NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (43) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (18) Apply Family and Community Engagement filter
- Health and Safety and Licensing (5) Apply Health and Safety and Licensing filter
- Program Design and Management (17) Apply Program Design and Management filter
- Quality Improvement (31) Apply Quality Improvement filter
- School & Community Partnerships (15) Apply School & Community Partnerships filter
- Summer Learning (10) Apply Summer Learning filter
- Systems Building (40) Apply Systems Building filter
Resource type
- (-) Remove Report filter Report
- (-) Remove Video/video series filter Video/video series
- Infographic (3) Apply Infographic filter
- Issue brief (73) Apply Issue brief filter
- Journal article (2) Apply Journal article filter
- Other (25) Apply Other filter
- Tool kit (34) Apply Tool kit filter
- Webinar (21) Apply Webinar filter
- Website (10) Apply Website filter
Publisher
- Administration for Children & Families (ACF) (1) Apply Administration for Children & Families (ACF) filter
- American Institutes for Research (AIR) (2) Apply American Institutes for Research (AIR) filter
- Child Trends (2) Apply Child Trends filter
- National Institute on Out-of-School Time (NIOST) (2) Apply National Institute on Out-of-School Time (NIOST) filter
- Other (14) Apply Other filter
- The Wallace Foundation (4) Apply The Wallace Foundation filter
Search Results
Filter By
This report by Prenatal to Five Fiscal Strategies provides a detailed summary of the process and the findings from New Mexico's cost study and cost estimation model in their effort to inform subsidy rate setting. The report shares cost of quality across age ranges, including school-age, and levels of quality in QRIS.
Mary Pauper: A Historical Explanation of Early Care and Education Compensation, Policy, and Solution
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?
This slide deck presents research on how parents, teachers, and Out-of-School Time (OST) providers perceive the value of OST in children’s social, emotional, and academic development.
This report summarizes findings from focus groups and interviews from four states (WI, MA, CA, FL) about why family child care providers enter the field, stay in the work, or leave the field.
This news report links to a lengthy report by AIR researchers that analyzed 10 years of data from the nation’s largest public school district and found that in-school or out-of-school suspensions did not reduce future misbehavior, nor result in improved academic achievement for peers, or perceptions of positive school climate.
Based on research, a review of policies across states, and interviews with six states about the impacts of various policies, this report identifies common challenges and promising strategies for increasing access and supports to subsidized child care for families experiencing homelessness.
This newly updated and expanded report provides a framework for understanding social and emotional learning (SEL). It can be used as a reference to compare the content and evidence of effectiveness of 33 SEL programs for elementary-age and preschool-age children.
This report provides a synthesis of 76 high quality studies on the impact of COVID-19 on young children and early childhood education programs. The studies and accompanying evidence-based and equity-centered policy recommendations were created by 10 leading scholars and 10 leaders in policy and practice for early childhood.
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.
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.