NCASE Resource Library
Reset Selections
Topics
- (-) Remove Program Design and Management filter Program Design and Management
- Culturally Responsive Practice & Inclusion (16) Apply Culturally Responsive Practice & Inclusion filter
- Health and Safety and Licensing (4) Apply Health and Safety and Licensing filter
- Professional Development (9) Apply Professional Development filter
- School & Community Partnerships (3) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (4) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (5) Apply Summer Learning filter
- Supportive Learning Environment (12) Apply Supportive Learning Environment filter
- Systems Building (16) Apply Systems Building filter
Resource type
- (-) Remove Report filter Report
- Infographic (1) Apply Infographic filter
- Issue brief (20) Apply Issue brief filter
- Other (4) Apply Other filter
- Tool kit (24) Apply Tool kit filter
- Video/video series (3) Apply Video/video series filter
- Webinar (7) Apply Webinar filter
- Website (3) Apply Website filter
Publisher
- (-) Remove Other filter Other
- (-) Remove The After-School Corporation (TASC) filter The After-School Corporation (TASC)
- Afterschool Alliance (2) Apply Afterschool Alliance filter
- American Institutes for Research (AIR) (1) Apply American Institutes for Research (AIR) filter
- Child Trends (1) Apply Child Trends filter
- National Institute on Out-of-School Time (NIOST) (1) Apply National Institute on Out-of-School Time (NIOST) filter
- The Forum for Youth Investment, The Wallace Foundation (2) Apply The Forum for Youth Investment, The Wallace Foundation filter
- The Wallace Foundation (9) Apply The Wallace Foundation filter
Search Results
Filter By
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 provides a synthesis of 76 high quality studies on the impact of COVID-19 on young children and early childhood education programs. The studies and accompanying evidence-based and equity-centered policy recommendations were created by 10 leading scholars and 10 leaders in policy and practice for early childhood.
This report provides an overview of different ways states can design contracts; it is based on a literature review and convening of 26 state administrators, researchers, and advocates. Contracts can bring stability that the field needs and provide more equitable supports around access, salaries, benefits, and professional development.
This report provides an overview of policies for Home-Based Child Care (HBCC). Child Trends scanned all 50 states and D.C. to explore HBCC policies on licensing, subsidy, QRIS, and funding. The goal of the report is to highlight states that might be good case studies for supportive policies for HBCC.
Based on interviews with 20 experts about strategies to support the child care workforce, this report presents a set of 19 diverse state and local policies strategies to build a stronger and more equitable workforce. It includes strategies in response to the pandemic crisis and ways to maximize impact through contracts, expanding family child care (FCC) networks, and shared services.
This report provides a seven-step equity and inclusion framework for understanding different dimensions of racism. It addresses how to identify and analyze the root causes of racial inequities and how to establish shared values and a common understanding to advance and embed race equity and inclusion in an organization.
With an emphasis on equity and inclusion, this white paper outlines promising practices for engaging families in STEM as a means of increasing youth participation and retention in STEM pathways. Parents play a critical role in engaging youth in STEM activities and careers, especially for girls, youth of color, low-income youth, and youth with disabilities.
This report aims to challenge the prevailing discourse about Black children from one that overemphasizes limitations and deficits to one that draws upon strengths, assets, and resilience.
This report highlights the importance of healthy, supportive relationships to positive youth outcomes.
This quality outcomes study of a summer program in Seattle Public Schools provides evaluative evidence for an instructional model that showed positive change in academic performance and high quality instructional practices.