2014

America’s Hispanic Children: Gaining Ground, Looking Forward

This report presents a rich and nuanced statistical portrait of America’s Latino children, drawn from the latest nationally-representative data. It is a complex picture. Some facets will be familiar, while others are less well known. All have important economic and social implications, particularly with respect to education as the pathway to fulfilling aspirations and to full participation in the life of the nation.

QRIS Compendium 2014 Technical Assistance

This fact sheet provides a descriptive analysis using data from qriscompendium.orgi about how on-site TA is being implemented across the 39 operating QRIS in the US in 2014, including information on: the entities providing TA, the job titles used for TA providers, the number of TA providers delivering services for QRIS, and trainings or certifications needed for TA providers.

Evaluation of Delaware Stars for Early Success: Year 2 Report

Evaluation of Delaware Stars for Early Success: Year 2 Report by the RAND Corporation aims to determine whether Delaware Stars providers are advancing in the rating system and whether additional providers serving infants, toddlers, and preschool-age children are joining the QRIS. The authors updated the analyses of Delaware Stars participation based on administrative data as of October 2014, which is nine months after the snapshot presented in the Year 1 report.

2014 QRIS Mission & Goals Fact Sheet

Mission and goal statements are explicit written declarations that provide a foundation for QRIS activities and expected outcomes. Mission and goal statements may be included in QRIS statutes, policy manuals and/or websites; they offer stakeholders a clear vision of the QRIS priorities.

Data Use for Continuous Quality Improvement: What the Head Start Field Can Learn from Other Disciplines. A Literature Review and Conceptual Framework

This Office of Planning, Research & Evaluation (OPRE) report summarizes research on the processes, facilitators, and impediments to data use for continuous quality improvement; develops a conceptual framework representing the elements of data use for continuous quality improvement; provides linkages between the disciplines from which the literature was drawn and the Head Start field; and suggests areas for future research.

Georgia’s Pre-K Professional Development Evaluation Report

Georgia’s Pre-K Professional Development Evaluation is a three-year, Race to the Top-funded study of the impact of specific professional development models on teacher-child interactions. The purpose of the study, conducted by scientists from the University of North Carolina’s Frank Porter Graham Child Development Institute and Child Trends, was to evaluate the impact of two professional development models, Making the Most of Classroom Interactions (MMCI) and MyTeachingPartner (MTP), on teacher-child interactions in Georgia’s Pre-K classrooms when tested under real-world conditions.