NCASE Resource Library
The Bipartisan Policy Center conducted an analysis of 184 of the Tribal Child Care Plans and other data to identify ways to better meet the needs of American Indian and Alaska Native children, both living on and off reservations.
This issue brief from the Center for American Progress highlights strategies that will provide transformative structural change to equitably reach all families who need care.
This issue brief by Temescal Associates and the How Kids Learn Foundation is designed to help AfterSchool staff understand and respond to the needs of youth who are grieving or experiencing loss due to the pandemic, the opioid crisis, or rising gun and racial violence. It reviews topics such as prevalence, effects on young people, grief-responsive teaching, and self-care for adults.
The Urban Institute created this fact sheet to provide a summary of previous research on changing subsidy policies and procedures. It spells out seven ways states can make child care more accessible and equitable for families and more efficient for agencies. This resource supports equity.
This issue brief by Temescal Associates and How Kids Learn Foundation explores how involving youth as OST workers provides opportunities to advance youth in their development, and to develop their leadership and career skills by serving as tutors, mentors, and activity assistants.
The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of resources focused on addressing equity in Out-of-School Time.
Given the prominence of the child care licensing system, it is important to determine how it can be more equitable on behalf of the providers, and the children and families it serves. This issue brief provides questions for licensing administrators and their staff to help identify and consider inequities in the licensing systems.
When the COVID-19 pandemic disrupted in-person schooling during the 2020-2021 academic year, children participated in school from the classroom, from home, and from out-of-school time (OST) programs on remote learning days.
The disruptions caused by the COVID-19 pandemic coincide with increased attention to issues of racial injustice. Federal support, including funding, is available to rebuild early childhood and Out-of-School time (OST) care, to address inequities that have historically diminished opportunities for children and families.
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.