NCASE Resource Library
Reset Selections
Topics
- (-) Remove Health and Safety and Licensing filter Health and Safety and Licensing
- (-) Remove Professional Development filter Professional Development
- Culturally Responsive Practice & Inclusion (37) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (15) Apply Family and Community Engagement 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
- Summer Learning (11) Apply Summer Learning filter
- Supportive Learning Environment (23) Apply Supportive Learning Environment filter
- Systems Building (36) Apply Systems Building filter
Resource type
- (-) Remove Report filter Report
- Infographic (3) Apply Infographic filter
- Issue brief (55) Apply Issue brief filter
- Journal article (2) Apply Journal article filter
- Other (27) Apply Other filter
- Tool kit (37) Apply Tool kit filter
- Video/video series (2) Apply Video/video series filter
- Webinar (25) Apply Webinar filter
- Website (12) Apply Website filter
Publisher
- Administration for Children & Families (ACF) (1) Apply Administration for Children & Families (ACF) filter
- American Institutes for Research (AIR) (2) Apply American Institutes for Research (AIR) filter
- Aspen Institute (1) Apply Aspen Institute filter
- Child Trends (1) Apply Child Trends filter
- National Institute on Out-of-School Time (NIOST) (1) Apply National Institute on Out-of-School Time (NIOST) filter
- Other (9) Apply Other filter
- The Wallace Foundation (2) Apply The Wallace Foundation filter
Search Results
Filter By
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.
The Aspen Institute's Roundtable on Community Change summarizes what the participants of the Racial Equity Leadership Development Program learned about how to navigate the terrain and take leadership around race. The strategies are especially for those who want to play more of a role in promoting racial equity but aren't sure where or how to begin.
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.
This report is the result of the work of a committee of experts who outlined a framework for a financing strategy for reliable, accessible, high quality early care and education, including supports for a qualified and well-compensated workforce.
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.
This report discusses the components of strong continuous quality improvement systems, emphasizing ways to safeguard and sustain such systems. It shares lessons learned from afterschool quality system leaders who took part in a multi-year Wallace-funded initiative for cities.
This report provides a portrait of the early childhood workforce compared to 25 years ago, and examines economic insecurity and use of public benefits among this predominantly female, ethnically diverse workforce. Although not addressed specifically in this report, workforce conditions are similarly an important issue for the school-age/Out-of-School Time (OST) field.
This report offers recommendations to build a workforce that is unified by the foundation of the science of child development and early learning and the shared knowledge and competencies that are needed to provide consistent, high-quality support for the development and early learning of children from birth through age 8.