NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (19) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (8) Apply Family and Community Engagement filter
- Health and Safety and Licensing (4) Apply Health and Safety and Licensing filter
- Professional Development (9) Apply Professional Development filter
- Program Design and Management (7) Apply Program Design and Management filter
- School & Community Partnerships (3) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (4) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (5) Apply Summer Learning filter
- Supportive Learning Environment (13) Apply Supportive Learning Environment filter
- Systems Building (15) Apply Systems Building filter
Resource type
- (-) Remove Journal article filter Journal article
- (-) Remove Report filter Report
- Issue brief (11) Apply Issue brief filter
- Other (4) Apply Other filter
- Tool kit (10) Apply Tool kit filter
- Video/video series (2) Apply Video/video series filter
- Webinar (4) Apply Webinar filter
- Website (1) Apply Website filter
Publisher
- (-) Remove National Institute on Out-of-School Time (NIOST) filter National Institute on Out-of-School Time (NIOST)
- (-) Remove Other filter Other
- Afterschool Matters Journal (2) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (1) Apply American Institutes for Research (AIR) filter
- Child Care Aware of America (1) Apply Child Care Aware of America filter
- Child Trends (1) Apply Child Trends 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
- The Wallace Foundation (7) Apply The Wallace Foundation filter
Search Results
Filter By
This report includes 34 standards for social-emotional learning practices in school-age settings from the Weikart Center for Program Quality, the Forum for Youth Investment, and the Wallace Foundation. There are 6 domains of standards: (1) emotion management, (2) empathy, (3) teamwork, (4) responsibility, (5) initiative, and (6) problem solving, plus a section on curriculum features.
This report provides a synthesis of 76 high quality studies on the impact of COVID-19 on young children and early childhood education programs. The studies and accompanying evidence-based and equity-centered policy recommendations were created by 10 leading scholars and 10 leaders in policy and practice for early childhood.
This report provides an overview of different ways states can design contracts; it is based on a literature review and convening of 26 state administrators, researchers, and advocates. Contracts can bring stability that the field needs and provide more equitable supports around access, salaries, benefits, and professional development.
This report provides an overview of policies for Home-Based Child Care (HBCC). Child Trends scanned all 50 states and D.C. to explore HBCC policies on licensing, subsidy, QRIS, and funding. The goal of the report is to highlight states that might be good case studies for supportive policies for HBCC.
Based on interviews with 20 experts about strategies to support the child care workforce, this report presents a set of 19 diverse state and local policies strategies to build a stronger and more equitable workforce. It includes strategies in response to the pandemic crisis and ways to maximize impact through contracts, expanding family child care (FCC) networks, and shared services.
This quality outcomes study of a summer program in Seattle Public Schools provides evaluative evidence for an instructional model that showed positive change in academic performance and high quality instructional practices.
This report reviews rigorous large-scale evaluations and meta-analyses to understand the value and effectiveness of out-of-school programs through lenses of content, dosage, and outcomes. It includes recommendations for policy, practice, and funding based on the findings. It also has a separate appendix that summarizes results of primary and secondary outcomes from research.
This report discusses the components of strong continuous quality improvement systems, emphasizing ways to safeguard and sustain such systems. It shares lessons learned from afterschool quality system leaders who took part in a multi-year Wallace-funded initiative for cities.
This resource guide is designed to help community-based organizations (CBOs) understand and develop cultural competency—the ability to work effectively in cross-cultural situations. It offers a framework for understanding cultural competency, including sections such as: choosing interventions, conducting a needs assessment, workforce diversity, budgeting and costs for intervention.
This guide compares purpose, structure, content, and technical properties of assessment tools for out-of-school time programs.