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This issue brief discusses how families living in racially and economically segregated communities must also cope with the effects of historical trauma and intergenerational racism. It presents specific barriers that African-Americans face in obtaining needed services and mental health supports.
This issue brief explores how COVID-related school closures are likely to effect children’s academic progress, access to resources, and overall health and wellbeing and how systemic inequities exacerbate the impact for some groups.
These guidelines are for child care and after school programs providing care for children of frontline medical workers during the COVID-19 crisis. They include guidance on preparing facilities, handling access to the program, cleaning and disinfecting, and food safety. This brief was published on April 4, 2020 and includes a helpful sample daily checklist for the program.
This is a user-friendly guide for providing leadership in these uncertain times, including sections on how to lead well, where to find savings, and how to talk to your donors, and how to find growth opportunities. It also includes a good discussion with Brett Hagler from New Story on how to build trust, display competence, and do budgeting and fundraising.
This article provides recommendations for child care for essential workers including: (1) use of Caring for Our Children: National Health and Safety Performance Standards for guidance on the prevention and management of illness; (2) expansion of paid family leave to extended family members of essential workers so they can stay at home with their children; and (3) compensation of all early child
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 review of existing research on literacy programs for out-of-school time (OST) was conducted as part of an initiative for Philadelphia. It includes evidence on literacy outcomes, staffing, and training needs for tutoring programs, after school and summer programs, and online literacy programs.
This issue brief explores how we can all strengthen our understanding of our internalized biases, so we can be more mindful of working toward equity. Strategies suggested include developing agreements so we have courageous conversations and reducing stigma so we can talk openly and give honest feedback.
This issue brief identifies four important things to know about the transition to school, and it also mentions the transition that children and families experience to out-of-school programs: (1) transition is a matter of equity; (2) a smooth transition to school makes a difference for children's outcomes; (3) families play an important role in the transition to school; and (4) it's all about re
This brief presents a framework that broadens our understanding of how, when, and where youth learn. It recommends ways for how youth development organizations can build partnerships with schools, juvenile justice, foster care, and families to support growth and development.