NCASE Resource Library
This guide/toolkit, created by EducationCounsel and the Wallace Foundation, can help district leaders, OST providers, and intermediaries identify federal funding streams to support equitable access to summer and afterschool learning.
This report captures information gained from school district leaders, 21st CCLC state program staff, state afterschool network leaders, state education departments, and program partners to better understand the systems of support in district-led and publicly funded summer learning programs in urban districts.
On May 27, 2022, the Centers for Disease Control and Prevention (CDC) released their latest guidance on the coronavirus for day and overnight camps.
This report by Prenatal to Five Fiscal Strategies provides a detailed summary of the process and the findings from New Mexico's cost study and cost estimation model in their effort to inform subsidy rate setting. The report shares cost of quality across age ranges, including school-age, and levels of quality in QRIS.
This guide, by the Oregon Department of Education, offers an inspiring vision for summer learning in the post-pandemic world, prioritizing those most in need. It includes a focus on mental health and well-being and providing learning opportunities that can ignite and renew engagement, foster learning, and nourish in-person connections.
This guide, published by The Partnership for Children and Youth and the National Summer Learning Association is designed to support education leaders with summer planning. It includes foundational research, best practices, and sections on core values, laying the groundwork for success, research on quality, and road blocks to remove on funding and policies.
This report chronicles the efforts of four cities—Boston, Dallas, Pittsburgh, and Washington, DC—to expand summer program opportunities for low-income students.
This slide deck presents research on how parents, teachers, and Out-of-School Time (OST) providers perceive the value of OST in children’s social, emotional, and academic development.
This report examines data from 31,000 households about their children's experiences in STEM learning in afterschool. Findings indicate that compared to 2014 data, in 2020 more afterschool programs are offering STEM, but gender and income inequities exist.
This report is based on the scant literature and interviews with 28 experts to explore issues of equity in the subsidy system. It includes a chart about the process of getting a subsidy, concerns about policies, and potential strategies to build equity.