National Center on Afterschool and Summer Enrichment Resource Library

Child Care and Development Fund (CCDF) agencies are required to consider cost information when setting payment rates. Many meet these by doing a narrow cost analysis. This three-part series of issue briefs includes helpful information on: (1) Defining narrow cost analysis; (2) Approaches to narrow cost analysis including cost models and cost surveys; and (3) Using a narrow cost analysis to inform payment rates. These resources can help OST leaders understand how CCDF is moving toward the true cost of quality, equitable staff compensation, and increasing payment rates. This resource addresses equity. 

This issue brief from the Sperling Center for Research and Innovation (SCRI) explores qualitative findings from surveys with summer 2021 staff to identify strategies to help in recruiting and retaining staff. Strategies include a focus on relationships and collaboration, supportive leadership, ensuring flexibility and autonomy, opportunities for personal and professional growth, and additional support staff. A companion toolkit called the Staff Recruitment, Hiring, and Retention Guide includes tip sheets, a rubric for hiring enrichment staff, and other planning tools; it can be found here.  https://www.sperlingcenter.org/resource/staffing-toolkit-for-out-of-school-time-learning-programs/ 

The Virginia Partnership for Out-of-School Time (VPOST) developed a map of OST programs and the relationship with population density, poverty, and Social Vulnerability Index in Virginia as a way to highlight gaps in the availability of programs. The OST Access Map project is now being used as an advocacy tool to expand access to more children. This project could serve as a model for other states.

This video series by the Yale Center for Emotional Intelligence consists of seven staff development videos plus companion reflections and activities for both staff and youth that are being released in batches in winter/spring 2023. They teach adults the skills and tools of emotional intelligence, specifically, how to learn/improve and then teach youth RULER skills--Recognizing, Understanding, Labeling, Expressing, and Regulating emotions.

This study by the Institute for the Study of Resilience in Youth, commissioned by the National Summer Learning Association, was designed to help practitioners, policymakers, and researchers understand the youth perspective on two kinds of summer experiences—structured and unstructured. This representative sample of youth found that youth in structured programs reported feeling more happiness, positive emotions, interest, and better school preparedness than youth in unstructured settings. This could be used to help build the case for more structured summer learning opportunities for children and youth.

In this BUILD Initiative webinar, speakers from Migration Policy Institute and Civitas Strategies share fiscal and policy supports that would be beneficial for refugee and asylum families and children. Strategies include language access, increased workforce diversity, accessible two-generation approaches, coordination with refugee resettlement agencies, and trauma-informed practices. This resource supports equity.

The Afterschool Alliance, in partnership with the National League of Cities, has created a map and a chart that shows where states, cities, and school districts are investing COVID-19 relief funds. The charts show how funds are being used, including American Rescue Plan, ESSER III, and local recovery funds. The majority of funds are being used to increase access to afterschool and summer programs, and in addition for teen jobs programs, technology, and staff supports.

This user-friendly toolkit includes a wealth of resources and examples needed to start or grow a program. It has four sections: (1) Starting a program; (2) Running a program; (3) Sustaining a program; and (4) Getting help. Within each section there are links to existing program start-up guides, connections to curriculum and professional development, funding, marketing and media, and partnerships. This resource supports equity.  

For the first time, this analysis of America After 3PM data provides an in-depth look at the afterschool experiences of Native American children and youth, including the availability of afterschool programs, qualities Native American parents care most about in afterschool programs, and potential areas of growth for the afterschool field to reach more Native American young people.

Temescal Associates sponsored this webinar to explore the concerns being raised about youth mental health following their return to school and afterschool after the COVID shutdown. It features Dr. Gil Noam from Partnerships in Education and Resiliency (PEAR) and a panel with Eric Gurna, consultant and former President of LA's Best, and Diane Carrillo from ARC-Experience. With surveys indicating that 30 percent of youth need intervention, and the shortage of mental health clinicians, the panel explores the role out-of-school can play in supporting youth mental health through trauma-informed practice and in providing routine and structure, physical outlets, positive behavior management, and helping youth learn self-management through activities like yoga and mindfulness. This resource supports resiliency.