NCASE Resource Library
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.
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This webinar, the 8th in a series on early childhood education (ECE), is a topical, thoughtful discussion about systemic racism in early childhood education. It addresses the impact of racism on children, families, and child care providers.
This webinar explores issues related to virtual summer camp programming. A panel of three practitioners from different types of camps share their experiences and expertise in online programming.
On this webinar, four national organizations share national trends and state strategies for use increased Child Care and Development Block Grant (CCDBG) funding and how these funds are making a difference for children, families, and providers.
This report examines evidence on outcomes and the effectiveness of summer experiences for youth on academic learning, social and emotional development, physical and mental health, and safety.
This report summarizes findings of a Child Trends survey to learn how states are using the additional federal funds to expand services for eligible children and implement CCDBG Reauthorization requirements.
This report aims to challenge the prevailing discourse about Black children from one that overemphasizes limitations and deficits to one that draws upon strengths, assets, and resilience.
This national study explores how low-income children's access to early childhood education might differ from their higher-income peers and how child care subsidy policies can close the gap. The study assigned states to one of five profiles based on a package of subsidy policies to produce findings about which packages provide equity in access to high quality programs.
This quality outcomes study of a summer program in Seattle Public Schools provides evaluative evidence for an instructional model that showed positive change in academic performance and high quality instructional practices.
This research brief shares findings from summer learning projects in five cities or regions. The randomized control trial found that children who had high attendance for two consecutive summers had better outcomes in math, English language arts, and social-emotional competence. The brief also provides five related promising practice tips for program leaders.