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Current Filters: Author:Afterschool Investments Project [remove]; New in five years [remove]; Classification:Service Delivery [remove];

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CCDF and 21CCLC state efforts to facilitate coordination for afterschool programs
Afterschool Investments Project, 2004
Washington, DC: Finance Project.

A comparison of the Twenty-first Century Community Learning Centers and the Child Care and Development Fund (CCDF), with a discussion of ways to combine these funds to support afterschool programs.

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Creating a vision for afterschool partnerships
Afterschool Investments Project, 2004
Washington, DC: Finance Project.

A guide for facilitating collaboration between partner organizations during the planning stages of after school program development

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Linking and learning: Lessons for afterschool from early childhood system-building efforts
Afterschool Investments Project, October, 2006
Washington, DC: Finance Project.

An overview of lessons for developing afterschool child care service delivery systems

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State and territory afterschool profiles: National profile
Afterschool Investments Project, 2011
Washington, DC: Afterschool Investments Project.

An overview of the characteristics of out-of-school time policies, funding sources, and service delivery in the United States

Fact Sheets & Briefs


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Using the Child Care and Development Fund to support a system of quality improvement for school-age programs
Afterschool Investments Project, September, 2009
Washington, DC: Afterschool Investments Project.

An overview of strategies for the improvement of children’s access to high quality after school care for school-aged children, based on a review of literature and interviews with program staff in Delaware, Florida, Minnesota, Missouri, Pennsylvania, Ohio, and Oregon

Fact Sheets & Briefs


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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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