NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (5) Apply Culturally Responsive Practice & Inclusion filter
- Professional Development (1) Apply Professional Development filter
- Program Design and Management (3) Apply Program Design and Management filter
- Quality Improvement (1) Apply Quality Improvement filter
- School & Community Partnerships (2) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (1) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (1) Apply Summer Learning filter
- Supportive Learning Environment (6) Apply Supportive Learning Environment filter
- Systems Building (3) Apply Systems Building filter
Resource type
Publisher
- (-) Remove Child Trends filter Child Trends
- (-) Remove Office of Child Care (OCC) filter Office of Child Care (OCC)
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Afterschool Alliance (3) Apply Afterschool Alliance filter
- American Institutes for Research (AIR) (2) Apply American Institutes for Research (AIR) filter
- National Women's Law Center (2) Apply National Women's Law Center filter
- Opportunities Exchange (1) Apply Opportunities Exchange filter
- Other (13) Apply Other 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 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.
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.
Positive outcomes are made possible through school-based and community
This issue brief provides a framework that states can use during the COVID-19 crisis to create child care policies that promote equitable access and mitigate the chance that child care closures will be concentrated in low-income and middle-income neighborhoods and rural areas.
COVID-19 has had a major impact on services for children with disabilities, including loss of in-person therapy services like physical therapy and occupational therapy, loss of access to special education accommodations available through schools, and loss of health insurance to cover services for those families now unemployed.
This brief, based on a longer white paper, identifies and summarizes key findings in the existing literature on 12 protective and promotive factors relevant to afterschool.
This brief explores how programs that use a positive youth development approach can embed a racial equity perspective to effectively meet needs of youth of color. It suggests that programs think about who is offered program services, build staff capacity to recognize personal bias and structural inequalities, and insure leadership opportunities.