Monitoring & Accountability
Trend Briefs share data collected through the NAEYC Accreditation process and connect the findings to early childhood research trends. The analysis of this data tells the story of successful approaches used by high quality programs
Student assessments are a critical component of any early learning program. Assessments are used to inform student instruction and to ensure that children are making significant learning gains based on age-appropriate expectations. For Hispanic English language learner (ELL) children, assessments must be structured in a manner that accurately measures children’s progress in both content knowledge and English language development. Additionally, assessments should provide information about how programs are serving young children with diverse learning needs.
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.
This chart provides an analysis of states that are using or planning to use (or proposed to use in their RTT/ELC application) the CLASS as part of their quality rating and improvement system (QRIS).
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.
Moving to Outcomes: Approaches to Incorporating Child Assessments into State Early Childhood Quality Rating and Improvement Systems
Many studies have shown that higher-quality early care and education (ECE) predicts positive developmental gains for the children who experience it. However, much ECE in the United States is not of sufficiently high quality to produce these benefits.
This brief by the National Center on Child Care Quality Improvement provides an analysis of the extent that State program quality standards include requirements or criteria pertaining to assessing children’s development. Three sets of States’ program standards were examined - state-funded preschool program requirements, quality rating and improvement system (QRIS) graduated program quality standards, and child care licensing regulations.
This brief by the National Center on Child Care Quality Improvement is an examination of current standards that apply to varied types of early care and education programs. It contains an overview of the types of program quality standards in States, discusses challenges faced by States in establishing a common set of standards, and describes the applicability of standards to varied programs and settings for young children.
To gain more insight into different strategies for shaping and implementing QRIS, the Center for Law and Social Policy (CLASP) and the National Women’s Law Center (NWLC) interviewed 48 child care center directors from nine states (FL, IL, IA, KY, ME, NC, OK, PA, TN) about their experiences with QRIS.