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
- (-) Remove Supportive Learning Environment filter Supportive Learning Environment
- (-) Remove Systems Building filter Systems Building
- Culturally Responsive Practice & Inclusion (5) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (5) Apply Family and Community Engagement filter
- Health and Safety and Licensing (2) Apply Health and Safety and Licensing filter
- Professional Development (5) Apply Professional Development filter
- Program Design and Management (4) Apply Program Design and Management filter
- Quality Improvement (7) Apply Quality Improvement filter
- School & Community Partnerships (4) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (6) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (4) Apply Summer Learning filter
Resource type
- (-) Remove Infographic filter Infographic
- (-) Remove Report filter Report
- (-) Remove Website filter Website
- Issue brief (24) Apply Issue brief filter
- Other (10) Apply Other filter
- Tool kit (5) Apply Tool kit filter
- Video/video series (1) Apply Video/video series filter
- Webinar (4) Apply Webinar filter
Publisher
- (-) Remove Administration for Children & Families (ACF) filter Administration for Children & Families (ACF)
- (-) Remove Afterschool Alliance filter Afterschool Alliance
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- BUILD, QRIS National Learning Network (1) Apply BUILD, QRIS National Learning Network filter
- Child Trends (3) Apply Child Trends filter
- National Afterschool Association (NAA) (1) 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) (1) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (1) Apply Office of Child Care (OCC) filter
- Other (22) Apply Other filter
- The After-School Corporation (TASC) (1) Apply The After-School Corporation (TASC) filter
- The Forum for Youth Investment, The Wallace Foundation (3) Apply The Forum for Youth Investment, The Wallace Foundation filter
- US Department of Health and Human Services, US Department of Education (2) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
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 report summarizes survey data collected in 2020, both before and during the pandemic; it is the fourth survey, preceded by findings from 2004, 2009, 2014.
The report and executive summary review lessons learned from the first two years of the Partnership for Social-Emotional Learning Initiative (PSELI). Findings are based on surveys, interviews, and observations from 38 partnerships in 6 sites about the barriers and solutions to school-OST partnerships on SEL.
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 covers results of a survey of 1,445 providers between September 28-October 7, 2020. Results indicate that more programs are open now than in the spring or summer, although on average they are serving half the children they were serving last fall. The survey also shows that there is unequal access to afterschool for children from low-income families.
The Afterschool Alliance's webpage on COVID-19 offers a rich array of resources to help support Out-of-School Time (OST) system builders, administrators, and practitioners in navigating the challenges of the pandemic as they strive to effectively serve children, families, and providers.
This report captures what was shared at an October 2019 Conference about the challenges of teaching social and emotional learning (SEL) in afterschool programs. It provides a brief history of the growing focus on SEL, along with a summary of remarks by national leaders.
The Afterschool Alliance conducted a survey from May 28-June 30, 2020 to explore what afterschool programs are experiencing during the pandemic. The results show that 84 percent of programs are concerned that they will not be able to provide services in the fall due to increased requirements and 61 percent are concerned they may close permanently.
This snapshot summarizes key concepts about self-regulation development and intervention for elementary-aged children for teachers, afterschool providers, and families and is one of a series of six across the developmental spectrum.
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.