SEARCH FOR RESOURCES
The National Center on Afterschool and Summer Enrichment (NCASE) recognizes the importance of supporting system-level leaders and program professionals as they develop resources and opportunities to address racial equity and inclusion in serving school-age children and their families.
The following selected resources address racial equity and inclusion, with a focus on leadership roles, and provide ways to implement these ideas systematically and programmatically.
When the COVID-19 pandemic disrupted in-person schooling during the 2020-2021 academic year, children participated in school from the classroom, from home, and from out-of-school time (OST) programs on remote learning days.
This brief explores the creativity and resourcefulness of federal and state agencies, OST program providers, and other community partners who helped to ensure that children remained connected to caring adults and had safe, nurturing environments in which to engage with online classes and schoolwork.
This document is also available in Spanish.
The 2011 NAA national Core Knowledge and Competencies (CKCs) have been revised in 2021 with an eye toward equity and culturally responsive practices. The retitled Core Knowledge, Skills, and Competencies (CKSCs) reflect updated research and best practices in promoting equity, inclusion, access, and antiracism in youth work. There are 10 content areas, which each have a rationale, as well as skills and competencies that are grouped into three categories: identify, apply, and amplify. The 2019 companion self-assessment tools and guide on practices that support effective social-emotional learning can be found at SEL to the Core: Building from Foundational Youth Development to Support Social and Emotional Learning.
This guide is designed to ensure a strong and equitable workforce pipeline of professionals ready to serve as the field works to increase access to out-of-school time experiences. This guide includes three sections with strategies to make changes in systems, policies, funding, and practice: (1) Recruitment and hiring; (2) Onboarding and professional development; and (3) Performance reviews and feedback. Each section includes best practices to increase equity and mitigate bias, guiding questions, and a rich list of related resources.
The disruptions caused by the COVID-19 pandemic coincide with increased attention to issues of racial injustice. Federal support, including funding, is available to rebuild early childhood and Out-of-School time (OST) care, to address inequities that have historically diminished opportunities for children and families.
This research brief, “Addressing Equity in Out-of-School Time” is the fifth in a periodic series published by the National Center on Afterschool and Summer Enrichment (NCASE) to build awareness of research and promising practices in the field of school-age child care. With multiple resources and highlighting the work of state and Tribal programs, the brief supports building and sustaining equitable systems and practices for OST.
This resource is also available in Spanish.
For the first time, an analysis of America After 3PM data examines the experience of children with special needs and disabilities in afterschool programs compared to the overall population of afterschool children. It reviews survey responses on the opportunities available to these children in programs, qualities their parents care most about in afterschool programs, and areas of growth for the afterschool field to reach all young people with special needs or disabilities.
Power to the Profession is a national collaboration to define the Early Childhood Profession for those serving children birth to age 8 by establishing a framework for career pathways, preparation, competencies, responsibilities and compensation. The report is the result of a multi-year profession-led effort that included many national organizations, and input from professionals through online surveys, focus groups, and events. There is also a full report, a report in Spanish, and a recording of the launch event that can be found at http://powertotheprofession.org/
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. The report provides information about why STEM learning is important for all youth, along with recommendations for strengthening STEM learning for all. This resource supports equity.
This brief highlights the benefits of participation in 21st CCLCs based on their statewide evaluations. Benefits include: promoting academic growth; keeping kids connected and building relationships; engaging, inspiring, and motivating students; and preparing youth for life after high school.
The report includes a rationale for addressing thriving, equity, and development together; exploration of a way to create more powerful definitions to drive systems change efforts; and a deep dive into the dimensions that contribute to individual and collective thriving. To help easily access the key concepts, there is a companion series of briefs including a summary, synthesis of research findings, and expanded definitions of thriving, equity, and learning and development that are clear, actionable, research based, and change focused.