NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (36) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (11) Apply Family and Community Engagement filter
- Health and Safety and Licensing (3) Apply Health and Safety and Licensing filter
- Program Design and Management (14) Apply Program Design and Management filter
- Quality Improvement (11) Apply Quality Improvement filter
- School & Community Partnerships (12) Apply School & Community Partnerships filter
- Summer Learning (7) Apply Summer Learning filter
- Supportive Learning Environment (24) Apply Supportive Learning Environment filter
- Systems Building (24) Apply Systems Building filter
Resource type
Publisher
- (-) Remove Other filter Other
- (-) Remove Temescal Associates filter Temescal Associates
- Administration for Children & Families (ACF) (8) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (1) Apply Afterschool Alliance filter
- Bipartisan Policy Center (1) Apply Bipartisan Policy Center filter
- Child Trends (1) Apply Child Trends filter
- National Afterschool Association (NAA) (1) Apply National Afterschool Association (NAA) filter
- Office of Child Care (OCC) (11) Apply Office of Child Care (OCC) filter
- Opportunities Exchange (1) Apply Opportunities Exchange filter
- Urban Institute (2) Apply Urban Institute filter
- US Department of Health and Human Services, US Department of Education (1) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
The Center for Law and Policy has created this list of state-by-state increases for FY 2023 CCDBG appropriations. The Ominibus Bill includes $8 billion in total annual discretionary funds for CCDBG, which represents a 30 percent increase, providing an opportunity to respond to increased needs and ensure funding keeps up with rising inflation.
This issue brief from the Center for American Progress highlights strategies that will provide transformative structural change to equitably reach all families who need care.
This issue brief by the Philadelphia Hospital and Health Care District 1199C Training and Fund explores how apprenticeships can integrate theory and practice while connecting to a college degree. It provides an in-depth look at the PA Early Childhood Education Apprenticeship Program.
This issue brief by Temescal Associates and How Kids Learn Foundation explores how involving youth as OST workers provides opportunities to advance youth in their development, and to develop their leadership and career skills by serving as tutors, mentors, and activity assistants.
This issue brief, published by Temescal Associates and How Kids Learn Foundation, outlines how out-of-school time (OST) programs can provide a professional pathway into relieving the national teacher shortage, which has worsened during the pandemic.
This chapter of the SAGE Encyclopedia of Out-of-School Learning examines specific issues, current research, and policy questions related to the access and equity frameworks as they are applied to out-of-school time. It outlines strategies so Out-of-School Time (OST) learning is a collaborative engagement between children and staff with social, emotional, cultural, and history-based approaches.
This issue brief focuses on three ways to support the early care and education (ECE) workforce: (1) Increasing access to education and career growth; (2) reinforcing workers overall economic well-being; and (3) improving working conditions. MDRC, which published this article, is launching a new national project to examine a variety of approaches.
This brief outlines the state of rural afterschool resources. Currently, only 13 percent of rural children participate in afterschool programs compared with 25 percent of urban children; these discrepancies are due to barriers including diverse funding sources, transportation, facilities, staffing, and programming supports.
This guidebook provides a definition of access and how to measure access across different types of settings. It also describes indicators of access, how to measure the indicators, and what data sources exist. While it is primarily designed for birth to age 5, the model can be adapted for use in studying access for school-age care.
This report introduces the concept of child care deserts, where there is limited or no access to high quality child care.