This issue brief summarizes the research that shows that high-dosage tutoring is one of the most effective strategies in producing large learning gains for a wide range of students. It includes at-a-glance design principles including frequency of tutoring, group size, personnel, curriculum, measurement, and scheduling. This is an important resource for any out-of-school staff person who may work within school to provide tutoring or any program thinking about providing tutoring during afterschool or summer. This resource supports the COVID-19 response.

The Wallace Foundation has created four issue briefs to help state system planners make decisions about spending American Rescue Plan funds. The briefs summarize the evidence on outcomes and implementation guidance and each brief includes a bibliography. Topics include: (1) The Importance of Adult Skills in SEL; (2) Summer Learning with Academic and Non-Academic Activities; (3) AfterSchool Coordinating Systems to Support Afterschool Programming; and (4) The Role of Principal Leadership in School Recovery and Re-opening. This resource supports the COVID-19 response.

This report summarizes research on changes in licensing requirements and policies for child care centers, family child care homes, and group care homes. It compares 2017 data to that of 2014. Topics covered include staff and provider qualifications and training requirements, child-staff ratios and group sizes, requirements for the care of children, and health and safety requirements for child care facilities. It also includes requirements for training licensing staff.  

This updated research brief provides a summary of key evaluations on the impact of afterschool programs during the pandemic. This summary can be a helpful resource for programs building the case for accessing stimulus funding as it refers to impact of afterschool on academic growth and engagement in learning; benefits of summer learning, fostering key foundational skills and boosting students’ well-being; and setting youth up to thrive post high school.

This practice brief explores some of the current mental health needs of school-age children, their families, and the OST workforce. In addition, this brief discusses the social and emotional constructs that promote resilience, as well as examples of mental health supports that states and local jurisdictions can consider for collaborative implementation.

This NCASE practice brief explores challenges and promising practices to support school-age children in accessing high-quality experiences in home-based child care (HBCC).

This issue brief identifies policy opportunities to strengthen school-age child care, based on findings drawn from a literature review, case studies of five afterschool programs, and inputs from experts in the field. It includes strategies to support working families, strengthen the quality of child care settings, scale supports for social-emotional and behavioral health, address unmet need, and pursue sustainable cross-sector financing strategies. This resource supports the COVID-19 response. 

The Urban Institute conducted research in CT, OK, and D.C. to understand which families work nontraditional hour care (NTH). The study found that NTH work schedules are more common for families who already face challenges because of structural racism and systemic inequities including those who are Black and Latinx, low-income, lower levels of education, and one-parent families. There is need to address access issues given that only a small fraction of centers provide NTH care and only one-third of family child care providers. In addition, public funds aren't often available for NTH care.

This  racial equity assessment tool can be used to prevent institutional racism and minimize unanticipated adverse consequences for organizations. It provides a sample of questions to ask when developing proposed policies, institutional practices, programs, plans, and budgetary documents.  

The Equity Literacy Institute developed this set of definitions and abilities to assist educators, leaders, and all professionals in creating and sustaining equitable practice. It includes five critical abilities and examples including the ability to recognize, respond, and redress bias, inequities, and oppressive ideas, and to actively cultivate and sustain anti-oppressive ideology in institutions.