NCASE Resource Library
This 3-part podcast series on social-emotional learning (SEL) explores with researchers from Harvard's EASEL program: (1) What Is SEL and How It Has Evolved, (2) High-quality SEL and the New Navigating SEL Guide, and (3) The Intersection of SEL and Equity. Although primarily focused on schools, the ideas apply to OST, too.
This report chronicles the efforts of four cities—Boston, Dallas, Pittsburgh, and Washington, DC—to expand summer program opportunities for low-income students.
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 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.
The Wallace Foundation has created four issue briefs to help state system planners make decisions about spending American Rescue Plan funds. The briefs summarize the evidence on outcomes and implementation guidance and each brief includes a bibliography.
This slide show provides a summary of what parents, teachers, and Out-of-School Time (OST) providers want in summer programs for 2021 based on a combination of focus groups, interviews, and 3,031 surveys. Results indicate that parents want summer programs to prioritize their children’s social and emotional health.
This classic online calculator lets you determine the costs of a variety of high quality afterschool programs and the summer portions of year-round programs. The cost estimates were updated in 2021 to reflect changes in general cost of living and the relative cost of living across cities.
This report shares evaluation findings from 2017 of the longer-term impacts of a summer learning project in five school districts: Boston, Dallas, Duval County in Florida, Pittsburgh, and Rochester. It explores the effects of two consecutive summers of voluntary, full-day programming for at least 20 days three school years after the second summer of programming.
This report offers information to aid summer learning leaders in securing and maintaining support for programs. It summarizes lessons learned from interviews with 60 school district staff and 20 policy experts on federal, state, city, and district funding and policies.
This report summarizes lessons learned from the Wallace Foundation's National Summer Learning Project in the five cities of Boston, Dallas, Jacksonville, Pittsburgh, and Rochester.