SEARCH FOR RESOURCES
On August 11, 2022, the Centers for Disease Control updated the COVID-19 guidance for schools and early care and education programs. There are changes on cohorts, quarantines, test to stay, and how to respond to outbreaks. This resource supports the COVID-19 response.
This guide/toolkit, created by EducationCounsel and the Wallace Foundation, can help district leaders, OST providers, and intermediaries identify federal funding streams to support equitable access to summer and afterschool learning. It groups funding streams into three broad headings: (1) creating and sustaining equitable conditions for learning; (2) preparing for program delivery; and (3) building and aligning ecosystems of support. Within these categories, the guide identifies funding streams for seven elements that emerged from a review of research and conversations with national and local out-of-school time leaders. The companion webinar is available here: Using Federal Funds for Summer Learning and Afterschool: A new Guide for Providers, School Districts, and Intermediaries. This resource supports equity.
This tool kit by the North Carolina Department of Health and Human Services, North Carolina Child Care Resource and Referral Council, and Southwestern Child Development Commission defines food insecurity and how school-age programs can support children and families that may be experiencing food insecurity. While this resource is designed for North Carolina, there is much that is relevant to school-age programs in any state. It includes information on the effects of food insecurity, how to recognize signs of hunger, and how to combat hunger in an afterschool program. This resource supports equity.
This series of four reports on LGBTQ (lesbian, gay, bisexual, transgender, and queer) students of color by GLSEN (Gay, Lesbian and Straight Education Network) examines the experiences of Black, Asian American and Pacific Islander, Latinx, and Native and Indigenous LGBTQ youth. Each report includes information on the experiences of LGBTQ students of color in middle and high school, examining indicators of negative school climate as well as supports and resources. The reports are presented in multiple languages. This resource supports equity.
This webinar by the National Center on Early Childhood Quality Assurance and the National Center on Subsidy Innovation and Accountability provides an overview on the impact of improved subsidy practices on provider budgets and CCDF budgets. It includes how the Provider Cost of Quality Calculator (PCQC) can be used for a narrow cost analysis or to estimate program costs associated with various policy decisions. The focus is on the Lead Agency steps for internal use of the PCQC, and considerations for using the default values for operating costs or incorporating Lead Agency-specific data.
This report by the Children's Equity Project, Child Care Aware of America, and Equity Research Action Coalition addresses the flaws in Quality Rating and Improvement Systems (QRIS) around equity by reviewing 11 of the 14 equity indicators developed by the Children's Equity Project. States can use these indicators to inform QRIS redesign efforts to advance equity and improve transparency for families. This resource supports equity.
This webinar includes panelists who share how afterschool programs are well-positioned to provide work-based learning opportunities for older youth by providing them with employment experiences in elementary school programs. The panel shares examples two examples from CA where high school students work in afterschool or summer programs which can create a pipeline into careers in the out-of-school field as well as an on-ramp into education careers.
This panel includes representatives from the Administration for Children and Families, the Department of Labor, and the Education Department to explore the potential of registered apprenticeships to help build a pipeline into early care and education and address the workforce shortage. It includes a definition for registered apprenticeships, components in developing, and many resources through the Department of Labor.
This webinar by Grantmakers for Education explored how to use an asset frame in creating positive out-of-school-time spaces for youth from populations that are often marginalized. It included panelists from the National Urban League, the Wallace Foundation, the Chicago Urban Institute, Wellesley College, the Cheyenne Youth Project, and Maven Youth. It includes two program examples as well as feedback from Wellesley College interviews and focus groups with youth about equity issues. This resource supports equity.
This report builds on previously published data on the needs of family, friend, and neighbor (FFN) care to provide recommendations to sustain this important source of care beyond the pandemic. It outlines the need to increase funding for FFN and to the community-based organizations that support them, especially for families and providers of color. It also recommends ensuring that training and supports are culturally and linguistically appropriate. Many state examples are provided.