NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (6) Apply Culturally Responsive Practice & Inclusion filter
- Health and Safety and Licensing (1) Apply Health and Safety and Licensing filter
- Program Design and Management (5) Apply Program Design and Management filter
- Quality Improvement (4) Apply Quality Improvement filter
- School & Community Partnerships (5) Apply School & Community Partnerships filter
- Summer Learning (4) Apply Summer Learning filter
- Supportive Learning Environment (11) Apply Supportive Learning Environment filter
- Systems Building (3) Apply Systems Building filter
Resource type
Publisher
- (-) Remove Afterschool Matters Journal filter Afterschool Matters Journal
- (-) Remove American Institutes for Research (AIR) filter American Institutes for Research (AIR)
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Administration for Children & Families (ACF) (7) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (2) Apply Afterschool Alliance filter
- BUILD, QRIS National Learning Network (1) Apply BUILD, QRIS National Learning Network filter
- Child Trends (2) Apply Child Trends filter
- National Afterschool Association (NAA) (4) Apply National Afterschool Association (NAA) filter
- National Institute on Out-of-School Time (NIOST) (1) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (1) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (8) Apply Office of Child Care (OCC) filter
- Other (31) Apply Other filter
- Temescal Associates (1) Apply Temescal Associates filter
- US Department of Health and Human Services, US Department of Education (1) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
The Wallace Foundation has created four issue briefs to help state system planners make decisions about spending American Rescue Plan funds. The briefs summarize the evidence on outcomes and implementation guidance and each brief includes a bibliography.
This report summarizes lessons learned from the Wallace Foundation's National Summer Learning Project in the five cities of Boston, Dallas, Jacksonville, Pittsburgh, and Rochester.
The Science of Learning and Development (SoLD) Alliance is exploring ways to strengthen systems and support for whole child learning and development.
This issue brief provides an overview of the prevalence of mental health issues for children and youth. It explores how schools are often the de facto mental health system for children; therefore, schools could be a first step for afterschool programs wanting partnerships for support on mental health needs.
This issue brief describes the importance and impact of involving families in youth development programs. It presents examples of how programs that are part of the New York City Department of Youth and Community Development have used three strategies to engage families: communication, participation, and partnerships.
This journal article documents one OST director’s journey through the process of becoming credentialed. It explores fears and challenges and what she—and her program participants, families, and staff—ultimately gained from the process. This story can bring a personal experience to life for state system planners creating or supporting a school-age credential.
This brief identifies evidence-based prevention tools that are low-cost targeted strategies for SEL. These "kernels" of practice are easy to implement and helpful for afterschool and summer programs that would be challenged to bring a full SEL curriculum to scale due to time or financial constraints.
This issue brief provides a concise overview of Social-Emotional Learning (SEL) approaches that are specific to afterschool, as well as those designed for use across settings. It provides principles and considerations for adapting school-based SEL programs for OST.
This article presents recommendations from the RAND Corporation report, "Getting to Work on Summer Learning." Specifically, it focuses on those recommendations related to the hiring and training of teachers for school district-run summer learning programs.