Making the CASE: UCI School of Education’s Pioneering Program Leads National Conversation on After-School Education
By Rachel Sampson
October 13, 2025
October 13, 2025
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With new national research renewing attention on out-of-school learning, UCI’s Certificate in Afterschool and Summer Excellence continues to set the standard for preparing future educators and supporting the next generation of young people.
For almost two decades, UC Irvine’s School of Education has helped lead a national effort to elevate the importance of after-school and summer learning. Now, that conversation is back in the spotlight. A new report from the National Academies of Sciences, Engineering, and Medicine (NASEM) — the first comprehensive study on after-school programs in more than 20 years — highlights how these spaces are vital ecosystems for learning, growth, and thriving. Among the experts shaping that report is Professor Sandra Simpkins, who co-authored the study and directs UCI’s Certificate in Afterschool and Summer Excellence (CASE). |
Sandra Simpkins (back, center) with a group of children from an after-school program.
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“It’s been over two decades since the National Academies’ last report on organized after-school activities,” said Simpkins. “This one affirms what we've seen at UCI for years, that organized after-school and summer programs are not extras, but essential spaces where young people learn and thrive.”
A First-of-Its-Kind Program
Launched in 2007, the CASE program was the first of its kind in the UC system. It blends coursework with hands-on fieldwork to prepare undergraduates to work with K–12 youth in after-school and summer settings.
Students complete over 70 hours of field experience at local schools and community organizations, mentoring children, leading group activities, and helping design programs that help students succeed both academically and socially.
“CASE bridges theory and practice,” said Simpkins. “Our students learn what high-quality youth programs look like in class, then go out and make that quality real in their communities.”
Centering Equity and Belonging
Simpkins’ research focuses on how to create culturally responsive programs that help youth feel empowered, capable, and connected. Her work, alongside CASE founder Deborah Vandell, has positioned UCI as a national leader in out-of-school learning.
“Youth spend over 80% of their waking hours outside of school,” Simpkins said. “Participating in high-quality activities can be transformative experiences that help youth figure out their strengths, give them purpose, and define who they want to be in the future, especially for those who may not feel they fit in at school.”
For many CASE students, the experience is just as impactful. As one capstone student reflected: “I want to take what I’ve learned through the CASE program back to my own community, to create spaces that inspire achievement and remind students that their voices matter.”
A National Moment for After-School Education
The NASEM report's release comes at a critical time. Federal 21st Century Community Learning Center funding — which supports after-school programs nationwide — has been under scrutiny.
A First-of-Its-Kind Program
Launched in 2007, the CASE program was the first of its kind in the UC system. It blends coursework with hands-on fieldwork to prepare undergraduates to work with K–12 youth in after-school and summer settings.
Students complete over 70 hours of field experience at local schools and community organizations, mentoring children, leading group activities, and helping design programs that help students succeed both academically and socially.
“CASE bridges theory and practice,” said Simpkins. “Our students learn what high-quality youth programs look like in class, then go out and make that quality real in their communities.”
Centering Equity and Belonging
Simpkins’ research focuses on how to create culturally responsive programs that help youth feel empowered, capable, and connected. Her work, alongside CASE founder Deborah Vandell, has positioned UCI as a national leader in out-of-school learning.
“Youth spend over 80% of their waking hours outside of school,” Simpkins said. “Participating in high-quality activities can be transformative experiences that help youth figure out their strengths, give them purpose, and define who they want to be in the future, especially for those who may not feel they fit in at school.”
For many CASE students, the experience is just as impactful. As one capstone student reflected: “I want to take what I’ve learned through the CASE program back to my own community, to create spaces that inspire achievement and remind students that their voices matter.”
A National Moment for After-School Education
The NASEM report's release comes at a critical time. Federal 21st Century Community Learning Center funding — which supports after-school programs nationwide — has been under scrutiny.
Simpkins works with a student in an after-school program
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Simpkins and her colleagues are sharing UCI's findings with national and state leaders, from the National Conference of State Legislatures to the National League of Cities, to help ensure decision-makers understand what's at stake.
“The evidence is clear,” said Simpkins. "Young people do better when they have access to high-quality, safe, engaging spaces outside of school. We can't afford to lose that.” Looking Ahead As interest in the field grows, CASE continues to serve as a national model for preparing future educators and youth leaders. Many graduates go on to careers in teaching, education policy, and community work — carrying forward UC Irvine’s commitment to equity and opportunity. |
“After-school activities are amazing, inspiring places,” Simpkins said. “It’s where young people discover their passions and imagine their futures. And for our students, it’s where they learn what it really means to make a difference.”
Learn more about the CASE program: linked here
Read the full NASEM report: linked here
Learn more about the CASE program: linked here
Read the full NASEM report: linked here
