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 (5) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (2) Apply Family and Community Engagement filter
- Program Design and Management (5) Apply Program Design and Management filter
- Quality Improvement (11) Apply Quality Improvement filter
- School & Community Partnerships (4) Apply School & Community Partnerships filter
- Supportive Learning Environment (5) Apply Supportive Learning Environment filter
- Systems Building (10) Apply Systems Building filter
Resource type
Publisher
- (-) Remove National Institute on Out-of-School Time (NIOST) filter National Institute on Out-of-School Time (NIOST)
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Administration for Children & Families (ACF) (1) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (5) Apply Afterschool Alliance filter
- American Institutes for Research (AIR) (2) Apply American Institutes for Research (AIR) filter
- Child Trends (3) Apply Child Trends filter
- National Summer Learning Association (NSLA) (1) Apply National Summer Learning Association (NSLA) filter
- Office of Head Start (1) Apply Office of Head Start filter
- Other (20) Apply Other filter
- US Department of Education (1) Apply US Department of Education 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
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 shares evaluation findings from 2017 of the longer-term impacts of a summer learning project in five school districts: Boston, Dallas, Duval County in Florida, Pittsburgh, and Rochester. It explores the effects of two consecutive summers of voluntary, full-day programming for at least 20 days three school years after the second summer of programming.
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 report offers important insights into how collaboration across sectors can help state and city systems build a more skilled, sustainable workforce that better supports children and youth.
This report discusses the components of strong continuous quality improvement systems, emphasizing ways to safeguard and sustain such systems. It shares lessons learned from afterschool quality system leaders who took part in a multi-year Wallace-funded initiative for cities.
This website provides links to all issues of Afterschool Matters, a national, peer-reviewed journal aimed at practitioners who develop and manage youth programs, as well as researchers and policymakers. The journal is published two to three times a year; each journal is 48-60 pages. Articles on almost any topic related to school-age care are available here.