More than 90% of educators responding to a recent informal NSTA poll say after-school science, technology, engineering, and mathematics (STEM) programs are valued partners in providing additional learning opportunities. “Provides additional time for students to engage with STEM in a different way” (93.3%) and “provides hands-on engagement not always possible during the school day” (88.8%) were the most cited reasons for supporting after-school STEM programs.

Most after-school STEM programs mentioned are school-run (68%), while for-profit groups provide about 13.6%. About 10% reported universities or colleges and science centers/museums/zoos/aquaria or other related organizations were providing programs as well (multiple responses were allowed).

However, 28% of respondents said their schools did not offer after-school programs of any kind for students. At schools offering any after-school programs, 78% included a STEM component.

Here’s what science educators are saying:

We are a pharmacy and health sciences institution in the Albany, New York, area. We offer an after-school program on our campus that allows at-risk students to come to campus starting in the third grade to learn and experience hands-on science concepts. They stay in the program through their senior year in college. Our hope is that we will inspire them to want to pursue a career in the STEM fields and that they will attend a college/university to do just that. —Administrator, Elementary, Middle School, High School, New York

We compete in SeaPerch, in which students design and build an underwater ROV [remotely operated vehicle]. —Educator, Middle School, New Jersey

I have been trained to lead the Boston Museum of Science’s Engineering Is Elementary offshoot program called Engineering Adventures for after-school audiences. School also does a small science club. —Educator, Elementary, Institution of Higher Learning, Vermont

The after-school program is called the After School Health Education Club, and it focuses on [the] medical field, careers in the biomedical field, and health care.— Educator, High School, Pennsylvania

Programs in engineering, biotechnology, and sustainability.— Other, High School, Arizona

Robotics club; Programming Team, Science Olympiad, Science Quiz Bowl; Math Quiz Bowl.— Educator, High School, Tennessee

STEM club that competes in national competitions.— Educator, Middle School, Massachusetts

FIRST (For Inspiration and Recognition of Science and Technology) Lego League team.— Educator, Middle School, Washington

It is a problem–based STEM program that includes a lot of engineering using everyday objects to address a specific need.— Educator, Elementary, Texas

FIRST Lego League’s robotics program—two teams each for two hours, two days a week. Boeing engineers run a science class for one hour a week: Curriculum [is] from PBS and AIMS [Education Foundation].— Educator, Elementary, Washington

We have a STEM Certificate Program at our school [in which] students have to take a certain number of courses in each STEM area; be involved in clubs that are STEM-related or competitive to foster critical thinking and problem solving; and do shadowing or internships in STEM fields.— Educator, High School, Colorado

[FIRST Lego League] and [Junior FIRST Lego League] teams meet for 8–12 weeks two times a year, in the fall/winter and spring.— Educator, Elementary, Washington

Robotics team.— Educator, High School, Washington

Club STEMchicks provides fun and engaging, hands-on learning experiences. Covering different themes throughout the school year, Club STEMchicks is designed to increase girls’ interest in [STEM]. Club STEMchicks includes the following components: Weekly informal STEM activities…Opportunity to hear from female STEM professionals . Positive female role models serve as Club Leaders . Focus on college readiness and STEM-based careers.— Educator, Middle School, Florida

Fourth- and fifth-grade girls learn about different careers each week and have some sort of hands-on activity.— Educator, Middle School, Texas

A retired science teacher from the local science center comes once a week and presents interactive lessons to our GT [gifted and talented] students.— Educator, Elementary, Washington

We run an Engineering Adventures group for third grade, middle school girls can do Lego League, and upper school girls compete in robotics.— Educator, Elementary, Texas

The center offers a science fair development program, and scientists come to work with the students on ideas and development and...to get them entered in the [university] science and engineering fair.— Other, Elementary, Middle School, High School, Maryland

We are an engineer[ing]–based inquiry program. In all sessions, students will depend on their own creativity to complete the challenges. It is run through the community, so there is a charge to be in the program. We didn’t get funding from any source and capped it so each teacher only has 30 students. Each teacher also has a helper, so the student/adult ratio isn’t as high.— Educator, Elementary, Minnesota

Why Not?

There is no funding for my school to offer any after-school programs. Because we don’t have enough minority students, we do not receive any extra funds for teaching, so the school’s budget goes entirely for running a normal school day. There is no [money] for supplemental instruction, much less after-school programs.—Educator, High School, Arizona

I don’t know, but I would guess [the answer is] funding issues, as the state of Illinois is extremely behind in payments to school districts, and my district is dependent on that funding [in the] long term.—Educator, High School, Illinois

Too many other activities in the area. —Educator, Elementary, Middle School, High School, Institution of Higher Learning, California

No funds; no support for STEM from district. —Educator, Elementary, Oregon

No teacher supplements to pay for it; many students are bussed. —Educator, Middle School, Florida

Because they want the kids out of the building and gone [after school ends]. All [our administrator] cares about is how the building looks.—Educator, Middle School, Connecticut

Funding issues, difficulty in acquiring grants or getting admin[istrative] approval for transportation and meals— even [though] we’re 100% native American, lower [socioeconomic status], free lunch. —Educator, Middle School, High School, South Dakota

No money and not aware of any programs in my area. —Educator, Middle School, Washington

There is limited interest in science, and currently the big push is for literacy and math. —Educator, Elementary, Pennsylvania