NCASE Resource Library
For the first time, an analysis of America After 3PM data examines the experience of children with special needs and disabilities in afterschool programs compared to the overall population of afterschool children.
This brief highlights the benefits of participation in 21st CCLCs based on their statewide evaluations. Benefits include: promoting academic growth; keeping kids connected and building relationships; engaging, inspiring, and motivating students; and preparing youth for life after high school.
This updated research brief provides a summary of key evaluations on the impact of afterschool programs during the pandemic.
This review of state plans for school reopening provides examples for ways states and districts can coordinate with afterschool programs to support their capacity, leverage resources, and support students and families.
This issue brief provides a blueprint for how after school programs can help during COVID-19 by building school and community partnerships. It provides a useful chart to guide the response whether schools are providing in-person learning, remote learning, or a hybrid approach.
The Afterschool Alliance has collected a number of resources for online learning activities that can be helpful to families or those providing essential services. This webpage includes links to sites such as National Geographic, Scholastic Learn at Home, and Khan Academy. This resource supports the COVID-19 response.
This issue brief highlights the important role of afterschool and summer programs in developing the skills youth need to be successful in today’s workforce, in particular, their role in enhancing competencies that employers often say are missing such as skills in communication, teamwork, problem solving, and technology.
This issue brief focuses on the importance of taking a comprehensive approach to wellness that includes attention to social emotional health as well as healthy eating and physical activity.
This issue brief highlights the challenges English language learners (ELLs) face in developing literacy proficiency and articulates how afterschool programs can play a central role in providing the supports to help ELL students thrive in school, work, and life.
This blog is the second part in a series on prevention and responding to substance use and trauma in Alaska. It describes a collaborative effort and training on trauma-engaged response.