NCASE Resource Library
In this series of reports, Child Care Aware of America explores child care challenges and how to accelerate needed changes to offer accessible, affordable, and quality care. The first report provides state-by-state information on Supply and Quality Trends.
The State of California has allocated an unprecedented sum of $4.6 billion in one-time relief and $3.4 billion in permanent funding to expand afterschool and summer learning opportunities.
This report from the Rand Corporation provides lessons learned from the Wallace Foundation's Partnership for Social and Emotional Learning Initiative (PSELI). Since 2017, six cities each have 5-7 partnerships each to explore how children benefit if schools and out-of-school collaborate to improve climate and foster social-emotional learning.
This report from the Urban Institute explores the use of CCDF child care subsidy payment rates and practices to try to expand the supply of specific types of child care that are in shorter supply (e.g., infants and toddlers, children with special needs, those needing non-traditional hour care, in communities of color).
This report builds on previously published data on the needs of family, friend, and neighbor (FFN) care to provide recommendations to sustain this important source of care beyond the pandemic. It outlines the need to increase funding for FFN and to the community-based organizations that support them, especially for families and providers of color.
This report captures information gained from school district leaders, 21st CCLC state program staff, state afterschool network leaders, state education departments, and program partners to better understand the systems of support in district-led and publicly funded summer learning programs in urban districts.
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 by Prenatal to Five Fiscal Strategies provides a detailed summary of the process and the findings from New Mexico's cost study and cost estimation model in their effort to inform subsidy rate setting. The report shares cost of quality across age ranges, including school-age, and levels of quality in QRIS.
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 report chronicles the efforts of four cities—Boston, Dallas, Pittsburgh, and Washington, DC—to expand summer program opportunities for low-income students.