NCASE Resource Library
Reset Selections
Topics
- (-) Remove Family and Community Engagement filter Family and Community Engagement
- (-) Remove Professional Development filter Professional Development
- (-) Remove Subsidy, Eligibility, and Equal Access filter Subsidy, Eligibility, and Equal Access
- Culturally Responsive Practice & Inclusion (4) Apply Culturally Responsive Practice & Inclusion filter
- Program Design and Management (2) Apply Program Design and Management filter
- Quality Improvement (2) Apply Quality Improvement filter
- Summer Learning (1) Apply Summer Learning filter
- Systems Building (3) Apply Systems Building filter
Resource type
Publisher
- (-) Remove Administration for Children & Families (ACF) filter Administration for Children & Families (ACF)
- (-) Remove Afterschool Alliance filter Afterschool Alliance
- (-) Remove National Institute on Out-of-School Time (NIOST) filter National Institute on Out-of-School Time (NIOST)
- Administration for Children & Families (ACF) (2) Apply Administration for Children & Families (ACF) filter
- American Institutes for Research (AIR) (2) Apply American Institutes for Research (AIR) filter
- Child Trends (3) Apply Child Trends filter
- Harvard Family Research Project (1) Apply Harvard Family Research Project filter
- National Summer Learning Association (NSLA) (1) Apply National Summer Learning Association (NSLA) filter
- Other (20) Apply Other filter
- The Wallace Foundation (5) Apply The Wallace Foundation filter
Search Results
Filter By
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 summarizes survey data collected in 2020, both before and during the pandemic; it is the fourth survey, preceded by findings from 2004, 2009, 2014.
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.