NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (39) Apply Culturally Responsive Practice & Inclusion filter
- Health and Safety and Licensing (6) Apply Health and Safety and Licensing filter
- Quality Improvement (28) Apply Quality Improvement filter
- School & Community Partnerships (13) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (15) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (12) Apply Summer Learning filter
- Supportive Learning Environment (25) Apply Supportive Learning Environment filter
- Systems Building (38) Apply Systems Building filter
Resource type
- (-) Remove Journal article filter Journal article
- (-) Remove Report filter Report
- Infographic (3) Apply Infographic filter
- Issue brief (80) Apply Issue brief filter
- Other (37) Apply Other filter
- Tool kit (59) Apply Tool kit filter
- Video/video series (7) Apply Video/video series filter
- Webinar (37) Apply Webinar filter
- Website (16) Apply Website filter
Publisher
- Administration for Children & Families (ACF) (1) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (3) Apply Afterschool Alliance filter
- Afterschool Matters Journal (2) 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 (2) Apply Child Trends filter
- Education Development Center (EDC) (1) Apply Education Development Center (EDC) filter
- Harvard Family Research Project (1) Apply Harvard Family Research Project filter
- National Institute on Out-of-School Time (NIOST) (2) Apply National Institute on Out-of-School Time (NIOST) filter
- Other (17) Apply Other filter
- Search Institute (1) Apply Search Institute filter
- The Wallace Foundation (6) Apply The Wallace Foundation filter
Search Results
Filter By
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 journal article documents one OST director’s journey through the process of becoming credentialed. It explores fears and challenges and what she—and her program participants, families, and staff—ultimately gained from the process. This story can bring a personal experience to life for state system planners creating or supporting a school-age credential.
This article explores the challenges and potential of school-afterschool partnerships. Based on interviews with school administrators, afterschool leaders, and front-line staff in three schools, the findings reveal both disconnections and opportunities for fuller communication and collaboration.
This report by the Search Institute highlights the importance of healthy, supportive relationships to positive youth outcomes.
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 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.