NCASE Resource Library
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 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 report examines data from 31,000 households about their children's experiences in STEM learning in afterschool. Findings indicate that compared to 2014 data, in 2020 more afterschool programs are offering STEM, but gender and income inequities exist.
This report summarizes survey data collected in 2020, both before and during the pandemic; it is the fourth survey, preceded by findings from 2004, 2009, 2014.
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.
This report captures what was shared at an October 2019 Conference about the challenges of teaching social and emotional learning (SEL) in afterschool programs. It provides a brief history of the growing focus on SEL, along with a summary of remarks by national leaders.
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 report summarizes findings of a Child Trends survey to learn how states are using the additional federal funds to expand services for eligible children and implement CCDBG Reauthorization requirements.
This national study explores how low-income children's access to early childhood education might differ from their higher-income peers and how child care subsidy policies can close the gap. The study assigned states to one of five profiles based on a package of subsidy policies to produce findings about which packages provide equity in access to high quality programs.