Chapter 2: Key Funding Streams

For many administrators, the sheer volume of requirements feels daunting—daily hour minimums, summer staffing ratios, separate compliance reports. The state expects you to meet ELO-P’s nine-hour daily requirement for transitional kindergarten (TK) through sixth grade, while also juggling ASES and 21st CCLC coverage until 6:00 p.m. each day. Reporting deadlines can collide just as you’re drafting next year’s budget or prepping for parent orientation. It’s no wonder many administrators feel stuck in a compliance maze.

While each has its own history and distinct rules, they share one underlying goal: to help schools like yours offer high-quality, enriching experiences outside the traditional classroom schedule. And yes, it’s possible to coordinate them in a way that supports both your staff and your families without drowning you in red tape.

This chapter aims to demystify the three major funding streams that power California’s expanded learning landscape: ELO-P, ASES, and 21st CCLC.

Why Three Funding Streams?

Over the past two decades, California has steadily built a broad support system for extended-day learning.

• ASES came first under Proposition 49, ensuring state support for after-school programs serving elementary and middle school students.

• Around the same time, federal 21st CCLC funds started flowing to high-poverty areas, supporting rigorous academic and enrichment activities.

• ELO-P, passed in 2021, represents a massive new state investment in before-school, after-school, weekend, and summer services for TK–6.

Despite differences in origins, all three funding streams aim for the same overarching impact: give students safe, enriching, and academically aligned opportunities beyond the regular school day—especially those who need extra support.

A Quick Comparison: ELO-P, ASES, and 21st CCLC at a Glance

Unifying the “Requirements Maze”

If you’ve heard yourself (or your team) say, “I can’t keep track of all these deadlines and regulations!”—you’re not alone. This reflects a significant challenge facing administrators across the state. Each program has its own:

• Hours and Attendance requirements (e.g., nine hours total for ELO-P vs. 15 hours/week for ASES and 21st CCLC)

• Staffing Ratios (20:1 is standard, but watch the 10:1 if you have TK/K students under ELO-P)

• Grant Deadlines (ELO-P isn’t competitive but comes with strict spending timelines; ASES and 21st CCLC require periodic reapplications)

• Reporting & Compliance (semi-annual and end-of-year attendance, expenditure documents, and sometimes online reporting systems like ASSIST or 21APR)

It is possible and encouraged to blend these funds. By carefully tracking each stream’s compliance needs, you can build a single, consistent after-school program that meets more students’ needs and leverages multiple funding sources.

The Expanded Learning Opportunities Program (ELO-P)

Origins and Eligibility

The ELO-P is California’s newest large-scale funding initiative for expanded learning, created to bolster before-school, after-school, and summer services for TK–6 students. All public school districts and charter schools serving these grade levels receive ELO-P allocations determined by a formula based on prior-year enrollment, average daily attendance (ADA), and unduplicated pupil percentages (i.e., the proportion of students who qualify as foster youth, English learners, or are eligible for free and reduced-price meals). LEAs with a higher unduplicated percentage receive a higher per-pupil rate and must offer the program to every child whose parent or guardian requests it. LEAs with a lower unduplicated percentage still receive ELO-P funding but may primarily target services for students in the unduplicated categories.

Because participation is mandatory for LEAs serving elementary students, and because opting out is not permitted until at least the 2025–26 school year, ELO-P essentially guarantees a baseline of support for all TK–6 youth statewide. Thus, the program aspires to bridge longstanding gaps in after-school and summer coverage, ensuring that, regardless of their community’s resources, each LEA can offer a stable, consistently funded expanded learning option.

Priorities and Goals

ELO-P legislation emphasizes the importance of enrichment that extends—but does not replicate—the school day. By law, programs must complement academic standards with hands-on activities in STEM, arts, physical fitness, youth leadership, and social-emotional learning, among other areas. The idea is to support holistic development, recognizing that academic learning is most effective when students feel engaged, emotionally supported, and safe. ELO-P also highlights family outreach and community collaboration; LEAs are encouraged to integrate local agencies, nonprofits, and childcare providers so that their expanded learning offerings feel connected to the needs of both students and families.

Funding and Deadlines

Unlike many other grant-based programs, ELO-P is funded annually and distributed to LEAs through the state apportionment process. The total budget has grown to nearly $4 billion—an unprecedented sum for a California expanded learning program. Each LEA must post a board-approved ELO-P program plan on its website, ensuring transparency about how funds will be spent and what outcomes are expected. Although the program is not competitive and does not entail a fresh application each year, LEAs must adhere to specific spending timelines. For instance, ELO-P funds granted in the 2021–22 and 2022–23 fiscal years must be expended by June 30, 2024, with expenditure reports due to the California Department of Education (CDE) by the following October.

Key Requirements

ELO-P has some of the most comprehensive operational requirements in California’s expanded learning landscape. On every instructional day, programs must combine school hours with expanded learning activities to reach nine hours in total for TK–6 students. In addition, LEAs must provide at least 30 days of summer or intersession programming, with each of those days offering about nine hours of services. In frontier-designated areas—those with a population density below 11 persons per square mile—minimums may be reduced slightly, to eight hours of instructional-plus-program time and eight hours on 30 nonschool days.

Staffing ratios under ELO-P often mirror those of ASES, with a standard of 20:1. However, if a group includes transitional kindergarten or kindergarten students, the requirement is stricter—10:1 at maximum. Alongside meeting these ratios, program staff must typically meet or exceed qualifications for instructional aides, pass health screenings, and complete fingerprint clearance.

The After School Education and Safety (ASES) Program

Origins and Eligibility

California’s ASES program was born out of Proposition 49, approved in 2002 to expand funding for after-school and before-school programs across the state. It remains a state-funded grant program, distinct from federal options, intended primarily for public elementary and middle/junior high schools (up to grade 9 if the ninth grade is on a middle school campus). Typically, school districts apply for ASES grants in partnership with community organizations, city or county agencies, or nonprofit groups. Once a school site is funded, all students at that school may enroll in the after-school program—though, in practice, space limitations require programs to establish attendance priorities.

Priorities and Goals

ASES has a well-defined structure rooted in two components. First is an academic or literacy component, which might include homework help, tutoring, or other assistance to align with the school-day curriculum. Second is the broader enrichment component, in which programs offer recreation, arts, music, physical fitness, or other creative pursuits that address students’ developmental needs. Many ASES programs also provide a daily nutritious snack and strive to maintain a safe, supervised environment until 6:00 p.m., five days a week.

Funding and Deadlines

Although ASES legislation designates annual ongoing funding, each grantee must reapply for renewal every three years to remain eligible. The California Department of Education releases a Request for Applications (RFA) on a cycle, and schools or community organizations submit either renewal documentation or new applications if expansion funding is available. Funded programs then submit compliance and attendance reports to CDE at mid-year and year-end, using the After School Support & Information System (ASSIST). These data—including attendance counts—are critical for ensuring continued funding and are typically due by January 31 for the first half of the year and July 31 for the second.

Minimum Days and Staffing

In order to receive ASES funds, programs must operate every regular school day from the time students are dismissed until at least 6:00 p.m., offering a minimum of 15 hours per week. Summer or intersession funding (ASES “supplemental”) requires a minimum of 4.5 daily hours of programming for 15 to 30 days. Like ELO-P, ASES mandates a staffing ratio of about 20:1 for elementary-age students. Moreover, staff must meet the district’s instructional aide standards and pass the usual background checks required for working with minors.

The 21st Century Community Learning Centers (21st CCLC)

Origins and Eligibility

The 21st CCLC grant is a federal initiative authorized under Title IV, Part B of the Elementary and Secondary Education Act (as reauthorized by the Every Student Succeeds Act). Administered in California by CDE’s Expanded Learning Division, 21st CCLC specifically targets high-poverty schools—generally those where at least 40% of students qualify for free or reduced-price meals or are identified as Title I. Priority goes to schools needing additional academic support or identified for comprehensive or targeted school improvement. While local educational agencies can apply directly, the program also welcomes applications from city and county agencies, nonprofits, and higher education institutions, so long as they partner with an eligible school. Indeed, these collaborative proposals often receive extra consideration during the scoring process.

Priorities and Goals

Much like ASES, 21st CCLC seeks to provide safe, academically aligned, and engaging after-school (and sometimes before-school or weekend) environments for children in elementary and middle schools. Tutoring, literacy, and math support are emphasized. However, enrichment opportunities—arts, STEAM activities, music, physical fitness—are equally important, as is offering family education services for the families of participating students. High schools can access the related 21st CCLC ASSETs grants, which focus on college and career readiness, internships, and academic credit recovery.

Funding and Deadlines

Because it is a competitive grant at the federal level, 21st CCLC funds are awarded for five-year grant cycles. Each cycle is announced by CDE as funding becomes available, usually in the fall. Applications must be submitted by a deadline—often in late fall or early winter. Successful applicants then receive annual allocations, contingent on meeting program quality benchmarks and attendance goals. Attendance reporting and expenditure reports are due semi-annually and quarterly, respectively. Final performance data also goes into the federal 21APR (21st CCLC Annual Performance Report) system each year.

Hours and Staffing

California imposes many of the same operational standards on 21st CCLC grantees as it does on ASES. Sites in K–8 must operate at least until 6:00 p.m. on every regular school day, offering a minimum of 15 weekly hours. Snack or supper must be provided, per federal and state nutrition guidelines. Staff-to-student ratios of 20:1 help ensure safe supervision. High school ASSETs programs, while also funded through 21st CCLC, have more flexible schedules but must still demonstrate regular services and enrichment opportunities aligned with program objectives.

Overlap and Coordination Among the Three Programs

Although ELO-P, ASES, and 21st CCLC each have distinct statutes and regulations, they often operate in tandem at a single school site. In fact, this “braiding” of funds is not only permissible but encouraged, as it allows LEAs to meet the more expansive ELO-P service requirements, support additional grade spans, or hire more staff than one grant alone could fund. For instance, an elementary site might already be running an ASES after-school program from 2:30 p.m. to 6:00 p.m., which meets the 15-hour minimum. Then, with ELO-P funds, the school can offer a morning “zero period” that helps reach the nine-hour daily total mandated for TK–6. Meanwhile, if the school also qualifies for 21st CCLC, it can further enrich its offerings with advanced STEM clubs, music sessions, or targeted tutoring for struggling readers.

What matters most is ensuring that each grant’s compliance requirements—such as attendance tracking, staff qualifications, and final expenditure reports—are maintained. Double-counting a single child’s attendance for two separate grants is generally disallowed, so program coordinators must carefully track which funding source is supporting which portion of the day’s activities. Still, with thoughtful planning, the overlap of state and federal funds can yield a broader, more flexible, and better-funded range of services for students.

Common Themes and Requirements

Hours of Operation

All three programs share a commitment to bridging the gap between the end of the school day and the evening hours, or to providing full-day services during the summer. ASES and 21st CCLC typically require at least three hours per day after school, until 6:00 p.m. By contrast, ELO-P imposes a more stringent overall requirement of nine hours of combined instructional and expanded learning time on school days, as well as 30 nonschool days with nine hours of programming each.

Staffing Ratios and Qualifications

A 20:1 student-to-staff ratio is standard for school-age children (grades 1–6) across ELO-P, ASES, and 21st CCLC. ELO-P goes a step further by requiring a 10:1 ratio for transitional kindergarten and kindergarten students or for mixed-age groups that include TK/K children. All direct supervisors must meet the LEA’s minimum instructional aide criteria—usually meaning they pass a basic skills test in reading, writing, and math, or hold the educational equivalent—along with satisfying health and background clearances.

Academic and Enrichment Components

California’s expanded learning programs universally call for a balance between academic support (e.g., tutoring, standards-aligned homework help) and enrichment offerings (e.g., arts, music, physical fitness, STEM, or other experiential learning). Although ELO-P is more explicitly positioned as an extension rather than a duplication of the school day, each funding stream emphasizes supporting students’ academic needs while also offering activities that encourage creativity, exploration, and socioemotional growth.

Nutrition and Family Engagement

ASES and 21st CCLC programs are required to offer at least a daily nutritious snack, sometimes a supper, and must comply with USDA child nutrition guidelines. ELO-P programs must also ensure that children receive meals during the extended day and on summer or intersession days. Additionally, 21st CCLC specifically mandates family educational opportunities, while ASES and ELO-P encourage family outreach, either by design or through recognized best practices.

Official Guidelines and Resources

School administrators can find comprehensive details about these funding streams directly on the California Department of Education website. The CDE Expanded Learning Division manages the technical assistance and compliance for ASES and 21st CCLC, providing annual Requests for Applications, program plan guidelines, attendance reporting instructions, and staff training materials. For ELO-P, the CDE has an extensive FAQ section, a Program Plan Guide, and regularly updated allocations tables that reflect each LEA’s annual funding level.

In addition to state resources, the California AfterSchool Network (CAN) offers valuable information, including implementation tips, policy updates, and practical tools for managing ELO-P, ASES, and 21st CCLC. CAN’s website, for instance, explains ELO-P staffing requirements, strategies for combining funding streams, and examples of strong program practices gleaned from across the state. Local county offices of education often host expanded learning trainings and provide one-on-one technical assistance to help with everything from application preparation to compliance monitoring.

While each of these funding sources carries its own set of deadlines, ratios, and annual reporting demands, they share an overarching goal: to equip students with the resources, supervision, and enriching activities they need to thrive after the final school bell. By mastering the details of ELO-P, ASES, and 21st CCLC, school administrators position their sites to make the most of California’s considerable investment in expanded learning—and, in doing so, create life-changing opportunities for the young people and communities they serve.

Chapter Summary

Chapter 2 demystifies California’s three major expanded learning funding streams: ELO-P, ASES, and 21st CCLC. While each program has distinct requirements, they share a common goal of providing enriching experiences beyond traditional classroom hours. ELO-P, California’s newest initiative, offers comprehensive support for TK-6 students with nine-hour daily requirements and summer programming. ASES, established through Proposition 49, provides after-school programming until 6:00 p.m. for elementary and middle schools. The federally-funded 21st CCLC targets high-poverty schools with similar operational standards. Despite their differences in eligibility, funding cycles, and specific requirements, these programs can be strategically coordinated to create a cohesive expanded learning experience. Understanding how these funding streams complement each other helps administrators navigate compliance requirements while maximizing resources to support student development through academic assistance, enrichment activities, and nutritional support.

Key Takeaways

• All three funding streams (ELO-P, ASES, and 21st CCLC) can be “braided” together to create a more comprehensive program, though careful tracking is required to avoid double-counting attendance.
• ELO-P requires nine hours of combined school and expanded learning time daily for TK-6 students, plus 30 non-school days of programming, with stricter 10:1 staffing ratios for TK/K students.
• ASES and 21st CCLC both require operation until 6:00 p.m. on school days with a minimum of 15 weekly hours and typically maintain a 20:1 student-to-staff ratio.
• Each program requires a balance of academic support and enrichment activities, though ELO-P more explicitly positions itself as an extension rather than duplication of the school day.
• Funding cycles differ significantly: ELO-P is distributed annually through state apportionment, ASES requires reapplication every three years, and 21st CCLC operates on five-year competitive grant cycles.

Action Checklist

This chapter focuses on foundational concepts rather than specific actions. The key takeaways above capture the essential insights about California’s expanded learning funding streams. As you continue through the book, you’ll find specific, actionable guidance for program administration in subsequent chapters.