NCASE Resource Library
Reset Selections
Topics
- (-) Remove Subsidy, Eligibility, and Equal Access filter Subsidy, Eligibility, and Equal Access
- Culturally Responsive Practice & Inclusion (10) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (5) Apply Family and Community Engagement filter
- Professional Development (9) Apply Professional Development filter
- Program Design and Management (11) Apply Program Design and Management filter
- School & Community Partnerships (8) Apply School & Community Partnerships filter
- Summer Learning (9) Apply Summer Learning filter
- Supportive Learning Environment (14) Apply Supportive Learning Environment filter
- Systems Building (10) Apply Systems Building filter
Resource type
Publisher
- (-) Remove The After-School Corporation (TASC) filter The After-School Corporation (TASC)
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Administration for Children & Families (ACF) (21) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (12) Apply Afterschool Alliance filter
- Afterschool Matters Journal (2) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (4) Apply American Institutes for Research (AIR) filter
- BUILD, QRIS National Learning Network (5) Apply BUILD, QRIS National Learning Network filter
- Child Trends (5) Apply Child Trends filter
- Collaborative Communications (1) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (1) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Education Development Center (EDC) (1) Apply Education Development Center (EDC) filter
- Harvard Family Research Project (1) Apply Harvard Family Research Project filter
- Kids Included Together (KIT) (1) Apply Kids Included Together (KIT) filter
- National Afterschool Association (NAA) (4) Apply National Afterschool Association (NAA) filter
- National Association of Child Care Resource & Referral Agencies (NACCRRA) (1) Apply National Association of Child Care Resource & Referral Agencies (NACCRRA) 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) (4) 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) (40) Apply Office of Child Care (OCC) filter
- Office of Head Start (2) Apply Office of Head Start filter
- Opportunities Exchange (2) Apply Opportunities Exchange filter
- Other (67) Apply Other filter
- The Forum for Youth Investment, The Wallace Foundation (3) Apply The Forum for Youth Investment, The Wallace Foundation filter
- US Department of Health and Human Services, US Department of Education (1) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
This report chronicles the efforts of four cities—Boston, Dallas, Pittsburgh, and Washington, DC—to expand summer program opportunities for low-income students.
This slide deck presents research on how parents, teachers, and Out-of-School Time (OST) providers perceive the value of OST in children’s social, emotional, and academic development.
This framework and guidebook can help people assess afterschool systems, programs, and youth outcomes in the interest of informing system improvements with up-to-date accurate information. Every Hour Counts used the framework to evaluate Boston, Providence, and Sprockets in St. Paul and findings from this experience informed this version.
This classic online calculator lets you determine the costs of a variety of high quality afterschool programs and the summer portions of year-round programs. The cost estimates were updated in 2021 to reflect changes in general cost of living and the relative cost of living across cities.
This report describes the state of afterschool coordination in a set of 75 large U.S. cities seven years after they were first surveyed in 2013. It focuses on three components: a designated coordinating entity, a common data system, and a framework or set of standards for program quality.
This report shares evaluation findings from 2017 of the longer-term impacts of a summer learning project in five school districts: Boston, Dallas, Duval County in Florida, Pittsburgh, and Rochester. It explores the effects of two consecutive summers of voluntary, full-day programming for at least 20 days three school years after the second summer of programming.
This report offers information to aid summer learning leaders in securing and maintaining support for programs. It summarizes lessons learned from interviews with 60 school district staff and 20 policy experts on federal, state, city, and district funding and policies.
This classic report clarifies the cost of quality out-of-school time programs, based on data from 111 quality programs in six cities. It provides the mean and range for hourly and daily cost per slot, with an analysis of factors that bring differences to cost.
This brief identifies evidence-based prevention tools that are low-cost targeted strategies for SEL. These "kernels" of practice are easy to implement and helpful for afterschool and summer programs that would be challenged to bring a full SEL curriculum to scale due to time or financial constraints.
Amid increasing interest in the topic of social and emotional learning (SEL), this special issue of the journal "The Future of Children" explores SEL in schools and after-school settings. There are nine articles that can be read separately.