NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (230) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (104) Apply Family and Community Engagement filter
- Health and Safety and Licensing (53) Apply Health and Safety and Licensing filter
- Program Design and Management (119) 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 (78) 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 (4) Apply Infographic filter
- Issue brief (82) Apply Issue brief filter
- Journal article (3) Apply Journal article filter
- Other (30) Apply Other filter
- Report (41) Apply Report filter
- Tool kit (43) Apply Tool kit filter
- Video/video series (5) Apply Video/video series filter
- Webinar (39) Apply Webinar filter
- Website (12) Apply Website filter
Publisher
- Administration for Children & Families (ACF) (33) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (11) 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 (4) Apply BUILD, QRIS National Learning Network 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) (3) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- National Afterschool Association (NAA) (12) Apply National Afterschool Association (NAA) filter
- National Institute on Out-of-School Time (NIOST) (3) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (3) 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) (47) 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 (87) Apply Other filter
- Search Institute (2) Apply Search Institute filter
- Temescal Associates (2) 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 (17) Apply The Wallace Foundation filter
- Urban Institute (3) Apply Urban Institute filter
- US Department of Education (2) 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 blog points out that there is a clear need to invest in and expand early care and education programs that serve Native American children and families. Federal law often sets funding levels as a percentage of total authorization without determining funding based on tribal populations or needs that reflect disproportionately higher unemployment and poverty.
Based on a survey of parents or guardians of school-aged children living in a rural community, this blog provides insights into the current afterschool and summer program landscape in rural America, in particular the significant and rising unmet demand in rural communities.
This report chronicles the efforts of four cities—Boston, Dallas, Pittsburgh, and Washington, DC—to expand summer program opportunities for low-income students.
Staffing shortages preceded the pandemic, but have been exacerbated by them, leading to a drop in capacity to enroll and serve youth at a time that these supports are most needed.
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 webinar shares information from a study about the state of relationships in schools and Out-of-School Time (OST) programs in Minnesota by the Search Institute.
This report summarizes findings from focus groups and interviews from four states (WI, MA, CA, FL) about why family child care providers enter the field, stay in the work, or leave the field.
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.
This issue brief outlines eight strategies with state examples for improving child care compensation: (1) compensation scales and standards; (2) wage stipends and bonus payments, (3) tax credits for child care educators; (4) ARPA stabilization subgrants; (5) child care assistance; (6) benefits; (7) appr
This issue brief, published by Temescal Associates and How Kids Learn Foundation, outlines how out-of-school time (OST) programs can provide a professional pathway into relieving the national teacher shortage, which has worsened during the pandemic.