SEARCH FOR RESOURCES
The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of resources sharing strategies for addressing adverse childhood experiences (ACEs) in out-of-school time (OST). 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.
Resources include briefs, a webinar, and a professional development module addressing ACEs. Questions for reflection and action steps are suggested for consideration.
(This resource supports the COVID-19 response.)
This issue brief explores youth engagement in out-of-school time through a review of studies on out-of-school time attendance and participation by middle and high school students. It identifies promising practices for cognitive, behavioral, social, and emotional engagement that are essential for achieving positive outcomes. It includes program-level examples from four states.
This updated issue brief provides a summary of key evaluations on the impact of after school programs. It focuses on academic outcomes, school attendance, student behavior, and parental concerns about student safety. For ease of use, so system builders and grant writers can easily access information, the evaluation findings of individual studies are summarized both in a narrative report and in a summary chart, divided thematically into academic outcomes and behavioral outcomes of evaluations from 2000-2014.
This issue brief explores research data, as well as interview and survey data, to frame efforts to support and retain afterschool leaders of color. It suggests approaches for changes in institutional structures and policies that may currently pose barriers to people of color advancing up the career ladder. There are also recommendations for supporting emerging leaders and building skills both on technical management like budgeting, staffing, and board development, as well as competencies needed to produce system change.
On this webinar, four national organizations share national trends and state strategies for use increased Child Care and Development Block Grant (CCDBG) funding and how these funds are making a difference for children, families, and providers. The webinar includes maps of which states used strategies like increasing provider payment rates, reducing wait list, reducing parent copays, and increasing professional development.
This series of 18 fact sheets summarizes data about state QRIS systems and includes state examples that can be helpful for state system planners building QRIS systems. Some of the fact sheets might be particularly relevant for school-age system planners, including Continuous Quality Improvement in QRIS; Family and Stakeholder Engagement; Funding and Financial Incentives; Program Participation in QRIS; Staff Qualifications, Professional Development, and Supports; and Technical Assistance. Just click on the titles/hyperlinks of interest to you.
This report examines evidence on outcomes and the effectiveness of summer experiences for youth on academic learning, social and emotional development, physical and mental health, and safety. The report provides comprehensive conclusions and recommendations on how to improve planning, administration, and coordination; availability, access, and equity; and advancing data collection and research to bring equity so all children have positive outcomes from summer experiences. There is a report at a glance for those with limited time to explore this seminal resource. There is also a webinar that summarizes the findings of the report. Webinar recording: https://www.youtube.com/watch?v=ztV64zu730c&feature=youtu.be
This issue brief explores how we can all strengthen our understanding of our internalized biases, so we can be more mindful of working toward equity. Strategies suggested include developing agreements so we have courageous conversations and reducing stigma so we can talk openly and give honest feedback. The brief includes a link to a well-known self-assessment for implicit bias, and a survey that can help us get to know our students better. While this brief is written for in-school educators, there is much that is relevant for out-of-school time settings.
This video by novelist Chimamanda Adichie shares a powerful message that when we hear only a single story about another person or country, we risk a critical misunderstanding. She shares examples of how a single story can paint an incomplete picture and can rob people of their humanity. A recent Community of Practice about building a diverse workforce found this video to deliver an important personal and professional message.
Once young children reach school age, parents often think the challenge of finding quality child care is behind them. However, many working parents come to realize that finding quality child care for their school-age children can be just as challenging, if not more so. Child care providers also face unique challenges in staffing a program that meets the demand for affordable school-age child care slots.
This new practice brief developed by NCASE explores the ways that Child Care and Development Fund Lead Agencies can play a significant role in mitigating the challenges for low-income working parents who need school-age child care.