Accessing After-School Programs in South Carolina
GrantID: 77958
Grant Funding Amount Low: $25,000
Deadline: Ongoing
Grant Amount High: $5,000,000
Summary
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Grant Overview
South Carolina's After-School Access Barrier
South Carolina records the sixth-highest percentage of students eligible for free or reduced-price lunch at 62 percent, yet after-school program slots cover only 19 percent of those students outside the Charleston-Columbia corridor. The deficit is sharpest in the Pee Dee and Lowcountry counties where transportation ends at 3:30 p.m. and broadband access drops below 68 percent.
Middle-school students in these counties show chronic absenteeism rates 9 points above the state median. Without structured afternoon options, they face increased contact with the juvenile justice system during peak unsupervised hours between 3 p.m. and 7 p.m.
The funding targets counties where the ratio of licensed after-school seats to at-risk students falls below 1:25. Providers must document operating hours until at least 6:30 p.m. and transportation plans using existing school bus routes.
South Carolina differs from Georgia because applicants must demonstrate use of state Department of Education data on chronic absenteeism rather than national averages.
Who Should Apply in South Carolina
South Carolina nonprofit organizations and school districts may apply if they serve counties with above-average rates of students referred to the Department of Juvenile Justice before age 14. Applications require letters from the local sheriff and school superintendent confirming coordination on truancy reduction. Budgets may cover staff salaries, snack costs, and van leases but not facility construction.
Proposals must present baseline and target metrics for homework completion and attendance drawn from the state longitudinal data system. Awards are limited to three years with renewal tied to a 15 percent reduction in office disciplinary referrals among participants.
Application Realities for South Carolina Programs
Successful applications have shown that programs operating four days per week with certified teachers produce measurable gains in English language arts scores on the state summative assessment. Programs must maintain 85 percent average daily attendance to avoid pro-rata funding reductions. Rural sites receive an additional scoring boost when they partner with regional technical colleges for high school credit recovery during afternoon hours.
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