NCASE Resource Library
Reset Selections
Topics
- (-) Remove School & Community Partnerships filter School & Community Partnerships
- Culturally Responsive Practice & Inclusion (7) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (5) Apply Family and Community Engagement filter
- Professional Development (8) Apply Professional Development filter
- Program Design and Management (8) Apply Program Design and Management filter
- Quality Improvement (11) Apply Quality Improvement filter
- Subsidy, Eligibility, and Equal Access (2) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (7) Apply Summer Learning filter
- Supportive Learning Environment (13) Apply Supportive Learning Environment filter
- Systems Building (8) Apply Systems Building filter
Resource type
Publisher
- (-) Remove Center on Enhancing Early Learning Outcomes (CEELO) filter Center on Enhancing Early Learning Outcomes (CEELO)
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Administration for Children & Families (ACF) (3) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (7) Apply Afterschool Alliance filter
- Afterschool Matters Journal (1) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (4) Apply American Institutes for Research (AIR) filter
- Child Trends (2) Apply Child Trends filter
- Collaborative Communications (1) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (2) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Harvard Family Research Project (2) Apply Harvard Family Research Project filter
- National Summer Learning Association (NSLA) (8) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (7) Apply Office of Child Care (OCC) filter
- Other (34) Apply Other filter
- US Department of Education (3) Apply US Department of Education filter
Search Results
Filter By
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.
The Wallace Foundation has created four issue briefs to help state system planners make decisions about spending American Rescue Plan funds. The briefs summarize the evidence on outcomes and implementation guidance and each brief includes a bibliography.
These five podcasts feature promising practices from the Partnerships for Social and Emotional Learning Initiative (PSELI). The episodes focus on developing the capacity of adults to promote SEL, building effective partnerships, the role of coaches, and coordination between school and out-of-school programs. This resource supports the COVID-19 response.
This report describes the state of afterschool coordination in a set of 75 large U.S. cities seven years after they were first surveyed in 2013. It focuses on three components: a designated coordinating entity, a common data system, and a framework or set of standards for program quality.
This report shares evaluation findings from 2017 of the longer-term impacts of a summer learning project in five school districts: Boston, Dallas, Duval County in Florida, Pittsburgh, and Rochester. It explores the effects of two consecutive summers of voluntary, full-day programming for at least 20 days three school years after the second summer of programming.
The report and executive summary review lessons learned from the first two years of the Partnership for Social-Emotional Learning Initiative (PSELI). Findings are based on surveys, interviews, and observations from 38 partnerships in 6 sites about the barriers and solutions to school-OST partnerships on SEL.
This issue brief describes three distinct models for effective afterschool system governance. The models emerged out of a literature review and interviews with leaders from 15 cities.
This webinar explores ways to create a framework for continuity, consistency, equity and developmentally appropriate practice between early childhood and schools. The focus is on birth to grade three and can be helpful for school-age to consider. The ideas and state examples suggest we need to align practices and polices through cross-sector relationships.