Validation of Quality Rating and Improvement Systems (QRIS): Examples from Four States demonstrates how different states (Indiana, Maine, Minnesota and Virginia) have approached QRIS validation, compares findings, and highlights challenges in designing and conducting QRIS validation studies. This brief was produced as part of the Child Care and Early Education Policy and Research Analysis and Technical Expertise Project.
‘You know how it makes you feel’: Low-income parents' childcare priorities and definitions of ideal high-quality childcare
A qualitative study finds that low-income parents' expectations for child care are lower than most professional standards. This study, conducted by Child Trends' Nicole Forry and others, and published in the Journal of Children and Poverty, also found strong alignment, for the most part, between parents' definitions of high-quality care and their priorities for their most recent child care search. Parents focused less on structured learning opportunities when discussing child care priorities and more on practical features of care.
California’s Best Practices for Young Dual Language Learners: Research Overview Paper is a publication that provides early childhood educators with valuable information on the most current research on the development of young dual language learners. This series of research overviews spans the disciplines of neuroscience, cognitive science, developmental psychology, assessment, educational research, family engagement, and special needs.
The Alliance for Early Success released a new resource to help improve the lives of young children, especially those facing the greatest challenges. The Research Base for a Birth Through Age Eight State Policy Framework is a comprehensive research report by Child Trends, a nonpartisan research center on children and family issues. This resource can help guide states in making decisions about their QRIS efforts and be a tool not only for policy development, but also help states establish a research connection to their efforts. Read the report here.
The Relationship of Licensing, Head Start, Pre-K, QRIS, Accreditation, and Professional Development and their Potential Impact on Child Outcomes
Richard Fiene, Ph.D. has written a short paper which provides some thoughts about the various public policy initiatives/systems to improve early care and education, such as licensing, Head Start, Pre-K, QRIS, accreditation, and professional development and their potential impact on child outcomes. Early care and education is at a major crossroads as a profession in attempting to determine which quality initiatives have the greatest impact on children.
Parent engagement in children’s education is increasingly viewed as an essential support to children’s learning in early care and education programs and throughout the school years. While there are many definitions of “parent engagement,” the term is used here to describe parents’ efforts to promote their children’s healthy development and learning through activities that can be encouraged by educators in child care, preschool and school settings.
This 2013 report by Louise Stoney, compares wages and benefits across market-based child care, school-based Prek and Head Start programs in Louisiana. Wage data are reported from existing sources, coupled with information on employee benefits obtained via an email survey. A range of policy options to help narrow the wage gap are discussed. Appendix A includes a summary of ECE compensation issues in other states.