NCASE Resource Library
Featured Resources
Strengthening Systems and Supports to Build Positive Social-Emotional Climates in Out-of-School TimeFrom 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. |
Search for Resources ?
Search Results
Reset Selections
Expand All Filters
Topics
- (-) Remove Family and Community Engagement filter Family and Community Engagement
- (-) Remove School & Community Partnerships filter School & Community Partnerships
- Culturally Responsive Practice & Inclusion (4) Apply Culturally Responsive Practice & Inclusion filter
- Professional Development (3) Apply Professional Development filter
- Program Design and Management (2) Apply Program Design and Management filter
- Quality Improvement (4) Apply Quality Improvement filter
- Subsidy, Eligibility, and Equal Access (1) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (1) Apply Summer Learning filter
- Supportive Learning Environment (4) Apply Supportive Learning Environment filter
- Systems Building (2) Apply Systems Building filter
Publisher
- (-) Remove Afterschool Alliance filter Afterschool Alliance
- Administration for Children & Families (ACF) (7) Apply Administration for Children & Families (ACF) filter
- Afterschool Matters Journal (1) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (5) Apply American Institutes for Research (AIR) filter
- Center on Enhancing Early Learning Outcomes (CEELO) (1) Apply Center on Enhancing Early Learning Outcomes (CEELO) filter
- Child Trends (3) Apply Child Trends filter
- Collaborative Communications (2) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (1) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Expanded Learning and Afterschool Project (2) Apply Expanded Learning and Afterschool Project filter
- Harvard Family Research Project (2) Apply Harvard Family Research Project filter
- National Afterschool Association (NAA) (1) Apply National Afterschool Association (NAA) filter
- National Association of Child Care Resource & Referral Agencies (NACCRRA) (1) Apply National Association of Child Care Resource & Referral Agencies (NACCRRA) 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) (4) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (10) Apply Office of Child Care (OCC) filter
- Office of Head Start (1) Apply Office of Head Start filter
- Office of Head Start National Center on Cultural and Linguistic Responsiveness (1) Apply Office of Head Start National Center on Cultural and Linguistic Responsiveness filter
- Other (39) Apply Other filter
- The After-School Corporation (TASC) (1) Apply The After-School Corporation (TASC) filter
- The Wallace Foundation (2) Apply The Wallace Foundation filter
- US Department of Education (3) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (1) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
This issue brief highlights the challenges English language learners (ELLs) face in developing literacy proficiency and articulates how afterschool programs can play a central role in providing the supports to help ELL students thrive in school, work, and life.
This special report focuses on the potential of afterschool and summer programs to support families living in communities of concentrated poverty. It outlines both benefits of Out-of-School (OST) programs and barriers to enrollment for families from resource-poor backgrounds. It offers recommendations to system builders and providers.