State of Early Childhood Higher Education – Reports

Thanks to the support of the W. Clement and V. Jessie Stone Foundation, the Center for the Study of Child Care Employment has developed the Early Childhood Higher Education Inventory, a tool designed to assist policymakers and other stakeholders develop a more nuanced understanding of the early childhood higher education programs currently available. CSCCE recently conducted the Inventory in three states, and we are excited to share reports on the State of Early Childhood Higher Education in New Hampshire, New Jersey and Rhode Island.

Children’s Progress Update: Keystone STAR 3 and 4 Programs, 2012-13

The Pennsylvania Office of Child Development and Early Learning (OCDEL) released Children’s Progress Updates for four-year olds enrolled in Keystone STAR 3 and 4 programs in the 2012-13 program year. Updates show children are progressing throughout the program year and are coming to school ready to learn, with the percentage of four-year olds with proficient academic and social skills doubled to 81 percent after participating in Keystone STARS 3 and 4 programs in 2012-13.

Research Notes, Accreditation as an Alternative Pathway to Quality in QRIS

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.

The North Carolina Quality Rating and Improvement System (QRIS) Advisory Committee Executive Summary

North Carolina, which launched its quality rating system in 1999, has done a review of the state's Quality Rated License and are now recommending significant changes. For states that are developing new quality rating systems or revising their existing ones, the committee report and/or summary may be of interest.

Framework for the North Carolina Technical Assistance Practitioner Competencies

This new framework from the North Carolina Division of Child Development and Early Education is based on federal guidelines and encompasses early care and education and the school age care system. These competencies are focused on adult professional development and organized across five domains - the role of the Technical Assistance Practitioner and Professional Growth, technical assistance approaches and processes, and systems knowledge.