NCASE Resource Library
Featured Resources
Strengthening Systems and Supports to Build Positive Social-Emotional Climates in Out-of-School TimeFrom 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. |
Federal, state, and local agencies are increasing investments and building capacity in emergency preparedness, response, and recovery. |
Search for Resources ?
Search Results
Filter By
Pages
Reset Selections
Expand All Filters
Topics
- Culturally Responsive Practice & Inclusion (94) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (68) Apply Family and Community Engagement filter
- Health and Safety and Licensing (38) Apply Health and Safety and Licensing filter
- Professional Development (87) Apply Professional Development filter
- Program Design and Management (78) Apply Program Design and Management filter
- Quality Improvement (104) Apply Quality Improvement filter
- School & Community Partnerships (42) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (43) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (32) Apply Summer Learning filter
- Supportive Learning Environment (111) Apply Supportive Learning Environment filter
Resource type
- Infographic (2) Apply Infographic filter
- Issue brief (40) Apply Issue brief filter
- Journal article (3) Apply Journal article filter
- Other (6) Apply Other filter
- Report (24) Apply Report filter
- Tool kit (8) Apply Tool kit filter
- Video/video series (3) Apply Video/video series filter
- Webinar (11) Apply Webinar filter
- Website (4) Apply Website filter
Publisher
- Administration for Children & Families (ACF) (12) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (2) Apply Afterschool Alliance filter
- Afterschool Matters Journal (3) Apply Afterschool Matters Journal filter
- BUILD, QRIS National Learning Network (3) Apply BUILD, QRIS National Learning Network filter
- Child Trends (4) Apply Child Trends filter
- Collaborative Communications (5) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (1) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- National Afterschool Association (NAA) (3) Apply National Afterschool Association (NAA) filter
- National Institute on Out-of-School Time (NIOST) (2) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (2) 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) (20) Apply Office of Child Care (OCC) filter
- Opportunities Exchange (1) Apply Opportunities Exchange filter
- Other (26) Apply Other filter
- The Forum for Youth Investment, The Wallace Foundation (2) Apply The Forum for Youth Investment, The Wallace Foundation filter
- The Wallace Foundation (7) Apply The Wallace Foundation filter
- US Department of Health and Human Services, US Department of Education (3) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
Strengthening Systems and Supports to Build Positive Social-Emotional Climates in Out-of-School Time
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.
The Child Care and Development Fund (CCDF) program is the largest federal funding source for child care, with an investment of $8.1 billion in fiscal year 2019.
This guide compares purpose, structure, content, and technical properties of assessment tools for out-of-school time programs.
This classic report clarifies the cost of quality out-of-school time programs, based on data from 111 quality programs in six cities. It provides the mean and range for hourly and daily cost per slot, with an analysis of factors that bring differences to cost.
This issue brief summarizes findings from the National Study of Family Child Care Networks, that conducted surveys, did qualitative interviews, and compiled case studies about Staffed Family Child Care Networks (SFCCN). These networks increase support for family child care providers by offering services such as training, home visits, support groups, and business and administrative supports.
The Office of Inspector General's issue brief identifies a concern that if states set payment rates too low, families may not have access to child care providers.
These evidence-based standards foster nutrition and physical activity outcomes for children in grades K-12 attending out-of-school time programs. Originally developed in 2011 and then adopted and disseminated by the National Afterschool Association, the standards were refreshed in 2018.
This brief outlines the state of rural afterschool resources. Currently, only 13 percent of rural children participate in afterschool programs compared with 25 percent of urban children; these discrepancies are due to barriers including diverse funding sources, transportation, facilities, staffing, and programming supports.
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 brief examines the reasons for the sharp decline in the number of Family Child Care (FCC) homes between 2011 and 2017. This decrease is a concern as FCC is an important source of care, especially for infants and toddlers, families in rural and other underserved areas, and those needing non-traditional hours care.