ASES Program: Complete Guide to California's After School Education and Safety

The After School Education and Safety (ASES) Program has transformed after-school opportunities for hundreds of thousands of California students since its inception in 2002.

With $794 million in current funding, the ASES program represents California's commitment to providing safe, enriching environments where students can thrive beyond regular school hours.

What Is the ASES Program?

The ASES program emerged from Proposition 49, a voter-approved initiative that expanded California's commitment to after-school education. This state-funded initiative partners schools with community resources to deliver comprehensive after-school programming for students in transitional kindergarten through ninth grade.

Unlike simple childcare, ASES programs combine academic support with enrichment activities, creating a structured environment where students can complete homework, receive tutoring, and explore interests ranging from STEAM activities to sports and arts.

The Origins: Proposition 49 and Program Evolution

Proposition 49 amended California Education Code Section 8482, transforming the former Before and After School Learning and Safe Neighborhood Partnerships Program into today's ASES program. This expansion brought two key objectives: maintaining existing before and after school program funding while extending eligibility to all elementary and middle schools capable of submitting quality applications.

The program operates through Local Educational Agencies (LEAs), including public schools and direct-funded charter schools that serve as fiscal agents for grant administration.

Who Qualifies for ASES Programs?

Student Eligibility

Every student attending a school with an ASES program can participate, subject to program capacity. However, priority enrollment typically follows this sequence:

First Priority:

• Students experiencing homelessness
• Youth in foster care
• Students eligible for free or reduced-price meals
• English Language Learners

Second Priority:

• Middle school students who attend the program daily
• Students eligible for free or reduced-price meals based on USDA Income Eligibility Guidelines

Third Priority:

• Students requiring academic remediation or support
• Students attending the full range of program hours

Remaining Capacity:

• Additional students selected through random selection or site-based criteria

Schools may establish waitlists to accommodate additional students as space becomes available throughout the year.

School Eligibility

Elementary and middle schools throughout California can apply for ASES funding. Schools with 50% or more students eligible for free or reduced-cost meals receive priority consideration during the competitive grant process. Large schools—elementary schools exceeding 600 students or middle schools exceeding 900 students—may qualify for additional funding beyond base grant amounts.

The After School Education and Safety program represents California's commitment to comprehensive student support, recognizing that learning extends beyond classroom walls. By providing safe environments where students can explore, grow, and achieve, ASES programs invest in California's most valuable resource, its children.

Core Components of ASES Programs

ASES programs must deliver both educational and enrichment elements that complement the regular school day:

Educational and Literacy Component

This component reinforces classroom learning through:

• Homework assistance and completion support
• Academic tutoring in core subjects (reading/language arts, mathematics, science, and social studies)
• Small group instruction and individualized support
• Literacy development activities
• Mentoring relationships with caring adults

Educational Enrichment Component

Students explore diverse interests through:

• STEAM (Science, Technology, Engineering, Arts, and Mathematics) activities
• Visual and performing arts programs
• Physical fitness and recreation (often incorporating curricula like SPARK)
• Community service-learning projects
• Career awareness and work preparation
• Health and nutritional education

Recreational Component

Programs incorporate physical activity and team-building through sports, games, and collaborative projects that develop social-emotional skills and healthy competition.

ASES Program Requirements and Structure

Operating Hours

After School Programs:

• Must begin immediately upon conclusion of the regular school day
• Must operate for a minimum of three hours per day
• Must operate at least every regular school day
• Must establish an early-release policy for reasonable student departures

Before School Programs (when offered):

• Must operate for 1.5 hours each regular school day
• Must establish a late-arrival policy accommodating students who arrive after the program begins

Summer, Intersession, and Vacation Programs:

• Programs serving the same students during non-school periods must operate a minimum of 4.5 hours per day

Attendance Expectations

While policies vary by district, ASES programs generally expect consistent student attendance. Students should attend daily and utilize the full range of program hours. Excessive absences or frequent early releases may result in students losing their spots to accommodate others on waiting lists.

ASES Program Funding

The current ASES program allocation totals $794 million statewide. Individual grants typically include:

Base Funding:

• $112,500 for standard-sized schools

Large School Adjustments:

• Additional funding calculated by multiplying $113 by the number of enrolled pupils exceeding the large school threshold
• For example: An elementary school with 700 students (100 over the 600-student threshold) would receive $112,500 + $11,300 = $123,800

Supplemental Funding:

• Frontier Transportation Grants for existing ASES grantees with documented transportation needs
• Opportunities for existing grantees to apply for additional sites or increased funding

The Application Process

Schools and districts apply for ASES funding through competitive Request for Applications (RFA) processes conducted by the California Department of Education's Expanded Learning Division. The application timeline typically includes:

1. RFA Release: The CDE posts funding opportunities on their website
2. Application Development: Schools develop comprehensive proposals through collaborative planning
3. Collaborative Process Required: Applications must demonstrate input from parents, youth, school representatives, government agencies, community organizations, and private sector partners
4. Submission: Applications must be submitted by specified deadlines (historically in January-February)
5. Review and Award: The CDE reviews applications and announces grant awards

Grant Renewal and Compliance

ASES grantees must renew their grants every three years. Maintaining good standing requires:

• Timely submission of attendance reports
• Submission of required expenditure reports
• Completion of program evaluation requirements
• Resolution of any audit or Federal Program Monitoring findings
• Submission or active work toward resolving outstanding compliance issues

Programs not in good standing face potential withholding or termination of funding and become ineligible to apply for additional funds.

ASES vs. Other Expanded Learning Programs

California offers several expanded learning funding streams that sometimes work together:

ASES Program

• State-funded initiative from Proposition 49
• Serves transitional kindergarten through ninth grade
• Requires both educational and enrichment components
• Current funding: $794 million

Expanded Learning Opportunities Program (ELOP)

• State-funded program for transitional kindergarten through sixth grade
• Focuses on hands-on learning developing academic, social, emotional, and physical needs
• Can be combined with ASES funding through cost-sharing

21st Century Community Learning Centers (21st CCLC)

• Federally funded program
• Similar structure and requirements to ASES
• Can complement ASES programming

After School Safety and Enrichment for Teens (ASSETs)

• Federally funded program primarily targeting high school students
• Serves students at risk of dropping out
• Emphasizes academic support, enrichment activities, and family literacy

Many districts layer these funding sources to provide comprehensive programming for students across grade levels.

Program Quality and Continuous Improvement

The California Department of Education adopted Quality Standards for Expanded Learning Programs to ensure consistent, high-quality experiences. These standards guide programs in:

• Creating safe and supportive environments
• Building active and engaged learning opportunities
• Developing skill-building approaches
• Cultivating supportive staff and volunteers
• Establishing effective partnerships
• Fostering continuous quality improvement
• Ensuring strong administrative practices

Programs engage in regular Continuous Quality Improvement (CQI) processes, collecting feedback from families, students, and staff to refine and enhance programming.

The Impact of ASES Programs

Research and program data demonstrate significant benefits for participating students:

Academic Outcomes:

• Improved homework completion rates
• Enhanced reading and mathematics proficiency
• Better understanding of core academic subjects
• Increased school-day attendance

Social-Emotional Development:

• Stronger relationships with caring adults and mentors
• Development of teamwork and collaboration skills
• Improved self-confidence and sense of belonging
• Enhanced social and emotional competencies

Family Benefits:

• Safe, supervised environment during working hours
• Peace of mind for working families
• Opportunities for parent engagement and family involvement
• Access to family literacy and educational development services

Many districts report that over 90% of parents indicate satisfaction with their ASES programs and observe improvements in their children's academic performance and social skills.

Finding and Enrolling in ASES Programs

Parents interested in ASES programs for their children should:

1. Contact Your School: Ask if your elementary or middle school operates an ASES program
2. Review Program Information: Request program handbooks, schedules, and requirements
3. Complete Registration: Submit enrollment forms during open registration periods (often in spring for the following school year)
4. Understand Priorities: Familiarize yourself with enrollment priorities if programs have capacity limits
5. Stay Engaged: Participate in parent surveys, family events, and program improvement efforts

Many ASES programs partner with established community organizations like Boys & Girls Clubs, YMCAs, or local nonprofit organizations to deliver programming, bringing additional expertise and resources to students.

Looking Ahead: The Future of ASES

As California continues investing in expanded learning opportunities, the ASES program remains a cornerstone of support for working families and student success. Ongoing funding opportunities allow schools to establish new programs or expand existing ones to serve more students.

The collaborative model of ASES—bringing together schools, families, community organizations, and the private sector—creates sustainable partnerships that extend far beyond after-school hours, building stronger communities and preparing students for future success.

Additional Resources

For More Information:

• California Department of Education Expanded Learning Division
• Email: expandedlearning@cde.ca.gov
• Phone: 916-319-0923
• Website: CDE Expanded Learning

Key Documents:

• ASES Program Description
• Current Funding Opportunities
• California Education Code Sections 8482 et seq.