NCASE Resource Library
Reset Selections
Topics
- (-) Remove Program Design and Management filter Program Design and Management
- Culturally Responsive Practice & Inclusion (5) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (1) Apply Family and Community Engagement filter
- Professional Development (3) Apply Professional Development filter
- School & Community Partnerships (4) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (2) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (4) Apply Summer Learning filter
- Supportive Learning Environment (5) Apply Supportive Learning Environment filter
- Systems Building (6) Apply Systems Building filter
Resource type
Publisher
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Afterschool Alliance (2) Apply Afterschool Alliance filter
- Afterschool Matters Journal (2) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (1) Apply American Institutes for Research (AIR) filter
- American Youth Policy Forum (1) Apply American Youth Policy Forum filter
- Child Trends (1) Apply Child Trends filter
- National Institute on Out-of-School Time (NIOST) (2) Apply National Institute on Out-of-School Time (NIOST) filter
- Other (14) Apply Other filter
- Search Institute (1) Apply Search Institute filter
- The Forum for Youth Investment, The Wallace Foundation (2) Apply The Forum for Youth Investment, The Wallace Foundation 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 newly updated and expanded report provides a framework for understanding social and emotional learning (SEL). It can be used as a reference to compare the content and evidence of effectiveness of 33 SEL programs for elementary-age and preschool-age children.
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 article presents recommendations from the RAND Corporation report, "Getting to Work on Summer Learning." Specifically, it focuses on those recommendations related to the hiring and training of teachers for school district-run summer learning programs.
This report is a summary from a national afterschool conference. It provides details from mayors, program providers, system leaders, and researchers on a range of system building issues including quality improvement and measurement of afterschool performance.
This guide describes how cities and intermediaries can work with afterschool providers across a neighborhood, city, or region to build quality. It explores how to identify a lead organization, engage stakeholders, use a continuous improvement model, and manage data systems. It includes case studies from Georgia, Texas, Illinois, Massachusetts, New York, and Florida.
This report focuses on the four components of system building that the most current evidence and experience suggest are essential: strong leadership, coordination, effective use of data, and a comprehensive approach to quality.