NCASE Resource Library
Reset Selections
Topics
- (-) Remove Quality Improvement filter Quality Improvement
- Family and Community Engagement (3) Apply Family and Community Engagement filter
- Health and Safety and Licensing (1) Apply Health and Safety and Licensing filter
- Professional Development (5) Apply Professional Development filter
- Program Design and Management (2) Apply Program Design and Management filter
- Subsidy, Eligibility, and Equal Access (3) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (1) Apply Summer Learning filter
- Supportive Learning Environment (3) Apply Supportive Learning Environment filter
- Systems Building (7) Apply Systems Building filter
Resource type
Publisher
- Afterschool Alliance (1) Apply Afterschool Alliance filter
- American Institutes for Research (AIR) (1) Apply American Institutes for Research (AIR) filter
- Child Trends (1) Apply Child Trends filter
- Other (2) Apply Other filter
- The Forum for Youth Investment, The Wallace Foundation (1) Apply The Forum for Youth Investment, The Wallace Foundation filter
Search Results
Filter By
This report examines data from 31,000 households about their children's experiences in STEM learning in afterschool. Findings indicate that compared to 2014 data, in 2020 more afterschool programs are offering STEM, but gender and income inequities exist.
The report includes a rationale for addressing thriving, equity, and development together; exploration of a way to create more powerful definitions to drive systems change efforts; and a deep dive into the dimensions that contribute to individual and collective thriving.
This news report links to a lengthy report by AIR researchers that analyzed 10 years of data from the nation’s largest public school district and found that in-school or out-of-school suspensions did not reduce future misbehavior, nor result in improved academic achievement for peers, or perceptions of positive school climate.
This report provides a synthesis of 76 high quality studies on the impact of COVID-19 on young children and early childhood education programs. The studies and accompanying evidence-based and equity-centered policy recommendations were created by 10 leading scholars and 10 leaders in policy and practice for early childhood.
Based on interviews with 20 experts about strategies to support the child care workforce, this report presents a set of 19 diverse state and local policies strategies to build a stronger and more equitable workforce. It includes strategies in response to the pandemic crisis and ways to maximize impact through contracts, expanding family child care (FCC) networks, and shared services.
This national study explores how low-income children's access to early childhood education might differ from their higher-income peers and how child care subsidy policies can close the gap. The study assigned states to one of five profiles based on a package of subsidy policies to produce findings about which packages provide equity in access to high quality programs.