NCASE Resource Library
The Child Care and Development Fund (CCDF) is the largest national child care subsidy program used to support low-income families, yet these subsidies are only one part of the funding picture.
This resource guide is designed to help community-based organizations (CBOs) understand and develop cultural competency—the ability to work effectively in cross-cultural situations.
This issue brief explores how in-school educators, afterschool providers, families, and policy makers can work together to build social emotional skills youth need to succeed.
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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 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 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.
This website for the HOST coalition identifies events and resources on healthy eating, physical activity, health, screen time, and social supports. It includes links to dozens of other related organizations.
This report is a summary from a national afterschool conference. It provides details from mayors, program providers, system leaders, and researchers on a range of system building issues including quality improvement and measurement of afterschool performance.