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 Professional Development filter Professional Development
- (-) Remove Program Design and Management filter Program Design and Management
- (-) Remove School & Community Partnerships filter School & Community Partnerships
- (-) Remove Subsidy, Eligibility, and Equal Access filter Subsidy, Eligibility, and Equal Access
- Culturally Responsive Practice & Inclusion (5) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (7) Apply Family and Community Engagement filter
- Health and Safety and Licensing (1) Apply Health and Safety and Licensing filter
- Quality Improvement (11) Apply Quality Improvement filter
- Summer Learning (4) Apply Summer Learning filter
- Supportive Learning Environment (9) Apply Supportive Learning Environment filter
- Systems Building (6) Apply Systems Building filter
Resource type
Publisher
- (-) Remove Harvard Family Research Project filter Harvard Family Research Project
- (-) Remove Office of Head Start filter Office of Head Start
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Administration for Children & Families (ACF) (32) 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) (8) Apply American Institutes for Research (AIR) filter
- BUILD, QRIS National Learning Network (4) Apply BUILD, QRIS National Learning Network filter
- Center on Enhancing Early Learning Outcomes (CEELO) (2) Apply Center on Enhancing Early Learning Outcomes (CEELO) filter
- Child Trends (11) Apply Child Trends filter
- Collaborative Communications (2) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (5) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Education Development Center (EDC) (1) Apply Education Development Center (EDC) filter
- Kids Included Together (KIT) (1) Apply Kids Included Together (KIT) filter
- National Afterschool Association (NAA) (11) 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) (12) 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
- Opportunities Exchange (2) Apply Opportunities Exchange filter
- Other (96) 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
- US Department of Education (3) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (4) 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.
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 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.
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 website provides basic information about substance misuse among families with children.
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 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 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 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 brief identifies evidence-based prevention tools that are low-cost targeted strategies for SEL. These "kernels" of practice are easy to implement and helpful for afterschool and summer programs that would be challenged to bring a full SEL curriculum to scale due to time or financial constraints.