NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (232) Apply Culturally Responsive Practice & Inclusion filter
- Health and Safety and Licensing (53) Apply Health and Safety and Licensing filter
- Professional Development (148) Apply Professional Development filter
- Program Design and Management (120) Apply Program Design and Management filter
- Quality Improvement (135) Apply Quality Improvement filter
- School & Community Partnerships (77) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (80) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (65) Apply Summer Learning filter
- Supportive Learning Environment (195) Apply Supportive Learning Environment filter
Resource type
- Infographic (3) Apply Infographic filter
- Issue brief (71) Apply Issue brief filter
- Journal article (3) Apply Journal article filter
- Other (30) Apply Other filter
- Report (48) Apply Report filter
- Tool kit (37) Apply Tool kit filter
- Video/video series (6) Apply Video/video series filter
- Webinar (39) Apply Webinar filter
- Website (13) Apply Website filter
Publisher
- Administration for Children & Families (ACF) (32) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (10) Apply Afterschool Alliance filter
- Afterschool Matters Journal (2) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (6) Apply American Institutes for Research (AIR) filter
- American Youth Policy Forum (1) Apply American Youth Policy Forum filter
- Aspen Institute (1) Apply Aspen Institute filter
- Bipartisan Policy Center (2) Apply Bipartisan Policy Center filter
- BUILD, QRIS National Learning Network (3) Apply BUILD, QRIS National Learning Network filter
- Centers for Disease Control and Prevention (3) Apply Centers for Disease Control and Prevention filter
- Child Care Aware of America (3) Apply Child Care Aware of America filter
- Child Trends (8) Apply Child Trends filter
- Collaborative Communications (2) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (2) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Education Development Center (EDC) (2) Apply Education Development Center (EDC) filter
- Harvard Family Research Project (1) Apply Harvard Family Research Project filter
- Harvard University Center on the Developing Child (1) Apply Harvard University Center on the Developing Child filter
- National Afterschool Association (NAA) (8) Apply National Afterschool Association (NAA) filter
- National Institute on Out-of-School Time (NIOST) (1) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (5) Apply National Summer Learning Association (NSLA) filter
- National Women's Law Center (1) Apply National Women's Law Center filter
- Office of Child Care (OCC) (43) Apply Office of Child Care (OCC) filter
- Office of Head Start (1) Apply Office of Head Start filter
- Opportunities Exchange (2) Apply Opportunities Exchange filter
- Other (85) Apply Other filter
- RETIRED -- National Association of Child Care Resource & Referral Agencies (NACCRRA) (1) Apply RETIRED -- National Association of Child Care Resource & Referral Agencies (NACCRRA) filter
- Search Institute (2) Apply Search Institute filter
- Temescal Associates (1) Apply Temescal Associates filter
- The Forum for Youth Investment, The Wallace Foundation (2) Apply The Forum for Youth Investment, The Wallace Foundation filter
- The Wallace Foundation (14) Apply The Wallace Foundation filter
- Urban Institute (3) Apply Urban Institute filter
- US Department of Education (3) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (3) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
This report provides a portrait of the early childhood workforce compared to 25 years ago, and examines economic insecurity and use of public benefits among this predominantly female, ethnically diverse workforce. Although not addressed specifically in this report, workforce conditions are similarly an important issue for the school-age/Out-of-School Time (OST) field.
This National Afterschool Association (NAA) brief summarizes the research on the afterschool workforce. It explores the conditions and barriers to building and sustaining a quality afterschool workforce, including pre-service requirements, core knowledge and competencies, provider registries, and credentials/certifications.
This website offers links to thousands of publications and data sets related to child care and early education. Data and resources can be searched by author, state, or topic. For information on out-of-school time issues, try typing in "after school" in the search bar.
On October 5, 2016 the National Center on Afterschool and Summer Enrichment and the National Center on Early Childhood Quality Assurance came together to offer an interactive webinar session to help better understand the needs of States, Territories, and Tribes around supporting school-age children in family child care.
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 tool kit provides resources and links to help programs prepare for, respond to, and recover from a disaster or emergency.
This article outlines the dual importance of building the capacity of educators and of families who have successful family engagement. There are links to other valuable resources.
This PowerPoint presentation explores key principles for effective business management. It describes the concept of shared services. Some slides demonstrate the extensive resources of the ECE Shared Resources tool used by more than 20 states. It provides examples of strengthening business practices in New Hampshire and Pennsylvania.
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.