After School Enrichment and Safety Program (ASES)

Mission Statement

We are committed to ensuring that students develop their potential as lifelong learners by providing meaningful, student-centered learning experiences through innovative enrichment activities and high quality standards-based academic support.

What is ASES?

The After School Education and Safety (ASES) Program is the result of the 2002 voter-approved initiative, Proposition 49. This proposition amended California Education Code (EC) 8482 to expand and rename the former Before and After School Learning and Safe Neighborhood Partnerships Program. The ASES Program funds the establishment of local after school education and enrichment programs. These programs are created through partnerships between schools and local community resources to provide literacy, academic enrichment and safe constructive alternatives for students in kindergarten through ninth grade (K-9). Funding is designed to: (1) maintain existing before and after school program funding; and (2) provide eligibility to all elementary and middle schools that submit quality applications throughout California. Compton Unified School District (CUSD) has adopted the ASES acronym to represent it’s after school program at all 22 elementary and 8 middle schools.


The Compton Unified School District ASES Afterschool Program is available to any and all kindergarten – eight grade students who are currently enrolled in Compton Unified School District. There is no cost to attend the ASES Afterschool Program. For information on enrollment, see the site coordinator at your school site.

Program Schedule:

The program begins on the first day of school and ends on the last day of school. Students attend the after school program from 2:30 p.m. to 6:00 p.m. daily, except on Wednesdays when the program will run from 1:15 p.m. to 6:00 p.m.

Theory of Action:

If we:
Align after school curriculum and instruction with the regular school day focus standards.
Provide on-going professional development on standard based instruction, student data, disguise learning and youth  development.
Continuously recruit and hire staff members with diverse talents and experience.
Work in partnership with parents and community members.
Provide students a safe, healthy and attractive learning environment.
Then we can:
Develop a student focused after school program which meets the diverse academic and social needs of all students.
Provide additional opportunities for content standard mastery for far below basic, below basic and basic students.
Expose our students to possible career occupations at an early age.

Program Elements

  • Academic Enrichment: In addition to receiving tutorial opportunities by CUSD classroom teachers, students who are enrolled in the Compton Unified School District ASES Program also receive supplemental instruction in one or more of the core academic subjects (reading/language arts, mathematics, history and social studies, or science). Each lesson is designed to reinforce previously introduced skills.

  • Project Based Enrichment: Students are exposed to teaching that active, collaborative, and meaning full through long-term group projects aimed at building self-esteem through cooperative groups. Each project is intended to offer students an opportunity to expand their knowledge on a specified topic through visual and performing arts. At the conclusion of each five to seven week thematic unit, students will have an opportunity to showcase their newly found skills to district officials, parents, guardians and community members through a school-wide student showcase.

  • Homework Assistance: Children will have an opportunity to start/complete assigned homework in accordance with CUSD grade level guidelines on appropriate homework time increments. The after school program does not guarantee that all homework will be completed.

Learning In Afterschool & Summer (LIAS) Preparing Students for the 21st Century

  1. Learning that is Active: Learning and memory recall of new knowledge is strengthened through different espouser- seeing, hearing, touching, and doing. Afterschool & Summer program activities should involve young people in “doing activities that allow them to be physically active, stimulate their innate curiosity, and that are hands on and project based.
  2. Learning that is Collaborative: Afterschool & summer programs should help young people build team skills that include listening to others, supporting group learning goals, and resolving difference and conflict. Collaboration learning happens when learners engage in a common take where each individual depends on and is accountable to each other.
  3. Learning that is Meaningful: Learning is meaningful when students have some ownership over the learning topic, the means to access their own progress, and when the learning is relevant to their own interest, experiences, and the real world in which they live. Community and cultural relevance is important to all students.
  4. Learning that Supports Mastery: If students are to learn the importance and joy of mastery, they need the opportunity to learn and practice a full sequence of skills that will allow them to “really good at something”. Afterschool & summer activities should be explicitly sequenced and designed to promote the layering of new skills.
  5. Learning that Expands Horizons: Afterschool & summer programs should provide learning opportunities that take students beyond their current experiences and expand their horizons. They should go beyond the walls of their facilities to increase student’s people’s knowledge of their surrounding neighborhoods and larger global community.

  1. Increase the number of students, including English Language Learners, who attain a minimum of proficiency or better in reading/language arts and STEM.
    Progress Indicators: 93% of parents indicated that their child’s schoolwork has improved as a result of their participation in the CUSD afterschool program.
  2. Implement and/or expand parent and family involvement opportunities including the development and strengthening of partnership between parents, the school, and the community.
    Progress Indicator: 90% of parents indicated that they are satisfied or very satisfied with the diverse activities, the level of extreme care and the opportunity to share in their student’s success via showcases, newsletters and family nights.
  3. Differentiate learning by increasing the exposure of 21st Century skills through integrated project based learning.
    Progress indicators: 94% of all stakeholders indicated they are satisfied with the expanded learning quality assessment tools used to measure progress.

ASES - Home
ASES PBIS Brochure
Student Sign In/Out Policy
Organization Chart
ASES Policy
ASES School Websites
Resource Links
Contact Information