NCASE Resource Library
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.
Federal, state, and local agencies are increasing investments and building capacity in emergency preparedness, response, and recovery.
This brief presents a framework that broadens our understanding of how, when, and where youth learn.
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This journal article describes how Professional Learning Communities (PLCs) can be used as an effective means for staff development with out-of-school time (OST) providers. Based on a research project involving six experienced facilitators, it offers a framework, potential formats, and tips on how to structure PLCs to meet the needs of OST staff and programs.
This webinar defines child care deserts and explores how two organizations have developed data-driven analyses to identify where there is persistent undersupply. The data demonstrate that lack of child care disproportionately impacts rural communities, low-income communities, and Latino and American Indian and Alaska Native families.
This report offers important insights into how collaboration across sectors can help state and city systems build a more skilled, sustainable workforce that better supports children and youth.
Based on surveys, focus groups, and interviews, this policy brief identifies how states are creating policies for developing, supporting, and monitoring Technical Assistance professionals. There are recommendations on developing: (1) common terminology; (2) standards and competencies; (3) career pathways; and (4) data and evaluation systems.
The Afterschool Alliance has developed an easy-to-use searchable database on evidence-based impacts of afterschool and summer programs.
This issue brief has taken the traditional logic model approach and translated it into a less daunting process so all community members can participate in a community-based organization planning process.
This brief is designed to examine home-based provider quality and to inform the content and dosage of professional development interventions they receive. The higher quality providers are more experienced, have more training, are usually licensed, and belong to a provider organization.
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.
This research brief examines and encourages an increased focus on family engagement indicators in quality rating and improvement systems (QRIS). It outlines four critical components of family engagement and corresponding indicators that could be incorporated into QRIS efforts at the state level, as well as practices at the program level.
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.