SEARCH FOR RESOURCES
This webinar explored how to better meet the needs of Native American and Indigenous youth and families in OST programs. Panelists representing national, state, and local organizations explored topics such as the goals of OST programs from family and caregiver perspectives. The barriers identified included lack of access to programs, transportation challenges, cost, and culturally insensitive funding streams. Also discussed was the importance of family engagement, the importance of preserving cultural traditions, and strategies to improve programs for indigenous youth. A related resource is the Afterschool Alliance survey results, America After 3 pm for Native American Families. This resource support equity.
This brief summarizes findings from a study about equity in out-of-school-time programs run by school districts. It explores: (1) what equity looks like in OST programs provided by equity-minded districts; (2) what challenges districts face integrating their equity goals and efforts into their OST programs; (3) what actions districts can take to meet these challenges; and (4) what further research is needed to better inform policy and practice. This resource supports equity. The companion full report can be found here: https://education.virginia.edu/documents/how-do-districts-implement-equity-afterschool-and-summer-programs
This brief 15-minute webinar provides an overview of what trauma is, the common responses to and symptoms of trauma at different ages, and data on numbers of youth who have experienced trauma. It includes recommendations for bringing trauma-informed practices into OST settings that can serve as a checklist and reminders for afterschool and summer staff. Resources are provided. This resource supports resiliency.
This journal article in Policy Insights from the Behavioral and Brain Sciences examines the role of afterschool and recommends that programs focus on relationships, developing youth interest, identity and social capital. Given the pressure from government and funders to focus on academics, this is an equity issue because research shows that wealthier youth are more likely to be offered enrichment experiences to develop interests and identify, but low-income and youth of color are more likely to have OST as extended forms of child care or schooling. This resource supports equity.
On March 23, 2023, the National Center on Afterschool and Summer Enrichment hosted “Using Data to Support Equity in Out-of-School Time” webinar to introduce a new NCASE brief designed to support CCDF lead agencies and partners in their collaborative work to expand equitable access to school-age child care for families using child care subsidies. Participants also learned about and shared examples of the types of data that can be used to promote equitable access to school-age care, and gained an understanding of promising practices shared by statewide afterschool leads and the National Workforce Registry Alliance.
This issue brief from the National Center on Afterschool and Summer Enrichment (NCASE) directs attention to the importance of representation of OST/school-age child care in data. To ensure equitable access, experiences, and positive outcomes for all child care participants, there must be applicable data collection, with an opportunity to address identified disparities and obstacles for programs and initiatives. This brief identifies data landscape scans, data mapping, and cost model estimation as practical strategies to analyze relevant information and identify needs for equitable results for OST/school-age child care programming.
For the first time, this analysis of America After 3PM data provides an in-depth look at the afterschool experiences of Native American children and youth, including the availability of afterschool programs, qualities Native American parents care most about in afterschool programs, and potential areas of growth for the afterschool field to reach more Native American young people.
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 Department has recognized that targeting Indian children contributed to the loss of the following: (1) life; (2) physical and mental health; (3) territories and wealth; (4) Tribal and family relations; and (5) use of Tribal languages. This policy also caused the erosion of Tribal religious and cultural practices. This report includes recommendations for further investigation and actions to recognize the intergenerational trauma and the need to support revitalization of Tribal languages and cultural practices and to help begin the healing process. There is a 5-page Executive Summary at the beginning of the report that can provide a reader with an overview of the initiative. This resource supports equity.
This webinar explores partnerships between Tribal nations and other partners to build promising practices. Examples were shared on partnerships to reduce turnover, increase language revitalization, and support workforce efforts with tribal colleges. The Tribal Early Learning Initiative (TELI) which works with partners on system-building efforts was highlighted. This resource supports equity.
This Workforce Wednesday webinar on September 14, 2022 by the National Center on Early Childhood Quality Assurance explores strategies to increase compensation and benefits for the early childhood workforce to insure that we are able to attract, prepare, and support our workforce. The webinar includes a panel with state examples from KY, MT, and VT, as well as remarks from Katie Hamm, Deputy Assistant Secretary from ACF and Dr. Ruth Friedman, Director of the Office of Child Care.