NCASE Resource Library
The State of California has allocated an unprecedented sum of $4.6 billion in one-time relief and $3.4 billion in permanent funding to expand afterschool and summer learning opportunities.
This report from the Rand Corporation provides lessons learned from the Wallace Foundation's Partnership for Social and Emotional Learning Initiative (PSELI). Since 2017, six cities each have 5-7 partnerships each to explore how children benefit if schools and out-of-school collaborate to improve climate and foster social-emotional learning.
The intent of this report by Child Trends is to build understanding of equity issues that have impacted early childhood education from a historical perspective between 1400 and the present day. It answers the question: How can racial equity be centered in policy and advocacy to support compensation, preparation, and standards?
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 explores early lessons learned from a three-pronged study of cross-sector collaborations for education: historical development of cross-sector collaborations, samples of collaborations, and this summary of comparative case studies.
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.
The report and executive summary review lessons learned from the first two years of the Partnership for Social-Emotional Learning Initiative (PSELI). Findings are based on surveys, interviews, and observations from 38 partnerships in 6 sites about the barriers and solutions to school-OST partnerships on SEL.