NCASE Resource Library
This webinar provided a discussion among thought leaders about lessons learned and strategies for responding equitably to learning loss and other loss resulting from the pandemic and child care and school closures. They suggested a strengths-based response to what children have learned while at home with their families.
For this report, the Chicago teen program, After School Matters, partnered with the American Institutes for Research (AIR) to conduct surveys to understand three key topics as they relate to the unique circumstances of summer 2020: (1) teen experiences, (2) instructor experiences, and (3) program quality.
Online learning environments, like physical learning environments, provide opportunities for youth to learn, grow, and practice skills. In virtual learning spaces, educators must still plan program goals and a sequence of learning experiences, employ experiential education, build relationships, and promote positive youth development.
This report provides an overview of different ways states can design contracts; it is based on a literature review and convening of 26 state administrators, researchers, and advocates. Contracts can bring stability that the field needs and provide more equitable supports around access, salaries, benefits, and professional development.
This tool kit provides ideas and resources to support youth workers in their efforts to support anti-racist practice.
The Wallace Foundation has created four issue briefs to help state system planners make decisions about spending American Rescue Plan funds. The briefs summarize the evidence on outcomes and implementation guidance and each brief includes a bibliography.
This report summarizes research on changes in licensing requirements and policies for child care centers, family child care homes, and group care homes. It compares 2017 data to that of 2014.
This webinar, facilitated by Attendance Works, explores how schools, public agencies, and community partners can use attendance and participation data to organize and tailor summer programs. It suggests a 4-step framework: (1) establish a team; (2) identify priority groups of students to reach; (3) craft engagement strategies; and (4) reflect, learn, and improve.
This practice brief explores some of the current mental health needs of school-age children, their families, and the OST workforce. In addition, this brief discusses the social and emotional constructs that promote resilience, as well as examples of mental health supports that states and local jurisdictions can consider for collaborative implementation.
This slide show provides a summary of what parents, teachers, and Out-of-School Time (OST) providers want in summer programs for 2021 based on a combination of focus groups, interviews, and 3,031 surveys. Results indicate that parents want summer programs to prioritize their children’s social and emotional health.