschoolalliance.org/press_archives/america_3pm/african_american_pr.pdf).

Afterschool Alliance. A Snapshot of Afterschool and the African American Community. 2003 (http://www.afterschoolalliance.org/press_archives/america_3pm/African_American_Fact.pdf).
Afterschool Alliance. A Snapshot of Afterschool and the Hispanic Community. 2003. (http://www.afterschoolalliance.org/press_archives/america_3pm/Hispanic_Fact.pdf).

Nellie Mae Education Foundation. Critical Hours: Afterschool Programs and Educational Success. May 2003. (http://www.nmefdn.org/uimages/documents/Critical_Hours.pdf), 43.

Corporate Voices for Working Families. After School for All: A Call to Action from the Business Community. (http://www.cvworkingfamilies.org/downloads/After%20School%20Statement.pdf).

National Institute on Out-of-School Time, Center for Research on Women, Wellesley College. Making the Case: A Fact Sheet on children and Youth in Out-of-School Time. 2008. (http://www.niost.org/pdf/Final2008FactSheet.pdf).2.

Ibid.

Lake Snell Perry and Associates for the Afterschool Alliance. "Findings from a Nationwide Survey on Afterschool Programs." October 2008. (http://www.afterschoolalliance.org/2003_poll_memo.pdf).

Afterschool Alliance. "Summary of Findings from the 2008 National Voters Poll." (http://www.afterschoolalliance.org/Fact%20Sheet_Public%20Support%20for%20Afterschool_FINAL.pdf).