Ronnica Stephens
After-School Programs: Latino Students Future
Ronnica Stephens
225-223-0713
stephensronnica@yahoo.com
LTNS 276.03
12 May 2013

After-School Programs: Latino Students Future
California is one of the top states with the growing demographics of Hispanics in the United States. The Latino population has been steadily growing for the past couple of years. Soon the Latino population will be the dominant minority group, yet the states do not provide the children with excellent quality education. Generally, children of Latino heritage reside in low-income areas. Low-income areas have poor quality of education; therefore, Latino children are poorly educated. To resolve this dilemma, the U.S. Department of Education initiated the Title I Program. Under the Title I Program, Improving The Academic Achievement Of The Disadvantaged, it ensures that every child no matter the income status is provide high-quality education. However, the academic performance in lower-income areas says otherwise. The funds for Latino schools are being misused. The funds should be put into ASP that provide them the correct educational path. The education support for ASP can provide Latino students the educational opportunities they need to succeed in life. Increased support for afterschool programs (ASP's) will not only benefit Latino children who comprise over 50% of all K-12 students, but also benefit the state because Latino children are a growing demographic in California; ASP's raises the self-esteem of Latino children; and increase the likelihood that these students will attain higher education degrees.
Children in California, who are low income, are denied proper funding for educational opportunities. In Charles Dervarics, in his article “Study: Minority, Low-Income Students Lack Adequate Access to Educational Opportunities” claims that “Despite the best efforts of America’s educators to bring greater equity to our schools, too many children — especially low-income and minority children — are still denied the educational opportunities they need to succeed,...” Education opportunities and support is denied for low income residents. The middle and upper class school areas are more funded, than lower class. Arne Duncan said to a reporter,”Many public schools serving low-income children aren’t getting their fair share of state and local funding” (Baron). The funding in low-income areas is not enough to provide enough academic support in ASP. Several teachers understand that low-income students need extra support in their education to succeed. According to Arne Duncan, U.S. Secretary of Education, statement “Comparability of State and Local Expenditures Among Schools Within Districts...” he states that “The Title I program is designed to provide extra resources to high poverty schools to help them meet the greater challenges of educating at risk students, and that's why Title I requires districts to provide a comparable level of services to all schools before they can receive Title I funding for their low-income schools.” Title I funds counties, districts, and schools that allow them to purchase the necessities they need for children which can impact the Hispanic Children. The profound impact that Title I program has on the Latino community and education can make an academic difference for the students. Title I program in meant for “educational equity” regardless of household income. In “Title I Perspective” the article says that “By design, the Title I program primarily serves students in schools with the most disadvantaged populations and targets the lowest-achieving students in the schools it serves.” The money can be put towards ASP to further academic performance; Title I serves the economically disadvantaged students. The money is suppose to serve the low-income community schools. Students will have a decent learning environment and opportunities to help them with school. For Latinos, the Title I encourages students to be