NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (232) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (104) Apply Family and Community Engagement filter
- Health and Safety and Licensing (53) Apply Health and Safety and Licensing filter
- Professional Development (148) Apply Professional Development filter
- Program Design and Management (120) Apply Program Design and Management filter
- School & Community Partnerships (77) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (80) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (65) Apply Summer Learning filter
- Systems Building (175) Apply Systems Building filter
Resource type
- Infographic (4) Apply Infographic filter
- Issue brief (83) Apply Issue brief filter
- Journal article (4) Apply Journal article filter
- Other (33) Apply Other filter
- Report (41) Apply Report filter
- Tool kit (45) Apply Tool kit filter
- Video/video series (7) Apply Video/video series filter
- Webinar (48) Apply Webinar filter
- Website (10) Apply Website filter
Publisher
- Administration for Children & Families (ACF) (23) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (15) Apply Afterschool Alliance filter
- Afterschool Matters Journal (2) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (12) Apply American Institutes for Research (AIR) filter
- American Youth Policy Forum (1) Apply American Youth Policy Forum filter
- Bipartisan Policy Center (1) Apply Bipartisan Policy Center filter
- BUILD, QRIS National Learning Network (4) Apply BUILD, QRIS National Learning Network filter
- Centers for Disease Control and Prevention (2) Apply Centers for Disease Control and Prevention filter
- Child Care Aware of America (2) Apply Child Care Aware of America filter
- Child Trends (8) 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
- Harvard Family Research Project (1) 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 Afterschool Association (NAA) (6) Apply National Afterschool Association (NAA) 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) (9) 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) (46) Apply Office of Child Care (OCC) filter
- Opportunities Exchange (1) Apply Opportunities Exchange filter
- Other (92) Apply Other 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 (2) Apply The Forum for Youth Investment, The Wallace Foundation filter
- The Wallace Foundation (20) Apply The Wallace Foundation filter
- US Department of Education (4) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (3) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
When the COVID-19 pandemic disrupted in-person schooling during the 2020-2021 academic year, children participated in school from the classroom, from home, and from out-of-school time (OST) programs on remote learning days.
The 2011 NAA national Core Knowledge and Competencies (CKCs) have been revised in 2021 with an eye toward equity and culturally responsive practices. The retitled Core Knowledge, Skills, and Competencies (CKSCs) reflect updated research and best practices in promoting equity, inclusion, access, and antiracism in youth work.
This webpage from the Centers for Disease Control (CDC) is focused on the new COVID-19 vaccination recommendation for children aged 5 and older. It provides information on why getting children vaccinated is important, links to help families find vaccines, and data on vaccine safety.
The disruptions caused by the COVID-19 pandemic coincide with increased attention to issues of racial injustice. Federal support, including funding, is available to rebuild early childhood and Out-of-School time (OST) care, to address inequities that have historically diminished opportunities for children and families.
For the first time, an analysis of America After 3PM data examines the experience of children with special needs and disabilities in afterschool programs compared to the overall population of afterschool children.
Power to the Profession is a national collaboration to define the Early Childhood Profession for those serving children birth to age 8 by establishing a framework for career pathways, preparation, competencies, responsibilities and compensation.
This brief highlights the benefits of participation in 21st CCLCs based on their statewide evaluations. Benefits include: promoting academic growth; keeping kids connected and building relationships; engaging, inspiring, and motivating students; and preparing youth for life after high school.
This special Diversity, Equity, and Inclusion (DEI) addition to the IN Afterschool Standards outlines best practices to address the needs of diverse youth and the offering of quality and culturally-responsive programming.
This webinar from the SoLD Alliance is part of the launch of their new playbook which provides practical guidance to tap into the assets in community-based settings and ensure that the science of learning and development is put into action in all learning settings.
This issue brief, published by Temescal Associates and How Kids Learn Foundation, explores youth civic engagement and activism through its history, the benefits, and why youth participate. It includes a discussion of challenges, barriers, and recommendations along with examples. There are also interviews with youth and researchers, and a robust list of resources.