Evaluation & Research
QUALITYstarsNY is New York’s quality rating and improvement system that is being implemented in targeted communities with funding from the State Department of Education. The goal of the recruitment project was to recruit suitable applicants for the 2012-2014 implementation of QUALITYstarsNY. Early care and education programs were recruited and selected primarily from communities within and around Persistently Low Achieving public schools.
QUALITYstarsNY is New York’s quality rating and improvement system that is being implemented in targeted communities with funding from the State Department of Education. The QUALITYstarsNY Readiness Project was an early strategy to engage the early care and learning community by making QUALITYstarsNY information available in local communities and preparing programs for future statewide implementation. This was accomplished by training workshop facilitators who then provided multiple workshops within 10 regions of the state.
In response to a lack of available, validated instruments designed specifically to measure the quality of classroom support provided for children with disabilities in inclusive settings, the Inclusive Classroom Profile (ICP), a structured observation rating scale, was designed to assess the quality of inclusive classroom practices in pre-k programs. The development of the ICP was modeled after the ECERS-R and was informed by national research and professional recommended practices within the field of early childhood inclusion.
Classroom Quality in Numbers: Using Multiple Measures of Classroom Quality and the Effect on Reliability and Validity
As a part of the FACES study*, Mathematica Policy Research designed and conducted a study to assess the extent to which using different observation measures and protocols to evaluate classroom quality may affect (1) the resulting scores and (2) the reliability of the measures.
This evaluation brief is one in a series of evaluation briefs conducted on behalf of Kentucky STARS for KIDS NOW. Within this brief, you will find links to other reports written as part of Kentucky’s process evaluation. This particular evaluation brief is to inform a discussion of alternative rating structures for Kentucky STARS for KIDS Now. The brief provides a theoretical review of possible rating structures.
Examining the Definition and Measurement of Quality in Early Childhood Education: A Review of Studies Using the ECERS-R from 2003 to 2010
The field of early childhood education continues to grapple with the issue of understanding quality in classrooms. The lack of clarity in definition (or conceptualization) and related ability to assess (or operationalize) quality has contributed to a reliance on the Early Childhood Environment Rating Scale (ECERS-R), which is often interpreted to be synonymous with the quality of a classroom. Likewise, the ECERS-R (although a measurement tool) is often used to define quality.
High-quality child care has been shown to improve the academic success and life adjustments of children living in poverty. During the past decade, many American states have adopted voluntary Quality Rating and Improvement (QRI) systems in an attempt to increase the level of quality in child care. Using data compiled by the National Association of Child Care Resource & Referral Agencies and the U.S.
Quality measures were originally developed for research aimed at describing the settings in which children spend time and identifying the characteristics of these environments that contribute to children‘s development. They were also developed to guide improvements in practice. Increasingly, however, measures of quality are being used for further purposes. In particular, they are being used to guide components of state policies.
Understanding and Choosing Assessments and Developmental Screeners for Young Children Ages 3-5: Profiles of Selected Measures
This compendium reviews technical information provided by developers regarding the reliability and validity of 8 commonly used child assessments and 10 developmental screening tools and translates this information into user-friendly language.
Developing Kindergarten Readiness and Other Large Scale Assessment Systems: Necessary Considerations in the Assessment of Young Children
Over the past few years, interest in assessing children as they enter kindergarten has gained momentum in states. The Center for Applied Research at the National Association for the Education of Young Children (NAEYC) has developed this guidance to support states’ development and implementation of kindergarten readiness assessment systems.