Trump proposes reduction in funding for after-school educational programs, potentially limiting their availability for students seeking further learning opportunities.

A rural Maine community's after-school cooking club, part of the MSAD 54 REACH program, prepares a French-inspired dessert for an upcoming international food festival. Middle school students are busy baking yogurt parfaits fashioned to resemble the French flag, contributing to the club's goal of introducing students to diverse culinary experiences.

The REACH program, funded under the 21st Century Community Learning Centers (CCLC) grant, offers students a variety of enriching activities, including cooking, robotics, theater, and outdoor adventure. These activities, educators note, are crucial for the impoverished community, where they'd otherwise be unaffordable.

However, the program's future hangs in the balance as President Trump's proposed budget calls for consolidating and eliminating several federal education grants. While the CCLC grant is not officially named in the proposal, advocates fear it might be among those cut if Congress adopts the President's recommendations.

Repeated requests for comment from the U.S. Department of Education concerning the proposed budget and federal grants have gone unanswered. Previously, Secretary of Education Linda McMahon stated that the budget would prioritize students and parents above bureaucracy, focusing on proven programs with measurable results.

Director of REACH in MSAD 54, Dawn Fickett, contends that the loss of after-school programs would adversely impact the Skowhegan community, where the program has achieved notable academic and other gains. She asserts that without these programs, students would be left without safe and supportive environments to foster academic success and keep them engaged during non-school hours.

Research from Attendance Works, a national nonprofit focused on reducing chronic absenteeism, suggests that after-school programs can boost student attendance and provide essential resources like food and nutrition. These programs may also offer hands-on learning opportunities that excite students about academics, Hedy Chang, the organization's founder, explains.

In addition to the proposed cuts to after-school programs, Maine schools face other challenges to federal funding, with federal school mental health services set to be limited by reductions. Low-income and rural districts like MSAD54, which rely heavily on federal funds, would be especially vulnerable to these cuts.

REACH's cooking club is one of many enrichment options for students, and remains its most popular. Led by retired chef Brenda Madden, the club emphasizes introducing students to various cultural cuisines and skills, culminating in an annual school food festival. Madden's lessons on table presentation and decor aim to encourage students to experiment with new flavors and expel any fear of cooking.

The students share that they've discovered unique flavor combinations such as chocolate-covered croissants and dried apricots through Madden's class, experiences they would have otherwise missed. Additionally, the program provides valuable nutrition education, prompting students to consider healthier food choices.

REACH students dedicate 30 minutes after school to homework completion before splitting off into their various clubs. Brenda Madden's cooking club incorporates academic learning, such as mathematics and science, seamlessly into the fun. REACH's meticulous collaboration with school-day teachers helps ensure academic consistency and progress.

Dawn Fickett stresses that REACH doesn't view school and after-school as separate entities; instead, they are considered integral parts of a child's school day. Should the after-school program be eliminated, it would leave many students lacking valuable opportunities for academic, social, and emotional growth.

Seventh-grader Dylan Kirk's mother, Cynthia, expresses concern about the potential loss of these programs. As a full-time waste management supervisor, she relies on REACH to facilitate her son's numerous enrichment experiences. She describes Dylan as a hands-on learner who benefits from actively testing new concepts, which the after-school activities allow him to do. She feels that eliminating these programs should be a last resort, given their far-reaching impact on children's lives and education.

MSAD 54's after-school program is actively seeking alternate funding sources to continue operations in case federal funds are cut. Fickett underscores that a child's education doesn't stop when the school day ends; rather, after-school programs are essential to complementing and reinforcing their overall academic success.

The proposed federal budget for fiscal year 2026 includes intentions to consolidate or eliminate funding for the 21st CCLC program, affecting after-school programs that are heavily dependent on these funds. The potential impact of these cuts would be significant, affecting academic enrichment, childcare, and social development for millions of children nationwide. Congress has been urged to preserve funding for these vital programs, which play a crucial role in students' academic, social, and emotional well-being.

The proposed federal budget for fiscal year 2026 includes intentions to consolidate or eliminate funding for the 21st Century Community Learning Centers (CCLC) program, which indirectly affects science, education, and community development through programs like MSAD 54's REACH.
The future of policy-and-legislation surrounding after-school programs, such as the REACH program in MSAD 54, hangs in the balance as President Trump's proposed budget considers consolidating and eliminating several federal education grants, including the CCLC grant.
Political decisions on policy-and-legislation have a direct impact on the general-news stories of local communities, such as the Skowhegan community reliant on programs like REACH for academic, social, and emotional growth for their students.

Trump proposes reduction in funding for after-school educational programs, potentially limiting their availability for students seeking further learning opportunities.