NCASE Resource Library
Reset Selections
Topics
- (-) Remove Professional Development filter Professional Development
- Culturally Responsive Practice & Inclusion (7) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (3) Apply Family and Community Engagement filter
- Program Design and Management (2) Apply Program Design and Management filter
- Quality Improvement (5) Apply Quality Improvement filter
- School & Community Partnerships (2) Apply School & Community Partnerships filter
- Summer Learning (1) Apply Summer Learning filter
- Systems Building (3) Apply Systems Building filter
Resource type
Publisher
- (-) Remove American Institutes for Research (AIR) filter American Institutes for Research (AIR)
- (-) Remove RETIRED -- The After-School Corporation (TASC) filter RETIRED -- The After-School Corporation (TASC)
- (-) Remove Search Institute filter Search Institute
- (-) Remove The Forum for Youth Investment, The Wallace Foundation filter The Forum for Youth Investment, The Wallace Foundation
- Administration for Children & Families (ACF) (7) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (7) Apply Afterschool Alliance filter
- American Youth Policy Forum (1) Apply American Youth Policy Forum filter
- Aspen Institute (1) Apply Aspen Institute filter
- BUILD, QRIS National Learning Network (1) Apply BUILD, QRIS National Learning Network filter
- Centers for Disease Control and Prevention (1) Apply Centers for Disease Control and Prevention filter
- Child Trends (6) Apply Child Trends filter
- Collaborative Communications (1) Apply Collaborative Communications filter
- Harvard Family Research Project (1) Apply Harvard Family Research Project filter
- National Afterschool Association (NAA) (4) Apply National Afterschool Association (NAA) filter
- National Institute on Out-of-School Time (NIOST) (1) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (4) 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) (12) Apply Office of Child Care (OCC) filter
- Other (54) Apply Other filter
- Temescal Associates (1) Apply Temescal Associates filter
- The Wallace Foundation (9) Apply The Wallace Foundation filter
- US Department of Education (1) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (1) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
This issue brief summarizes how afterschool and summer programs can support positive outcomes like relationships and relationship skills, sense of agency, and identify development. It includes links to research.
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.
The American Institutes for Research updated their landscape scan of state afterschool networks to find out which states have developed various quality supports. The summary shows which states have or are in process with their quality standards, quality assessment tools, core knowledge and competencies, aligned professional development, credential systems, QRIS, and skill-building initiatives.
The Science of Learning and Development (SoLD) Alliance is exploring ways to strengthen systems and support for whole child learning and development.
This issue brief provides an overview of the prevalence of mental health issues for children and youth. It explores how schools are often the de facto mental health system for children; therefore, schools could be a first step for afterschool programs wanting partnerships for support on mental health needs.
This resource provides a review of tools that programs can use to measure youth outcomes. The outcomes selected include communication, relationships and collaboration, critical thinking and decision-making, initiative, and self-direction. The review includes cost and evidence of reliability and validity.
This issue brief describes the importance and impact of involving families in youth development programs. It presents examples of how programs that are part of the New York City Department of Youth and Community Development have used three strategies to engage families: communication, participation, and partnerships.
This report by the Search Institute highlights the importance of healthy, supportive relationships to positive youth outcomes.
This brief outlines the "soft skills" that are needed to be successful in the workplace in the 21st century, and how Out-of-School Time (OST) practitioners can be more proactive in supporting the development of these employability skills. This resource may be especially useful to those OST practitioners working with older youth.
This issue brief provides an easy-to-understand overview of the research on the development of social and emotional competencies in youth. It includes work done on how to define the concepts, research on how Out-of-School Time (OST) programs contribute to growth, and recommendations on next steps for practitioners and researchers.