Evaluation & Research
QRIS have existed for about two decades and in this short timeframe the systems have evolved. The initial focus was on improving the generally low quality of care in the late 1990s. In 2009-10, the federal stimulus funds and the announcement of the Race to the Top-Early Learning Challenge (ELC) grant competition spurred on an already emerging second generation of QRIS development.
This resource was prepared in response to a request for information from a Race to the Top – Early Learning Challenge (RTT-ELC) State about which contractors RTT-ELC States were using to design and implement their validation studiesfor their State's Tiered Quality Rating and Information System (TQRIS) 1 as part of the RTT-ELC grant.
For the first time in a generation, national legislation on publicly-funded preschool education is the focus of prominent debate.
Advocates have made progress in getting the message to policymakers about the first three years of life and gaps that can begin in infancy—only to be met by shrugs of doubt that anyone knows “what to do about babies.” We know that an array of proven interventions can help families get their babies off to a good start in life. Yet, piecing together the infant-toddler policy puzzle is not simple.
As concern increases over how specific public policies affect children in the early years, establishing cause and effect and estimating the benefits to young children puts increased technical demands on assessment.
State TA Resources are developed by ELC TA State Support Team members in response to requests from RTT-ELC States for information on topics related to the implementation of their grants.
(QRISs) have advanced and matured, a number of states and localities have undertaken evaluations to validate the systems. Such efforts stem from the desire to ensure that the system is designed and operating in the ways envisioned when the system was established.
The report describes what has been learned from research grants on early intervention and early childhood education funded by the Institute's National Center for Education Research and National Center for Special Education Research, and published in peer-reviewed outlets through June 2010. This synthesis describes contributions to the knowledge base produced by IES-funded research across four focal areas:
From Crawling to Walking: Ranking States on Birth- 3rd Grade Policies that Support Strong Readers, ranks states on 65 indicators in seven policy areas. The report found that most states are not taking a comprehensive approach when it comes to developing children’s literacy skills. Accompanying the research are interactive maps of state progress displayed via New America’s data visualization and policy analysis tool, Atlas.