NCASE Resource Library
The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of publications, webinars, and other resources on strategies for finding sup
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.
Federal, state, and local agencies are increasing investments and building capacity in emergency preparedness, response, and recovery.
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Taking a cross-sector approach can be an effective strategy to engage out-of-school time (OST) programs in quality improvement systems. From December of 2016 through March of 2017, the National Center on Afterschool and Summer Enrichment (NCASE) engaged cross-sector planning teams in an OST collaboration on topics including: readiness and stages of change in building cross-sector partnersh
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.
Summer learning is a key solution to closing academic and opportunity gaps that affect many communities across the country. When children continue to learn during the summer, they are healthier, safer, and smarter, and their schools and communities are more successful.
This brief provides a crosswalk of three common community supports that enhance children's social and emotional health: (1) infant and early childhood mental health consultation, (2) pyramid model/practice-based coaching, and (3) mental health treatment. It provides information such as definitions, professional qualifications, and service examples.
This website offers resources on a range topics related to healthy youth development, with the goal of helping users create, maintain, and strengthen effective youth programs.
This issue brief reviews what states need to know to meet CCDF (Child Care Development Fund) regulations for training and professional development (PD).
This brief outlines how lead agencies can use direct service grants and contracts to increase the supply of quality child care for underserved or vulnerable populations. Grants and contracts can help stabilize programs and promote higher quality with comprehensive services for school-age and other special populations.
Over the past eight years, states have made considerable progress in lowering error rates and reducing improper payments in their child care programs. In their State Improper Payments Reports (ACF-404), states share practices that have helped reduce errors, particularly those that lead to improper payments. This brief summarizes practices that states have cited as being most successful.
This issue brief provides a summary of research that identifies three dimensions that lead to suspension and expulsion: (1) absence of a deep understanding of child development with staff; (2) implicit bias; and (3) children who need more and different support than can be provided in an educational or early learning setting alone.
This issue brief provides a summary of lessons learned from a Community of Practice (CoP) on Continuous Quality Improvement (CQI) for early childhood and school-age thought leaders led by BUILD QRIS Learning Network. It includes models of CQI and how CQI is being integrated in quality improvement and professional development systems.