Monitoring & Accountability
This Office of Planning, Research & Evaluation (OPRE) report provides an overview of the Quality of Caregiver-Child Interactions for Infants and Toddlers (QCCIIT) observation tool, which was designed to measure the quality of caregiver-child interactions in child care settings serving infants and toddlers. The tool can be used across different types of settings and measures caregiver support for infant/toddler social-emotional development, cognitive development, language and literacy development, as well as areas of concern (negative caregiving behaviors).
Under the Improving Head Start for School Readiness Act of 2007, local Head Start and Early Head Start grantees are formally required to develop school readiness goals and evaluate children's progress toward these goals.
This spreadsheet is a real-world example that was created using data from http://qriscompendium.org/. The report on the first tab was created by pulling data from the QRIS Compendium related to states’ use of observation tools, highlighting states that use both the ERS and CLASS™ in their rating. It also shows states that incorporate more than one observational tool into their standards but where only one tool impacts the rating and states that are using two different tools in the rating (but not both ERS and CLASS™).
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.
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.
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.
Having the right information available at the right time goes a long way toward helping organizations improve their program performance and meet their goals. Continuous improvement denotes a shift from thinking about evaluation as a one-time effort to assess the effectiveness of a completed program to treating evaluation as a continuous learning process that provides programs data to show whether and how they are delivering value to their community over time.
Family-Provider Partnerships: Examining Alignment of Early Care and Education Professional and Performance Standards, State Competencies, and Quality Rating and Improvement Systems Indicators in the Context of Research
Interest in the quality of provider-family relationships in early care and education (ECE) settings has sharpened the focus on defining and measuring elements of these relationships across settings for program improvement purposes. In this brief, authors examine the alignment of research-based elements of family-provider partnerships with professional and performance standards from three national ECE organizations as well as selected professional competencies and Quality Rating and Improvement System (QRIS) family partnership indicators from two states.
Many states include national program accreditation within their QRIS framework. However, states vary in how and to what degree accreditation is recognized. Research conducted on data from the Illinois Quality Counts QRS by the McCormick Center for Early Childhood Leadership examines the role of accreditation as an alternative pathway to quality in QRIS for center-based early childhood programs.
This report summarizes information gathered through interviews with state and national key informants regarding continuous quality improvement in quality rating and improvement systems (QRIS).