NCASE Resource Library
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.
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This brief helps to illustrate how the Child Care and Development Fund (CCDF) bridges the needs of low-income working families with promising practices for out-of-school time, relating the experiences of parents in their own voices.
This issue brief outlines steps that public and private sector leaders can guide a comeback effort and build back better following COVID-19.
This issue brief explores youth engagement in out-of-school time through a review of studies on out-of-school time attendance and participation by middle and high school students. It identifies promising practices for cognitive, behavioral, social, and emotional engagement that are essential for achieving positive outcomes. It includes program-level examples from four states.
This updated issue brief provides a summary of key evaluations on the impact of after school programs. It focuses on academic outcomes, school attendance, student behavior, and parental concerns about student safety.
From December 2018 through May 2019, the National Center on Afterschool and Summer Enrichment facilitated a peer learning group (PLG) on social-emotional learning (SEL) in Out-of-School Time (OST) for 10 state teams.
This issue brief identifies high impact strategies for actively co-creating opportunities for family engagement to support learning across the age continuum, both in school and during out-of-school time.
This brief provides a conceptual model for developing quality improvement initiatives and professional development for home-based child care that takes into account the distinctive characteristics for these settings. The model is organized into three components: (1) foundations for sustainability of care; (2) lasting relationships; and (3) opportunities for learning and development.
This issue brief describes the Washington pilot and evaluation results of a quality assessment and improvement process. This was a cross-sector effort with 50 programs that included family child care homes, 21st Century Community Learning Centers, and school-age child care centers.
This issue brief examines how three cities worked to sustain summer programs by integrating them into core district priorities and operations. The recommendations are based on interviews with more than 60 school personnel on how to build awareness and connect to district goals, create planning structures, and capitalize on existing experts and systems.
This issue brief is an interview with researcher Jessica Manta-Myer about an evaluation of the Summer Science Project in 10 elementary school sites in CA. The programs were provided with hands-on curriculum, training, and coaching in STEM. Evaluation showed increased knowledge, skills, and confidence for students, and staff confidence in leading STEM, as well as staff retention.