NCASE Resource Library
Reset Selections
Topics
- Health and Safety and Licensing (22) Apply Health and Safety and Licensing filter
- Professional Development (62) Apply Professional Development filter
- Program Design and Management (54) Apply Program Design and Management filter
- School & Community Partnerships (31) Apply School & Community Partnerships filter
- Summer Learning (19) Apply Summer Learning filter
- Systems Building (65) Apply Systems Building filter
Resource type
- Infographic (1) Apply Infographic filter
- Issue brief (48) Apply Issue brief filter
- Journal article (1) Apply Journal article filter
- Other (10) Apply Other filter
- Report (24) Apply Report filter
- Tool kit (34) Apply Tool kit filter
- Video/video series (7) Apply Video/video series filter
- Webinar (11) Apply Webinar filter
- Website (3) Apply Website filter
Publisher
- (-) Remove National Afterschool Association (NAA) filter National Afterschool Association (NAA)
- (-) Remove Other filter Other
- Administration for Children & Families (ACF) (38) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (22) Apply Afterschool Alliance filter
- Afterschool Matters Journal (2) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (13) Apply American Institutes for Research (AIR) filter
- American Youth Policy Forum (1) Apply American Youth Policy Forum filter
- Aspen Institute (1) Apply Aspen Institute filter
- Bipartisan Policy Center (4) Apply Bipartisan Policy Center filter
- BUILD, QRIS National Learning Network (4) Apply BUILD, QRIS National Learning Network filter
- Centers for Disease Control and Prevention (3) Apply Centers for Disease Control and Prevention filter
- Child Care Aware of America (3) Apply Child Care Aware of America filter
- Child Trends (11) Apply Child Trends filter
- Collaborative Communications (1) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (3) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Education Development Center (EDC) (2) Apply Education Development Center (EDC) filter
- Harvard Family Research Project (2) Apply Harvard Family Research Project filter
- Harvard University Center on the Developing Child (2) Apply Harvard University Center on the Developing Child filter
- Kids Included Together (KIT) (2) Apply Kids Included Together (KIT) filter
- National Institute on Out-of-School Time (NIOST) (5) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (12) Apply National Summer Learning Association (NSLA) filter
- National Women's Law Center (1) Apply National Women's Law Center filter
- Office of Child Care (OCC) (67) Apply Office of Child Care (OCC) filter
- Office of Head Start (1) Apply Office of Head Start filter
- Opportunities Exchange (2) Apply Opportunities Exchange filter
- RETIRED -- National Association of Child Care Resource & Referral Agencies (NACCRRA) (1) Apply RETIRED -- National Association of Child Care Resource & Referral Agencies (NACCRRA) filter
- Search Institute (3) Apply Search Institute filter
- Temescal Associates (2) Apply Temescal Associates filter
- The Forum for Youth Investment, The Wallace Foundation (3) Apply The Forum for Youth Investment, The Wallace Foundation filter
- The Wallace Foundation (21) Apply The Wallace Foundation filter
- Urban Institute (3) Apply Urban Institute filter
- US Department of Education (6) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (4) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
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.
The Help Kids Recover website offers important information about federal stimulus funding available through the American Rescue Plan including the funding apportionment per state, examples of how states are using recovery funding, examples of partnerships in action at different levels (e.g., state, school district, school), contacts for afterschool state networks, and evidence-based strategies.
This issue brief summarizes the research that shows that high-dosage tutoring is one of the most effective strategies in producing large learning gains for a wide range of students. It includes at-a-glance design principles including frequency of tutoring, group size, personnel, curriculum, measurement, and scheduling.
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.
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 webpage includes links to briefs that identify interventions and practices important in afterschool settings that serve children ages 6-12. These briefs emerged from a study based on a literature review and case studies of five afterschool programs serving disadvantaged youth with a focus on supporting social-emotional, behavioral, and physical health.