NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (37) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (15) Apply Family and Community Engagement filter
- Health and Safety and Licensing (6) Apply Health and Safety and Licensing filter
- Professional Development (16) Apply Professional Development filter
- Program Design and Management (11) Apply Program Design and Management filter
- Quality Improvement (26) Apply Quality Improvement filter
- School & Community Partnerships (12) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (15) Apply Subsidy, Eligibility, and Equal Access filter
- Systems Building (36) Apply Systems Building filter
Resource type
- (-) Remove Report filter Report
- Infographic (4) Apply Infographic filter
- Issue brief (68) Apply Issue brief filter
- Journal article (2) Apply Journal article filter
- Other (21) Apply Other filter
- Tool kit (39) Apply Tool kit filter
- Video/video series (5) Apply Video/video series filter
- Webinar (31) Apply Webinar filter
- Website (7) Apply Website filter
Publisher
- Afterschool Alliance (1) Apply Afterschool Alliance filter
- American Institutes for Research (AIR) (1) Apply American Institutes for Research (AIR) filter
- American Youth Policy Forum (1) Apply American Youth Policy Forum filter
- Education Development Center (EDC) (1) Apply Education Development Center (EDC) filter
- National Women's Law Center (1) Apply National Women's Law Center filter
- Other (13) Apply Other filter
- Search Institute (1) Apply Search Institute filter
- The Forum for Youth Investment, The Wallace Foundation (1) Apply The Forum for Youth Investment, The Wallace Foundation filter
- The Wallace Foundation (6) Apply The Wallace Foundation filter
Search Results
Filter By
The White House held a conference in September 2022 to develop a goal to end hunger in America and increase healthy eating and physical activity by 2030 to reduce diet-related diseases. This report is a playbook to meet this strategy and to reduce food insecurity from 10% to less than 1% of households.
This report from the Rand Corporation provides lessons learned from the Wallace Foundation's Partnership for Social and Emotional Learning Initiative (PSELI). Since 2017, six cities each have 5-7 partnerships each to explore how children benefit if schools and out-of-school collaborate to improve climate and foster social-emotional learning.
This series of four reports on LGBTQ (lesbian, gay, bisexual, transgender, and queer) students of color by GLSEN (Gay, Lesbian and Straight Education Network) examines the experiences of Black, Asian American and Pacific Islander, Latinx, and Native and Indigenous LGBTQ youth.
This report builds on previously published data on the needs of family, friend, and neighbor (FFN) care to provide recommendations to sustain this important source of care beyond the pandemic. It outlines the need to increase funding for FFN and to the community-based organizations that support them, especially for families and providers of color.
This report captures information gained from school district leaders, 21st CCLC state program staff, state afterschool network leaders, state education departments, and program partners to better understand the systems of support in district-led and publicly funded summer learning programs in urban districts.
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 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 news report links to a lengthy report by AIR researchers that analyzed 10 years of data from the nation’s largest public school district and found that in-school or out-of-school suspensions did not reduce future misbehavior, nor result in improved academic achievement for peers, or perceptions of positive school climate.
This brief presents one city’s efforts to engage huge numbers of children and youth in summer programming through the strategic use of extensive public-private partnerships. It offers to other cities a promising model for bringing together program leaders, schools and universities, city planners, philanthropists, businesses, and researchers to benefit children.
This newly updated and expanded report provides a framework for understanding social and emotional learning (SEL). It can be used as a reference to compare the content and evidence of effectiveness of 33 SEL programs for elementary-age and preschool-age children.