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.
This resource reviews which states accommodate children with special needs in their quality rating and improvement system (QRIS), and highlights states with exceptional inclusionary practices.
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.
Based on strong interest from Race to the Top – Early Learning Challenge grantees in the financing aspect of sustainability, the Early Learning Challenge Technical Assistance program worked collaboratively with other TA partners to compile a Summary of Resources on Sustaining Early Care and Education Financing.
This brief, written by Child Trends and Mathematica Policy Research under contract with the HHS Office of Planning, Research and Evaluation, describes best practices for data collection, management, and dissemination.
The Quality First Participant Implementation Guide provides an easy reference for programs enrolled in Quality First as well as those with an interest in finding out more about the program. The Guide offers detailed information about the history of Quality First, the primary components of the program, and resources to support participants’ success.
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.
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.
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.