NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (115) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (43) Apply Family and Community Engagement filter
- Health and Safety and Licensing (22) Apply Health and Safety and Licensing filter
- Professional Development (78) Apply Professional Development filter
- Program Design and Management (65) Apply Program Design and Management filter
- Quality Improvement (54) Apply Quality Improvement filter
- School & Community Partnerships (37) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (39) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (26) Apply Summer Learning filter
- Supportive Learning Environment (107) Apply Supportive Learning Environment filter
- Systems Building (77) Apply Systems Building filter
Resource type
- (-) Remove Issue brief filter Issue brief
- (-) Remove Journal article filter Journal article
- (-) Remove Tool kit filter Tool kit
- Infographic (6) Apply Infographic filter
- Other (54) Apply Other filter
- Report (66) Apply Report filter
- Video/video series (11) Apply Video/video series filter
- Webinar (66) Apply Webinar filter
- Website (20) Apply Website filter
Publisher
- Administration for Children & Families (ACF) (24) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (10) Apply Afterschool Alliance filter
- Afterschool Matters Journal (3) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (9) Apply American Institutes for Research (AIR) filter
- Bipartisan Policy Center (1) Apply Bipartisan Policy Center filter
- BUILD, QRIS National Learning Network (1) Apply BUILD, QRIS National Learning Network filter
- Centers for Disease Control and Prevention (2) Apply Centers for Disease Control and Prevention filter
- Child Trends (6) Apply Child Trends filter
- Collaborative Communications (2) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (3) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Harvard Family Research Project (1) Apply Harvard Family Research Project filter
- Kids Included Together (KIT) (1) Apply Kids Included Together (KIT) filter
- National Afterschool Association (NAA) (8) Apply National Afterschool Association (NAA) filter
- National Institute on Out-of-School Time (NIOST) (2) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (6) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (29) Apply Office of Child Care (OCC) filter
- Opportunities Exchange (1) Apply Opportunities Exchange filter
- Other (85) Apply Other filter
- Temescal Associates (2) Apply Temescal Associates filter
- The Wallace Foundation (7) Apply The Wallace Foundation filter
- Urban Institute (2) Apply Urban Institute filter
- US Department of Education (2) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (2) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
This chapter of the SAGE Encyclopedia of Out-of-School Learning examines specific issues, current research, and policy questions related to the access and equity frameworks as they are applied to out-of-school time. It outlines strategies so Out-of-School Time (OST) learning is a collaborative engagement between children and staff with social, emotional, cultural, and history-based approaches.
This research brief explores the ways in which typical thinking about leadership focused on individualism, meritocracy, and equal opportunity often contributes to producing and maintaining racialized dynamics. It identifies a set of core competencies associated with leadership that advances racial justice and makes recommendations for effectively supporting racial justice leadership.
Positive outcomes are made possible through school-based and community
These social-emotional check-in activities are designed for K-12 students and can be especially helpful in keeping the focus on relationships and social-emotional learning. The activities can be useful in times of distance learning, as well as in-person programs. This resource supports the COVID-19 response.
This tool provides a four-step process to create a program sustainability plan. It suggests that the program create a team that will: (1) identify sustainability goals, (2) build a financial plan, (3) build capacity to leverage resources and partnerships, and (4) create a long-range strategic plan. It provides guiding questions for each step of the planning process and an action plan.
This issue brief shares data from the Census Bureau Household Pulse Survey that indicate that 19% of Hispanic households and 22% of Black households were food insufficient this summer compared to 14% of all households and 9% of white households. Food insufficiency puts children at higher risk of health, academic, behavioral, and emotional problems.
This issue brief focuses on three ways to support the early care and education (ECE) workforce: (1) Increasing access to education and career growth; (2) reinforcing workers overall economic well-being; and (3) improving working conditions. MDRC, which published this article, is launching a new national project to examine a variety of approaches.
This toolkit includes resources that will help build child care supply. It includes six steps: (1) assess and plan; (2) identify resources; (3) generate awareness; (4) develop strategies; (5) implement your plan; and (6) evaluate and implement. The concepts build on recognized strategic planning principles and include stories of success. This resource supports the COVID-19 response.
This issue brief provides a framework that states can use during the COVID-19 crisis to create child care policies that promote equitable access and mitigate the chance that child care closures will be concentrated in low-income and middle-income neighborhoods and rural areas.
These program standards, self-assessment rubric, and resources are designed to help afterschool programs evaluate and improve the support they are providing for youth who are engaged in distance learning.