SEARCH FOR RESOURCES
On March 24, 2022, the National Center on Afterschool and Summer Enrichment hosted “Summer: The Great Equalizer” webinar to highlight the importance of addressing the summer learning loss experienced by children who do not have access to high-quality summer programs.
During the webinar, participants had the opportunity to learn about and share examples of state and local initiatives that support equitable access to summer learning and enrichment opportunities. They explored the NCASE System Summer Learning Planning Guide designed to support Child Care and Development Fund (CCDF) lead agencies as they work collaboratively with other agencies and organizations to plan for and implement quality summer programming. The webinar also highlighted the importance of consumer education websites in helping families find summer programs that meet their needs.
During the school year, children in both affluent and historically marginalized student groups benefit from learning resources that are available due to access to public education. However, during the summer, a phenomenon referred to as “summer learning loss” or “summer slide,” which is the loss of academic skills and knowledge over the course of summer vacation, is experienced by students from lower-income households. High-quality summer programs can be the great equalizer as these programs support academic, social, and emotional learning and development in safe and supportive environments.
This guide provides steps towards quality, accessible summer programming through a four-part annual quality improvement cycle known as PEAR: Plan, Execute, Assess, and Reflect. It also includes six domains, each with specific indicators, to consider when building and assessing an effective summer learning system.
This webinar by BUILD and QRIS National Learning Network provides an overview of changes made to the Quailty Compendium which captures changes in Quality Improvement Systems (QIS) in 45 states. Panelists also review how systems are adapting to build a more equitable system for children, families, and providers and features examples from MI and ID.
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? It provides a research-to-action plan on how to advance racial, economic, and social justice in policies and practices. This resource supports equity.
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 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. The brief reviews the benefits of employing youth in afterschool programs and how youth perceive this work benefits them, as well as recommendations for policymakers. An associated webinar from October 2021 can be accessed here: Engaging Youth as Workers in Afterschool. Another webinar from June 2023 on this topic includes efforts in Philadelphia and through the California Afterschool Network on providing high school youth jobs in afterschool and summer park programs, and as lifeguards. It can be found here: Employing Youth and Workforce Development in Afterschool.
This issue brief, by the Bipartisan Policy Center, outlines how registered apprenticeships can serve as an innovative model to strengthen the workforce by combining classroom instruction with on-the-job training and mentoring to create an earn-while-you-learn approach. It highlights examples from WV, PA, and CO and provides recommendations for state and community leaders and philanthropy organizations on how to move the strategy forward.
This guide, by the Oregon Department of Education, offers an inspiring vision for summer learning in the post-pandemic world, prioritizing those most in need. It includes a focus on mental health and well-being and providing learning opportunities that can ignite and renew engagement, foster learning, and nourish in-person connections. It also includes information on state and federal funding streams.
This guide, published by The Partnership for Children and Youth and the National Summer Learning Association is designed to support education leaders with summer planning. It includes foundational research, best practices, and sections on core values, laying the groundwork for success, research on quality, and road blocks to remove on funding and policies. The guide includes practice tips, case studies, and three pages of resources.
The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of resources focused on addressing equity in Out-of-School Time. This publication is part of a series compiling NCASE resources on a particular theme for the benefit of state, territory, and Tribal Lead Agencies and their designated networks. The goal is to promote professional development and capacity building. In addition to links to relevant resources, it includes questions to support reflection and the development of action plans.