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
- Culturally Responsive Practice & Inclusion (4) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (3) Apply Family and Community Engagement filter
- Professional Development (8) Apply Professional Development filter
- Quality Improvement (11) Apply Quality Improvement filter
- School & Community Partnerships (7) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (3) Apply Subsidy, Eligibility, and Equal Access filter
- Supportive Learning Environment (11) Apply Supportive Learning Environment filter
Resource type
Publisher
- (-) Remove Center on Enhancing Early Learning Outcomes (CEELO) filter Center on Enhancing Early Learning Outcomes (CEELO)
- (-) Remove Collaborative Communications filter Collaborative Communications
- (-) Remove Education Development Center (EDC) filter Education Development Center (EDC)
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Administration for Children & Families (ACF) (25) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (18) Apply Afterschool Alliance filter
- Afterschool Matters Journal (4) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (6) Apply American Institutes for Research (AIR) filter
- BUILD, QRIS National Learning Network (5) Apply BUILD, QRIS National Learning Network filter
- Child Trends (9) Apply Child Trends filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (1) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Kids Included Together (KIT) (1) Apply Kids Included Together (KIT) filter
- National Afterschool Association (NAA) (8) Apply National Afterschool Association (NAA) filter
- National Institute on Out-of-School Time (NIOST) (6) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (16) Apply National Summer Learning Association (NSLA) filter
- National Women's Law Center (3) Apply National Women's Law Center filter
- Office of Child Care (OCC) (39) Apply Office of Child Care (OCC) filter
- Office of Head Start (3) Apply Office of Head Start filter
- Opportunities Exchange (2) Apply Opportunities Exchange filter
- Other (100) Apply Other filter
- Safe@School: Ontario Teachers' Federation (OTF) and the Centre ontarien de prévention des aggressions (COPA) (1) Apply Safe@School: Ontario Teachers' Federation (OTF) and the Centre ontarien de prévention des aggressions (COPA) filter
- The Forum for Youth Investment, The Wallace Foundation (2) Apply The Forum for Youth Investment, The Wallace Foundation filter
- US Department of Education (2) Apply US Department of Education 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
This report describes the state of afterschool coordination in a set of 75 large U.S. cities seven years after they were first surveyed in 2013. It focuses on three components: a designated coordinating entity, a common data system, and a framework or set of standards for program quality.
This report shares evaluation findings from 2017 of the longer-term impacts of a summer learning project in five school districts: Boston, Dallas, Duval County in Florida, Pittsburgh, and Rochester. It explores the effects of two consecutive summers of voluntary, full-day programming for at least 20 days three school years after the second summer of programming.
This guide describes how cities and intermediaries can work with afterschool providers across a neighborhood, city, or region to build quality. It explores how to identify a lead organization, engage stakeholders, use a continuous improvement model, and manage data systems. It includes case studies from Georgia, Texas, Illinois, Massachusetts, New York, and Florida.
This report offers information to aid summer learning leaders in securing and maintaining support for programs. It summarizes lessons learned from interviews with 60 school district staff and 20 policy experts on federal, state, city, and district funding and policies.
This report summarizes lessons learned from the Wallace Foundation's National Summer Learning Project in the five cities of Boston, Dallas, Jacksonville, Pittsburgh, and Rochester.
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 describes three distinct models for effective afterschool system governance. The models emerged out of a literature review and interviews with leaders from 15 cities.
Amid increasing interest in the topic of social and emotional learning (SEL), this special issue of the journal "The Future of Children" explores SEL in schools and after-school settings. There are nine articles that can be read separately.
This issue brief provides a summary of the increasingly robust research base on key characteristics of high quality programs and the resulting child outcomes. It also refers to the many valid and reliable measures that exist to examine program effectiveness, including the California Afterschool Outcome Measures Project.
This issue brief provides a review of the research on benefits of school-community partnerships for students and families. It identifies features of effective partnerships (complements academic efforts with enrichment, supports transitions across school years, helps programs to gain access to students, to staff, and to resources).