NCASE Resource Library
Reset Selections
Topics
- (-) Remove Professional Development filter Professional Development
- Culturally Responsive Practice & Inclusion (18) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (7) Apply Family and Community Engagement filter
- Health and Safety and Licensing (4) Apply Health and Safety and Licensing filter
- Program Design and Management (5) Apply Program Design and Management filter
- School & Community Partnerships (4) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (6) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (5) Apply Summer Learning filter
- Supportive Learning Environment (11) Apply Supportive Learning Environment filter
- Systems Building (17) Apply Systems Building filter
Resource type
Publisher
- (-) Remove Child Trends filter Child Trends
- (-) Remove Other filter Other
- (-) Remove RETIRED -- The After-School Corporation (TASC) filter RETIRED -- The After-School Corporation (TASC)
- American Institutes for Research (AIR) (2) Apply American Institutes for Research (AIR) filter
- Aspen Institute (1) Apply Aspen Institute filter
- National Institute on Out-of-School Time (NIOST) (1) Apply National Institute on Out-of-School Time (NIOST) filter
- Search Institute (1) Apply Search Institute 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.
Mary Pauper: A Historical Explanation of Early Care and Education Compensation, Policy, and Solution
The intent of this report by Child Trends is to build understanding of equity issues that have impacted early childhood education from a historical perspective between 1400 and the present day. It answers the question: How can racial equity be centered in policy and advocacy to support compensation, preparation, and standards?
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.
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.
For this report, the Chicago teen program, After School Matters, partnered with the American Institutes for Research (AIR) to conduct surveys to understand three key topics as they relate to the unique circumstances of summer 2020: (1) teen experiences, (2) instructor experiences, and (3) program quality.
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 national study explores how low-income children's access to early childhood education might differ from their higher-income peers and how child care subsidy policies can close the gap. The study assigned states to one of five profiles based on a package of subsidy policies to produce findings about which packages provide equity in access to high quality programs.
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.