NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (81) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (30) Apply Family and Community Engagement filter
- Health and Safety and Licensing (13) Apply Health and Safety and Licensing filter
- Program Design and Management (43) Apply Program Design and Management filter
- Quality Improvement (38) Apply Quality Improvement filter
- Summer Learning (21) Apply Summer Learning filter
- Supportive Learning Environment (78) Apply Supportive Learning Environment filter
- Systems Building (71) Apply Systems Building filter
Resource type
- (-) Remove Issue brief filter Issue brief
- (-) Remove Journal article filter Journal article
- Other (9) Apply Other filter
- Report (16) Apply Report filter
- Tool kit (9) Apply Tool kit filter
- Video/video series (2) Apply Video/video series filter
- Webinar (13) Apply Webinar filter
- Website (2) Apply Website filter
Publisher
- Administration for Children & Families (ACF) (8) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (2) Apply Afterschool Alliance filter
- Afterschool Matters Journal (2) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (1) Apply American Institutes for Research (AIR) filter
- Child Trends (1) Apply Child Trends filter
- National Afterschool Association (NAA) (1) Apply National Afterschool Association (NAA) filter
- National Women's Law Center (1) Apply National Women's Law Center filter
- Office of Child Care (OCC) (9) Apply Office of Child Care (OCC) filter
- Opportunities Exchange (1) Apply Opportunities Exchange filter
- Other (15) Apply Other filter
- Temescal Associates (1) Apply Temescal Associates 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
The Bipartisan Policy Center conducted an analysis of 184 of the Tribal Child Care Plans and other data to identify ways to better meet the needs of American Indian and Alaska Native children, both living on and off reservations.
This issue brief from the Center for American Progress highlights strategies that will provide transformative structural change to equitably reach all families who need care.
The Urban Institute created this fact sheet to provide a summary of previous research on changing subsidy policies and procedures. It spells out seven ways states can make child care more accessible and equitable for families and more efficient for agencies. This resource supports equity.
This issue brief by the Philadelphia Hospital and Health Care District 1199C Training and Fund explores how apprenticeships can integrate theory and practice while connecting to a college degree. It provides an in-depth look at the PA Early Childhood Education Apprenticeship Program.
This issue brief by Temescal Associates and How Kids Learn Foundation explores how involving youth as OST workers provides opportunities to advance youth in their development, and to develop their leadership and career skills by serving as tutors, mentors, and activity assistants.
This issue brief, published by Temescal Associates and How Kids Learn Foundation, outlines how out-of-school time (OST) programs can provide a professional pathway into relieving the national teacher shortage, which has worsened during the pandemic.
This NCASE practice brief explores challenges and promising practices to support school-age children in accessing high-quality experiences in home-based child
The Urban Institute conducted research in CT, OK, and D.C. to understand which families work nontraditional hour care (NTH). The study found that NTH work schedules are more common for families who already face challenges because of structural racism and systemic inequities including those who are Black and Latinx, low-income, lower levels of education, and one-parent families.
This chapter of the SAGE Encyclopedia of Out-of-School Learning examines specific issues, current research, and policy questions related to the access and equity frameworks as they are applied to out-of-school time. It outlines strategies so Out-of-School Time (OST) learning is a collaborative engagement between children and staff with social, emotional, cultural, and history-based approaches.
Positive outcomes are made possible through school-based and community