NCASE Resource Library
This FAQ document is designed for summer program providers that serve children from low-income families and may be interested in serving families who use child care subsidies, but are not overly familiar with CCDF.
This infographic provides useful information about the significant impact to school-age children during summer months, in the absence of quality summer programs.
Summer learning is a key solution to closing academic and opportunity gaps that affect many communities across the country.
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This annotated bibliography provides a list of fifteen links to evidence-based practices, policy briefs, survey resources, and webinars to support Dual Language Learners (DLL). It is designed for policymakers, school administrators, and teachers in early child and primary education settings, and is helpful for Out-of-School Time (OST).
This brief provides a state-by-state update on budget changes that will impact access to affordable, high quality early care and education. It provides state leaders a quick summary about their own state, as well as a glance about what choices other states are making. Key trends include more flexible subsidy polices (e.g. raising income limits for elibility, reducing co-payments).
This is a table that provides web links to all 50 states, D.C. and 4 territories on child care licensing agencies and program regulations. There are links to state regulations that are specific for school-age, as well as links to states that have included school-age embedded in their early childhood regulations.
Brief on the components of a quality school-age program and why quality matters.
This issue brief describes three core district-level components necessary for systemic family engagement: fostering district-wide strategies, building school capacity, and reaching out to and engaging families. It provides school district examples from 6 states: Washington, Maryland, Kansas, Massachusetts, California and Minnesota.
This webinar includes national leaders who talk about the current status of school-age participation in the Quality Rating and Improvement System (QRIS), how to reduce barriers and increase participation. In addition, QRIS leaders from Pennsylvania, Wisconsin, and Washington State share their experiences in building QRIS for school-age.
This guide describes how cities and intermediaries can work with afterschool providers across a neighborhood, city, or region to build quality. It explores how to identify a lead organization, engage stakeholders, use a continuous improvement model, and manage data systems. It includes case studies from Georgia, Texas, Illinois, Massachusetts, New York, and Florida.
This article provides a step-by-step guide to develop a logic model for a school district's family engagement efforts. The steps and the sample logic model provide a useful guide for school-age programs to develop a logic model on family engagement.
This report focuses on the four components of system building that the most current evidence and experience suggest are essential: strong leadership, coordination, effective use of data, and a comprehensive approach to quality.
This video begins with stories from students from a variety of backgrounds discussing their experiences dealing with "isms" in school. The students, teachers, and administrators give tips on how to create safer and inclusive schools and environments.