NCASE Resource Library
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?
The report includes a rationale for addressing thriving, equity, and development together; exploration of a way to create more powerful definitions to drive systems change efforts; and a deep dive into the dimensions that contribute to individual and collective thriving.
This report summarizes findings of a Child Trends survey to learn how states are using the additional federal funds to expand services for eligible children and implement CCDBG Reauthorization requirements.
This issue brief analyzes the alignment of state statutes and regulations with the Whole School, Whole Community, and Whole Child (WSCC) model that is developed by Centers for Disease Control and ASCD (Association for Supervision and Curriculum Development).
This national study explores how low-income children's access to early childhood education might differ from their higher-income peers and how child care subsidy policies can close the gap. The study assigned states to one of five profiles based on a package of subsidy policies to produce findings about which packages provide equity in access to high quality programs.
This executive summary reports on a three-year study of Youth Program Quality Improvement in 87 sites in four states that included quality assessment, improvement plans, coaching by managers, and staff training. The approach led to higher quality instructions across programs even where there was manager turnover, low staff education, and varying adult-youth ratios.
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.