NCASE Resource Library
Reset Selections
Topics
- (-) Remove Program Design and Management filter Program Design and Management
- Family and Community Engagement (1) Apply Family and Community Engagement filter
- Professional Development (3) Apply Professional Development filter
- Quality Improvement (2) Apply Quality Improvement filter
- Supportive Learning Environment (2) 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 National Institute on Out-of-School Time (NIOST) filter National Institute on Out-of-School Time (NIOST)
- Administration for Children & Families (ACF) (1) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (4) Apply Afterschool Alliance filter
- Afterschool Matters Journal (1) Apply Afterschool Matters Journal filter
- American Youth Policy Forum (1) Apply American Youth Policy Forum filter
- Aspen Institute (1) Apply Aspen Institute filter
- Child Trends (2) Apply Child Trends filter
- Education Development Center (EDC) (1) Apply Education Development Center (EDC) filter
- Harvard Family Research Project (1) Apply Harvard Family Research Project filter
- National Women's Law Center (1) Apply National Women's Law Center filter
- Other (19) Apply Other filter
- Search Institute (1) Apply Search Institute filter
- The Forum for Youth Investment, The Wallace Foundation (1) Apply The Forum for Youth Investment, The Wallace Foundation filter
- The Wallace Foundation (6) Apply The Wallace Foundation filter
Search Results
Displaying 1 - 2 of 2
Filter By
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.
Through a survey, this research study explored what Out-of-School Time (OST) program staff need in order to feel better prepared to support the inclusion of school-aged children with special needs in their programs. Results indicated that professional development on inclusion is key to success. These findings can inform policy and programmatic decisions on professional development.