Why California’s expanded learning programs are falling short

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OPINION – Every afternoon, thousands of California students are turned away from Expanded Learning Programs (ELPs), not because they don’t want them, but because there’s no room for them. This is despite California spending more than $650 million annually on ELPs, the largest investment of any state in the nation.

California has established a comprehensive ecosystem of support to provide high-need students with supportive spaces to learn, grow, and thrive, through state-run programs, including the Expanded Learning Opportunities Program (ELO-P), After School Education and Safety (ASES), the federally funded 21st Century Community Learning Centers (21st CCLC), and the ELPs run by hundreds of non-profits independently of government-run programs.

Nevertheless, the statewide academic performance still trails behind national averages. The reason?  Many students still can’t access ELPs, as demand is outpacing supply. A 2024 survey by Afterschool Alliance found that 53% of California’s ELPs have waitlists, and not all interested students can get access to ELPs.

At the heart of this access problem is a fragmented and confusing system. California’s three ELPs, ELO-P, ASES, and 21st CCLC, serve underserved students in K-6, K-9, and K-12, respectively. All three share the same vision and mostly serve the same student groups, but operate in separate silos, as also highlighted by Legislative Analyst’s Office. Funding streams overlap, planning happens in isolation, and data systems don’t communicate. This leads to redundant efforts in some areas and service gaps in others.

This fragmentation doesn’t stop with government programs. Many California nonprofits deliver ELPs, offering programs tailored to local needs. These organizations are excluded from the planning and execution systems, despite serving the same students with the same goals. We’ve experienced this firsthand through our ASPIRE after-school program.

And until now, California had no centralized system to even know who was participating in which program. With the California Longitudinal Pupil Achievement Data System (CALPADS) expected to be rolled out in 2025-26, at least the enrollment and attendance data from all three major programs will be recorded. But CALPADS still won’t include nonprofit-run programs that are run independently of publicly funded ELPs. And even within the formal system, key metrics like learning gains, mental progress, or staffing numbers won’t be recorded. Without this, the state can’t fully evaluate what’s working, what needs to remain, or how to improve.

And while data or better coordination between systems could address some issues, low wages, often just $11–$18/hour, make after-school roles in ELPs less competitive than entry-level jobs in retail or food service. “Finding and retaining enough high-quality staff to truly engage and inspire students continues to be a pressing issue,” notes Michele Reid, Expanded Learning Director at Visalia USD. And without enough personnel, programs are forced to limit enrollment or maintain waitlists to maintain a 1:20 staff-to-student ratio mandated by the government ELPs.

To unlock the promise of expanded learning, California must address these core issues. Here’s how we can make it work:

First, the state must streamline its three major ELPs and the ones offered by non-profits by adopting a unified state framework that aligns planning, execution, and compliance across these programs. School districts should be encouraged to place funding under a single structure, supported by clear guidance from the Department of Education. A coordinated approach by the school districts to include non-profits in planning and execution to expand the reach would additionally maximize ELPs’ impact.

The state should also expand CALPADS to track program outcomes, staffing levels, and ensure that nonprofit-run programs, even those running independently of the government ELPs, are included in statewide reporting. Making this information publicly accessible through a transparent and user-friendly dashboard would enable policy-making, smarter planning, and real accountability.

Finally, for staffing shortages, while raising wages may seem like the obvious fix, there are alternative pathways, too, which California should explore. The state should consider building a statewide volunteer corps, tapping into civic-minded college students and community members to help close the staffing gap. Programs like ASPIRE, run by Sewa International, have shown how trained volunteers can support students effectively while deepening the community’s connection to education.

Every underserved student deserves a safe, enriching place to go after school. Expanded learning works, and we have the funding. Now we need bold reforms to put that money to work for everyone.

Rakhi Israni is the Founder of Excel Test and VP of Government & Public Relations at Sewa International, with 30+ years of mentoring students and supporting initiatives like Sewa’s ASPIRE program