NCASE Resource Library
This report from the Department of the Interior documents the history and impact of the Indian Boarding School Initiative. Between 1819-1969, U.S. operated or supported 408 boarding schools across 37 states in pursuit of a policy of cultural assimilation and to dispossess Indians of their territory.
The White House held a conference in September 2022 to develop a goal to end hunger in America and increase healthy eating and physical activity by 2030 to reduce diet-related diseases. This report is a playbook to meet this strategy and to reduce food insecurity from 10% to less than 1% of households.
This report from the Rand Corporation provides lessons learned from the Wallace Foundation's Partnership for Social and Emotional Learning Initiative (PSELI). Since 2017, six cities each have 5-7 partnerships each to explore how children benefit if schools and out-of-school collaborate to improve climate and foster social-emotional learning.
This report from the Urban Institute explores the use of CCDF child care subsidy payment rates and practices to try to expand the supply of specific types of child care that are in shorter supply (e.g., infants and toddlers, children with special needs, those needing non-traditional hour care, in communities of color).
This series of four reports on LGBTQ (lesbian, gay, bisexual, transgender, and queer) students of color by GLSEN (Gay, Lesbian and Straight Education Network) examines the experiences of Black, Asian American and Pacific Islander, Latinx, and Native and Indigenous LGBTQ youth.
This report builds on previously published data on the needs of family, friend, and neighbor (FFN) care to provide recommendations to sustain this important source of care beyond the pandemic. It outlines the need to increase funding for FFN and to the community-based organizations that support them, especially for families and providers of color.
This report captures information gained from school district leaders, 21st CCLC state program staff, state afterschool network leaders, state education departments, and program partners to better understand the systems of support in district-led and publicly funded summer learning programs in urban districts.
This report includes 34 standards for social-emotional learning practices in school-age settings from the Weikart Center for Program Quality, the Forum for Youth Investment, and the Wallace Foundation. There are 6 domains of standards: (1) emotion management, (2) empathy, (3) teamwork, (4) responsibility, (5) initiative, and (6) problem solving, plus a section on curriculum features.
This report summarizes the results of the fifth waive of the Afterschool in the Time of COVID-19 Survey, conducted between November 1-December 13, 2021, prior to full impact of the Omicron variant. The top two concerns for providers were: (1) finding staff to hiring staffing shortages, and (2) maintaining staff levels through health and safety concerns.
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.