NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (8) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (4) Apply Family and Community Engagement filter
- Professional Development (6) Apply Professional Development filter
- Program Design and Management (4) Apply Program Design and Management filter
- Quality Improvement (4) Apply Quality Improvement filter
- School & Community Partnerships (4) Apply School & Community Partnerships filter
- Summer Learning (1) Apply Summer Learning filter
- Supportive Learning Environment (10) Apply Supportive Learning Environment filter
- Systems Building (2) Apply Systems Building filter
Resource type
Publisher
- (-) Remove American Institutes for Research (AIR) filter American Institutes for Research (AIR)
- (-) Remove RETIRED -- Gay, Lesbian and Straight Education Network (GLSEN) filter RETIRED -- Gay, Lesbian and Straight Education Network (GLSEN)
- Administration for Children & Families (ACF) (45) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (22) Apply Afterschool Alliance filter
- Afterschool Matters Journal (3) Apply Afterschool Matters Journal filter
- American Camp Association (1) Apply American Camp Association filter
- American Youth Policy Forum (1) Apply American Youth Policy Forum filter
- Aspen Institute (1) Apply Aspen Institute filter
- Bipartisan Policy Center (4) Apply Bipartisan Policy Center filter
- BUILD, QRIS National Learning Network (4) Apply BUILD, QRIS National Learning Network filter
- Centers for Disease Control and Prevention (4) Apply Centers for Disease Control and Prevention filter
- Child Care Aware of America (3) Apply Child Care Aware of America filter
- Child Trends (12) Apply Child Trends filter
- Collaborative Communications (2) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (3) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Education Development Center (EDC) (3) Apply Education Development Center (EDC) filter
- Harvard Family Research Project (2) Apply Harvard Family Research Project filter
- Harvard University Center on the Developing Child (2) Apply Harvard University Center on the Developing Child filter
- Kids Included Together (KIT) (2) Apply Kids Included Together (KIT) filter
- National Afterschool Association (NAA) (13) Apply National Afterschool Association (NAA) filter
- National Institute on Out-of-School Time (NIOST) (5) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (13) Apply National Summer Learning Association (NSLA) filter
- National Women's Law Center (1) Apply National Women's Law Center filter
- Office of Child Care (OCC) (78) Apply Office of Child Care (OCC) filter
- Office of Head Start (1) Apply Office of Head Start filter
- Opportunities Exchange (2) Apply Opportunities Exchange filter
- Other (148) Apply Other filter
- RETIRED -- National Association of Child Care Resource & Referral Agencies (NACCRRA) (1) Apply RETIRED -- National Association of Child Care Resource & Referral Agencies (NACCRRA) filter
- Search Institute (3) Apply Search Institute filter
- Temescal Associates (2) Apply Temescal Associates filter
- The Forum for Youth Investment, The Wallace Foundation (3) Apply The Forum for Youth Investment, The Wallace Foundation filter
- The Wallace Foundation (26) Apply The Wallace Foundation filter
- Urban Institute (3) Apply Urban Institute filter
- US Department of Education (6) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (4) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
This brief addresses how to leverage afterschool time for preparing students for a career from career awareness activities for K-6, and then career exploration, career preparation and career training for middle school and high school youth. It includes numerous city and national examples and recommendations to strengthen career readiness in afterschool.
This issue brief summarizes how afterschool and summer programs can support positive outcomes like relationships and relationship skills, sense of agency, and identify development. It includes links to research.
This news report links to a lengthy report by AIR researchers that analyzed 10 years of data from the nation’s largest public school district and found that in-school or out-of-school suspensions did not reduce future misbehavior, nor result in improved academic achievement for peers, or perceptions of positive school climate.
The American Institutes for Research updated their landscape scan of state afterschool networks to find out which states have developed various quality supports. The summary shows which states have or are in process with their quality standards, quality assessment tools, core knowledge and competencies, aligned professional development, credential systems, QRIS, and skill-building initiatives.
The Science of Learning and Development (SoLD) Alliance is exploring ways to strengthen systems and support for whole child learning and development.
The Path to Quality resource portal provides state system planners with step-by-step guidance and resources to develop quality afterschool systems including information on: (1) designing quality standards, (2) resources and tools aligned to quality standards, and (3) staff supports.
This issue brief provides an overview of the prevalence of mental health issues for children and youth. It explores how schools are often the de facto mental health system for children; therefore, schools could be a first step for afterschool programs wanting partnerships for support on mental health needs.
This is an online toolkit for program leaders who want to start or improve an afterschool program. It includes 96 ready-to-use tools that include practical tips and Voices from the Field. For example, there are tools on hiring, conducting a needs assessment, logic model planning, and activity ideas like creating a warm and welcoming environment and homework help.
This issue brief describes the importance and impact of involving families in youth development programs. It presents examples of how programs that are part of the New York City Department of Youth and Community Development have used three strategies to engage families: communication, participation, and partnerships.
This self-assessment tool is designed to help afterschool program staff reflect upon their own social and emotional competencies and how their teaching practices promote the development of social and emotional competencies among youth. It includes a section on action planning for personal and professional improvement.