NCASE Resource Library
Reset Selections
Topics
- (-) Remove Professional Development filter Professional Development
- Culturally Responsive Practice & Inclusion (24) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (10) Apply Family and Community Engagement filter
- Health and Safety and Licensing (4) Apply Health and Safety and Licensing filter
- Program Design and Management (10) Apply Program Design and Management filter
- Quality Improvement (19) Apply Quality Improvement filter
- School & Community Partnerships (9) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (7) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (10) Apply Summer Learning filter
- Systems Building (22) Apply Systems Building filter
Resource type
- (-) Remove Journal article filter Journal article
- (-) Remove Report filter Report
- Issue brief (40) Apply Issue brief filter
- Other (7) Apply Other filter
- Tool kit (29) Apply Tool kit filter
- Video/video series (4) Apply Video/video series filter
- Webinar (10) Apply Webinar filter
- Website (4) Apply Website filter
Publisher
- (-) Remove National Institute on Out-of-School Time (NIOST) filter National Institute on Out-of-School Time (NIOST)
- (-) Remove Other filter Other
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Afterschool Matters Journal (1) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (2) 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
- Child Trends (1) Apply Child Trends filter
- National Women's Law Center (1) Apply National Women's Law Center 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
Search Results
Filter By
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 report captures what was shared at an October 2019 Conference about the challenges of teaching social and emotional learning (SEL) in afterschool programs. It provides a brief history of the growing focus on SEL, along with a summary of remarks by national leaders.
With an emphasis on equity and inclusion, this white paper outlines promising practices for engaging families in STEM as a means of increasing youth participation and retention in STEM pathways. Parents play a critical role in engaging youth in STEM activities and careers, especially for girls, youth of color, low-income youth, and youth with disabilities.
This report aims to challenge the prevailing discourse about Black children from one that overemphasizes limitations and deficits to one that draws upon strengths, assets, and resilience.
Through a survey, this research study explored what Out-of-School Time (OST) program staff need in order to feel better prepared to support the inclusion of school-aged children with special needs in their programs. Results indicated that professional development on inclusion is key to success. These findings can inform policy and programmatic decisions on professional development.
This important report from the Aspen Institute's National Commission on Social, Emotional, and Academic Development explores how the development of social emotional skills and competencies are essential for children and youth to thrive in school, career, and life.
This journal article describes the Center for Study of Social Policy's Youth Thrive Framework that is based on how the research on resilience, positive youth development, neuroscience, and trauma can help lead to healthy development and well-being for youth. There are multiple examples of how the Framework can be used to modify frontline practice, policy, and organizational culture.
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.
This resource is a clearinghouse of data on supports for early childhood program leaders in state-by-state profiles, with a national overview. School-age leaders can learn what their state mandates for leadership qualifications as required by licensing and QRIS. They can also learn about higher education opportunities, salaries, and other key supports.