NCASE Resource Library
Reset Selections
Topics
- (-) Remove Professional Development filter Professional Development
- (-) Remove Subsidy, Eligibility, and Equal Access filter Subsidy, Eligibility, and Equal Access
- Culturally Responsive Practice & Inclusion (9) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (2) Apply Family and Community Engagement filter
- Quality Improvement (8) Apply Quality Improvement filter
- School & Community Partnerships (4) Apply School & Community Partnerships filter
- Summer Learning (5) Apply Summer Learning filter
- Supportive Learning Environment (5) Apply Supportive Learning Environment filter
- Systems Building (8) Apply Systems Building filter
Resource type
Publisher
- (-) Remove Afterschool Alliance filter Afterschool Alliance
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Administration for Children & Families (ACF) (1) Apply Administration for Children & Families (ACF) filter
- Afterschool Matters Journal (2) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (2) Apply American Institutes for Research (AIR) filter
- Child Trends (3) Apply Child Trends filter
- National Institute on Out-of-School Time (NIOST) (3) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (1) Apply National Summer Learning Association (NSLA) filter
- Other (19) Apply Other filter
Search Results
Filter By
This report summarizes the results of the fifth waive of the Afterschool in the Time of COVID-19 Survey, conducted between November 1-December 13, 2021, prior to full impact of the Omicron variant. The top two concerns for providers were: (1) finding staff to hiring staffing shortages, and (2) maintaining staff levels through health and safety concerns.
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 newly updated and expanded report provides a framework for understanding social and emotional learning (SEL). It can be used as a reference to compare the content and evidence of effectiveness of 33 SEL programs for elementary-age and preschool-age children.
This report summarizes survey data collected in 2020, both before and during the pandemic; it is the fourth survey, preceded by findings from 2004, 2009, 2014.
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 offers information to aid summer learning leaders in securing and maintaining support for programs. It summarizes lessons learned from interviews with 60 school district staff and 20 policy experts on federal, state, city, and district funding and policies.
This classic report clarifies the cost of quality out-of-school time programs, based on data from 111 quality programs in six cities. It provides the mean and range for hourly and daily cost per slot, with an analysis of factors that bring differences to cost.
This article presents recommendations from the RAND Corporation report, "Getting to Work on Summer Learning." Specifically, it focuses on those recommendations related to the hiring and training of teachers for school district-run summer learning programs.