Reviewing and Clarifying Goals, Outcomes and Levels of Implementation: Toward the Next Generation of Quality Rating and Improvement Systems (QRIS)

This brief, based on a keynote speech delivered by Martha Zaslow at BUILD Initiative’s 2013 Annual QRIS National Meeting, reviews and updates our understanding of goals and outcomes of QRIS, in order to work toward the next generation of QRIS. The brief articulates a framework that can support design, revision, validation, and evaluation of QRIS and serves as the introduction to a forthcoming product from the Quality Initiatives Research and Evaluation Consortium (INQUIRE) supported by OPRE that will articulate the framework’s components in more detail.

Increasing Provider Engagement in Quality Rating and Improvement Systems

As states develop and revise their Quality Rating and Improvement Systems (QRIS), many have focused particular attention and effort on increasing provider participation rates. The Early Learning Challenge Technical Assistance Program, along with the National Center on Child Care Quality Improvement, created this brief to highlight efforts to raise provider participation in three states: Indiana, Kentucky, and Washington. These states were selected because they represent varied but successful approaches to increasing QRIS participation.

Birth to 5: Watch Me Thrive! A Compendium of Screening Measures for Young Children

This document has several purposes. First, the compendium aims to discuss the purpose of developmental screening and how it differs from child assessment. Second, the compendium aims to “translate” technical psychometric information about the reliability and validity of commonly-used developmental screening tools into language that is easily understood by early childhood practitioners. Being able to access this information more easily can help early childhood practitioners evaluate whether a developmental screening tool is appropriate for the population with which it will be used.

State-Funded PreK Policies on External Classroom Observations: Issues and Status

More and more, classroom observation data are being used to inform key decisions in programs serving young children. The Educational Testing Service recently released a report, State-Funded PreK Policies on External Classroom Observations: Issues and Status (2014) by Debra J. Ackerman, which examines PreK classroom observation policies across the country, the protocols being used, and how often such data are collected from classrooms.

Parent Aware Ratings: Year Two Implementation Report

Together, Greater Twin Cities United Way and Parent Aware for School Readiness (PASR) provide private support to evaluate Minnesota’s Parent Aware Quality Rating and Improvement System. As with all Rating Systems throughout the country, Parent Aware is a work-in-progress. Parent Aware is proud to stand with a committed and growing group of public and private partners working hard each day to make Parent Aware a strong framework of quality for Minnesota’s early learning system.

Implications of QRIS Design for the Distribution of Program Ratings and Linkages between Ratings and Observed Quality

This brief is designed to compare the three different structural models – block structures, points structures, hybrid structures – by using three hypothetical QRIS. The data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), was used to model three QRIS using the three structure models mentioned above, with the idea that by using consistent data but changing the structure and rules for the standards, it will be possible to look at how different QRIS structures would relate to observed quality as measured by the ECER-R.