NCASE Resource Library
Reset Selections
Topics
- (-) Remove Family and Community Engagement filter Family and Community Engagement
- (-) Remove Professional Development filter Professional Development
- Culturally Responsive Practice & Inclusion (7) Apply Culturally Responsive Practice & Inclusion filter
- Program Design and Management (2) Apply Program Design and Management filter
- Quality Improvement (8) Apply Quality Improvement filter
- School & Community Partnerships (5) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (2) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (3) Apply Summer Learning filter
- Supportive Learning Environment (6) Apply Supportive Learning Environment filter
- Systems Building (7) Apply Systems Building filter
Resource type
Publisher
- (-) Remove American Institutes for Research (AIR) filter American Institutes for Research (AIR)
- (-) Remove Harvard Family Research Project filter Harvard Family Research Project
- (-) Remove The After-School Corporation (TASC) filter The After-School Corporation (TASC)
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Administration for Children & Families (ACF) (1) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (1) Apply Afterschool Alliance filter
- Child Trends (2) Apply Child Trends filter
- Education Development Center (EDC) (1) Apply Education Development Center (EDC) filter
- National Institute on Out-of-School Time (NIOST) (1) Apply National Institute on Out-of-School Time (NIOST) filter
- Other (15) Apply Other filter
Search Results
Filter By
This news report links to a lengthy report by AIR researchers that analyzed 10 years of data from the nation’s largest public school district and found that in-school or out-of-school suspensions did not reduce future misbehavior, nor result in improved academic achievement for peers, or perceptions of positive school climate.
The American Institutes for Research updated their landscape scan of state afterschool networks to find out which states have developed various quality supports. The summary shows which states have or are in process with their quality standards, quality assessment tools, core knowledge and competencies, aligned professional development, credential systems, QRIS, and skill-building initiatives.
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 explores why libraries are well positioned to be allies in increasing family engagement. The strategies shared come from a review of the literature, a survey of library directors, and a learning community of librarians.