NCASE Resource Library
This webinar provides an overview of opportunities provided by the federal education funding from the American Rescue Plan, to help children re-engage, re-connect, and recover. The overview describes how much funding is available, how much has been distributed to state departments of education, and what evidence-based interventions are allowed.
This updated research brief provides a summary of key evaluations on the impact of afterschool programs during the pandemic.
The 2020 edition of America After 3PM is designed to build a better understanding of how young people are spending their summers and to dig deeper into the types of summer experiences children across America have. The data were collected about Summer 2019 from a survey of nearly 30,000 households and 200 phone interviews.
During the pandemic, local community providers pioneered Community Learning Hubs to open their doors to support students that are in hybrid or all virtual schooling. The Afterschool Alliance has created this tool kit based on interviews with 32 programs, intermediaries and schools.
The Afterschool Alliance's webpage on COVID-19 offers a rich array of resources to help support Out-of-School Time (OST) system builders, administrators, and practitioners in navigating the challenges of the pandemic as they strive to effectively serve children, families, and providers.
This issue brief focuses on the importance of taking a comprehensive approach to wellness that includes attention to social emotional health as well as healthy eating and physical activity.
This blog is the second part in a series on prevention and responding to substance use and trauma in Alaska. It describes a collaborative effort and training on trauma-engaged response.
This journal article documents one OST director’s journey through the process of becoming credentialed. It explores fears and challenges and what she—and her program participants, families, and staff—ultimately gained from the process. This story can bring a personal experience to life for state system planners creating or supporting a school-age credential.
This issue brief provides a succinct overview of social emotional learning and why afterschool is a perfect place to focus on this and to achieve positive developmental outcomes. It includes examples of curriculum and activities for afterschool programs from SC, NC, GA, NH, and NY.
This journal article describes how Professional Learning Communities (PLCs) can be used as an effective means for staff development with out-of-school time (OST) providers. Based on a research project involving six experienced facilitators, it offers a framework, potential formats, and tips on how to structure PLCs to meet the needs of OST staff and programs.