NCASE Resource Library
Reset Selections
Topics
- Family and Community Engagement (46) Apply Family and Community Engagement filter
- Health and Safety and Licensing (21) Apply Health and Safety and Licensing filter
- Professional Development (59) Apply Professional Development filter
- Program Design and Management (55) Apply Program Design and Management filter
- Quality Improvement (52) Apply Quality Improvement filter
- School & Community Partnerships (43) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (20) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (29) Apply Summer Learning filter
- Supportive Learning Environment (89) Apply Supportive Learning Environment filter
- Systems Building (68) Apply Systems Building filter
Resource type
- Issue brief (36) Apply Issue brief filter
- Journal article (1) Apply Journal article filter
- Other (8) Apply Other filter
- Report (23) Apply Report filter
- Tool kit (21) Apply Tool kit filter
- Video/video series (7) Apply Video/video series filter
- Webinar (8) Apply Webinar filter
- Website (1) Apply Website filter
Publisher
- (-) Remove Harvard Family Research Project filter Harvard Family Research Project
- (-) Remove Other filter Other
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Administration for Children & Families (ACF) (16) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (17) Apply Afterschool Alliance filter
- American Institutes for Research (AIR) (8) Apply American Institutes for Research (AIR) filter
- Aspen Institute (1) Apply Aspen Institute filter
- Bipartisan Policy Center (4) Apply Bipartisan Policy Center filter
- BUILD, QRIS National Learning Network (3) Apply BUILD, QRIS National Learning Network filter
- Centers for Disease Control and Prevention (3) Apply Centers for Disease Control and Prevention filter
- Child Trends (8) Apply Child Trends filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (3) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Education Development Center (EDC) (2) Apply Education Development Center (EDC) 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) (8) Apply National Afterschool Association (NAA) filter
- National Institute on Out-of-School Time (NIOST) (2) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (9) 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) (19) Apply Office of Child Care (OCC) filter
- Office of Head Start (1) Apply Office of Head Start filter
- Search Institute (1) Apply Search Institute filter
- Temescal Associates (1) Apply Temescal Associates filter
- The Forum for Youth Investment, The Wallace Foundation (1) Apply The Forum for Youth Investment, The Wallace Foundation filter
- Urban Institute (3) Apply Urban Institute filter
- US Department of Education (4) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (3) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
This toolkit provides parents and other caregivers ways to support their children’s learning outside of the classroom. It was updated March 13, 2020. It offers a range of different types of free online resources that can help children continue to build critical literacy skills at home or in group care, especially while schools are closed. Targeted ages vary by resource.
This review of existing research on literacy programs for out-of-school time (OST) was conducted as part of an initiative for Philadelphia. It includes evidence on literacy outcomes, staffing, and training needs for tutoring programs, after school and summer programs, and online literacy programs.
This report examines evidence on outcomes and the effectiveness of summer experiences for youth on academic learning, social and emotional development, physical and mental health, and safety.
This issue brief explores how we can all strengthen our understanding of our internalized biases, so we can be more mindful of working toward equity. Strategies suggested include developing agreements so we have courageous conversations and reducing stigma so we can talk openly and give honest feedback.
This video by novelist Chimamanda Adichie shares a powerful message that when we hear only a single story about another person or country, we risk a critical misunderstanding. She shares examples of how a single story can paint an incomplete picture and can rob people of their humanity.
With an emphasis on equity and inclusion, this white paper outlines promising practices for engaging families in STEM as a means of increasing youth participation and retention in STEM pathways. Parents play a critical role in engaging youth in STEM activities and careers, especially for girls, youth of color, low-income youth, and youth with disabilities.
This updated guide, published by Temescal Associates, offers an introduction to youth development principles and practices to ensure that youth get the most of their Out-of-School Time (OST) experiences.
This toolkit summarizes best practice tools and strategies for fostering family engagement in Out-of-School Time (OST) programs. Developed by BOSTnet years ago based on a four-year initiative aimed at improving youth outcomes through family involvement, this classic tool is still relevant today.
This brief outlines the state of rural afterschool resources. Currently, only 13 percent of rural children participate in afterschool programs compared with 25 percent of urban children; these discrepancies are due to barriers including diverse funding sources, transportation, facilities, staffing, and programming supports.
This toolkit offers age-appropriate strategies for maximizing opportunities for promoting friendships between youth with and without disabilities. Although not specifically geared to Out-of-School Time (OST), the strategies are applicable. Further, the toolkit could be a helpful professional development resource.