NCASE Resource Library
This report chronicles the efforts of four cities—Boston, Dallas, Pittsburgh, and Washington, DC—to expand summer program opportunities for low-income students.
This slide deck presents research on how parents, teachers, and Out-of-School Time (OST) providers perceive the value of OST in children’s social, emotional, and academic development.
This report describes the state of afterschool coordination in a set of 75 large U.S. cities seven years after they were first surveyed in 2013. It focuses on three components: a designated coordinating entity, a common data system, and a framework or set of standards for program quality.
This report summarizes survey data collected in 2020, both before and during the pandemic; it is the fourth survey, preceded by findings from 2004, 2009, 2014.
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 classic report clarifies the cost of quality out-of-school time programs, based on data from 111 quality programs in six cities. It provides the mean and range for hourly and daily cost per slot, with an analysis of factors that bring differences to cost.
This report is a summary from a national afterschool conference. It provides details from mayors, program providers, system leaders, and researchers on a range of system building issues including quality improvement and measurement of afterschool performance.
This guide describes how cities and intermediaries can work with afterschool providers across a neighborhood, city, or region to build quality. It explores how to identify a lead organization, engage stakeholders, use a continuous improvement model, and manage data systems. It includes case studies from Georgia, Texas, Illinois, Massachusetts, New York, and Florida.
This report focuses on the four components of system building that the most current evidence and experience suggest are essential: strong leadership, coordination, effective use of data, and a comprehensive approach to quality.