NCASE Resource Library
In this series of reports, Child Care Aware of America explores child care challenges and how to accelerate needed changes to offer accessible, affordable, and quality care. The first report provides state-by-state information on Supply and Quality Trends.
The State of California has allocated an unprecedented sum of $4.6 billion in one-time relief and $3.4 billion in permanent funding to expand afterschool and summer learning opportunities.
This report from the Urban Institute explores the use of CCDF child care subsidy payment rates and practices to try to expand the supply of specific types of child care that are in shorter supply (e.g., infants and toddlers, children with special needs, those needing non-traditional hour care, in communities of color).
This report includes 34 standards for social-emotional learning practices in school-age settings from the Weikart Center for Program Quality, the Forum for Youth Investment, and the Wallace Foundation. There are 6 domains of standards: (1) emotion management, (2) empathy, (3) teamwork, (4) responsibility, (5) initiative, and (6) problem solving, plus a section on curriculum features.
This report by Prenatal to Five Fiscal Strategies provides a detailed summary of the process and the findings from New Mexico's cost study and cost estimation model in their effort to inform subsidy rate setting. The report shares cost of quality across age ranges, including school-age, and levels of quality in QRIS.
The intent of this report by Child Trends is to build understanding of equity issues that have impacted early childhood education from a historical perspective between 1400 and the present day. It answers the question: How can racial equity be centered in policy and advocacy to support compensation, preparation, and standards?
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 summarizes findings from focus groups and interviews from four states (WI, MA, CA, FL) about why family child care providers enter the field, stay in the work, or leave the field.
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.