NCASE Resource Library
Featured Resources
|
This publication features some of the best resources, including webinars, briefs, and toolkits, available in the online NCASE Resource Library, developed for both practitioners and system builders. |
These selected resources, curated by NCASE, offer ideas and information for OST system leaders to support recovery from COVID-19. |
The NCASE Out-of-School Time Professional Development System-Building Toolkit was designed to assist states as they build professional development systems inclusive of school-age providers. |
Search for Resources ?
Search Results
Filter By
Reset Selections
Expand All Filters
Topics
- Health and Safety and Licensing (6) Apply Health and Safety and Licensing filter
- Professional Development (20) Apply Professional Development filter
- Program Design and Management (22) Apply Program Design and Management filter
- School & Community Partnerships (14) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (11) Apply Subsidy, Eligibility, and Equal Access filter
- Supportive Learning Environment (26) Apply Supportive Learning Environment filter
- Systems Building (26) Apply Systems Building filter
Resource type
- (-) Remove Issue brief filter Issue brief
- Infographic (3) Apply Infographic filter
- Journal article (4) Apply Journal article filter
- Other (11) Apply Other filter
- Report (26) Apply Report filter
- Tool kit (23) Apply Tool kit filter
- Video/video series (7) Apply Video/video series filter
- Webinar (12) Apply Webinar filter
- Website (5) Apply Website filter
Publisher
- (-) Remove Afterschool Matters Journal filter Afterschool Matters Journal
- (-) Remove Other filter Other
- (-) Remove Safe@School: Ontario Teachers' Federation (OTF) and the Centre ontarien de prévention des aggressions (COPA) filter Safe@School: Ontario Teachers' Federation (OTF) and the Centre ontarien de prévention des aggressions (COPA)
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Administration for Children & Families (ACF) (9) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (9) Apply Afterschool Alliance filter
- American Institutes for Research (AIR) (6) Apply American Institutes for Research (AIR) filter
- BUILD, QRIS National Learning Network (3) Apply BUILD, QRIS National Learning Network filter
- Child Trends (6) Apply Child Trends filter
- Collaborative Communications (1) Apply Collaborative Communications filter
- Harvard Family Research Project (2) Apply Harvard Family Research Project filter
- National Afterschool Association (NAA) (3) Apply National Afterschool Association (NAA) filter
- National Institute on Out-of-School Time (NIOST) (1) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (6) Apply National Summer Learning Association (NSLA) filter
- National Women's Law Center (1) Apply National Women's Law Center filter
- Office of Child Care (OCC) (12) Apply Office of Child Care (OCC) filter
- Opportunities Exchange (1) Apply Opportunities Exchange filter
- US Department of Health and Human Services, US Department of Education (2) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
This issue brief identifies policy opportunities to strengthen school-age child care, based on findings drawn from a literature review, case studies of five afterschool programs, and inputs from experts in the field.
The Urban Institute conducted research in CT, OK, and D.C. to understand which families work nontraditional hour care (NTH). The study found that NTH work schedules are more common for families who already face challenges because of structural racism and systemic inequities including those who are Black and Latinx, low-income, lower levels of education, and one-parent families.
This racial equity assessment tool can be used to prevent institutional racism and minimize unanticipated adverse consequences for organizations. It provides a sample of questions to ask when developing proposed policies, institutional practices, programs, plans, and budgetary documents.
The Equity Literacy Institute developed this set of definitions and abilities to assist educators, leaders, and all professionals in creating and sustaining equitable practice.
This chapter of the SAGE Encyclopedia of Out-of-School Learning examines specific issues, current research, and policy questions related to the access and equity frameworks as they are applied to out-of-school time. It outlines strategies so Out-of-School Time (OST) learning is a collaborative engagement between children and staff with social, emotional, cultural, and history-based approaches.
This research brief explores the ways in which typical thinking about leadership focused on individualism, meritocracy, and equal opportunity often contributes to producing and maintaining racialized dynamics. It identifies a set of core competencies associated with leadership that advances racial justice and makes recommendations for effectively supporting racial justice leadership.
This issue brief shares data from the Census Bureau Household Pulse Survey that indicate that 19% of Hispanic households and 22% of Black households were food insufficient this summer compared to 14% of all households and 9% of white households. Food insufficiency puts children at higher risk of health, academic, behavioral, and emotional problems.
This policy brief summarizes findings from 22 focus groups with family child care (FCC) providers in CA, FL, MA, and WI during spring 2020. It reviews challenges that FCC providers faced as they provided care during the pandemic and the strengths they have that make them uniquely suited to respond to child care needs.
This issue brief presents research-based strategies for promoting youth leadership and responsibility, as well as choice and autonomy. The strategies for increasing voice and choice and leadership opportunities are divided into elementary school, middle school, and high school.
This brief presents a framework that broadens our understanding of how, when, and where youth learn. It recommends ways for how youth development organizations can build partnerships with schools, juvenile justice, foster care, and families to support growth and development. It provides city examples.