The QRIS National Learning Network does not endorse any particular consultant or agency or testify to the quality of their services.
The Alliance for Early Childhood Finance focuses on QRIS as a tool for system reform. The Alliance has supported states through facilitating planning and designing of standards, assessments, monitoring procedures, financial incentives and outreach. They have also provided comparative information and cost estimations.
The BUILD Initiative supports state leaders in their work to develop a comprehensive system of programs, policies and services that serve the needs of young children and their families. This systems building approach effectively prepares our youngest children for a successful future, while carefully using private and public resources. While supporting all states, the BUILD Initiative works intensively with BUILD state partners. The BUILD Initiative leads and coordinates the work of the QRIS National Learning Network.
Child Care & Early Education Research Connections, launched in 2004, promotes high quality research in child care and early education and the use of that research in policy making. Research Connections is a partnership between the National Center for Children in Poverty (NCCP) at the Mailman School of Public Health, Columbia University; the Inter-university Consortium for Political and Social Research (ICPSR) at the Institute for Social Research, the University of Michigan.
Child Care Aware of America works with more than 600 state and local Child Care Resource & Referral agencies nationwide. These agencies help ensure that families in 99 percent of all populated ZIP codes in the United States have access to high-quality, affordable child care. To achieve their mission, Child Care Aware of America leads projects that increase the quality and availability of child care, undertake research, and advocate child care policies that positively impact the lives of children and families.
The Child Care State Systems Specialist Network will deliver expert consultation, TA support, and informational products to support Administration for Children and Families’ priorities and State and Territory goals. These experts will work collaboratively with the 10 OCC Regional Program Managers (RPM) and State and Territory CCDF lead agencies to develop customized TA plans that will help grantees reach CCDF plan goals and will meet Federal reporting and accountability requirements. They will provide TA support and informational products to CCDF lead agencies via collaborative cross-system work with the OCC centers as well as ECE and school-age partners, including programs administered by Early Head Start, OHS, and the U.S. Department of Education.
Child Trends is a nonprofit, nonpartisan research center that provides valuable information and insights on the well-being of children and youth. Policymakers, funders, educators and service providers in the U.S. and around the world have relied on Child Trends' data and analyses to improve policies and programs serving children and youth.
The Council for Professional Recognition promotes improved performance and recognition of professionals in the early childhood education of children aged birth to 5 years old. In keeping with its goal to meet the growing need for qualified early child care and education staff, the Council administers the Child Development Associate® (CDA) National Credentialing Program. The CDA Program is designed to assess and credential early childhood education professionals. The Council recognizes and credentials professionals who work in all types of early care and education programs – Head Start, pre-k, infant-toddler, family child care, and home visitor programs.
The mission of the Frank Porter Graham Child Development Institute (FPG) is to cultivate and share knowledge that enhances child development and family well-being. FPG conducts research that makes a difference in children's lives, supports families, and informs public policy.
Healthy Child Care America is an organization of 62,000 pediatricians committed to the optimal physical, mental, and social health and well-being for all infants, children, adolescents, and young adults.
The McCormick Center for Early Childhood Leadership at National Louis University is a nationally recognized resource for building the leadership capacity of the early childhood workforce. Through professional development, evaluation, research, and public awareness they strive to create programs that enrich the lives of young children and those who lead them.
The National Association for Family Child Care is a non-profit organization dedicated to promoting quality child care by strengthening the profession of family child care.
The National Association for Regulatory Administration (NARA) is an international professional organization dedicated to promoting excellence in human care regulation and licensing through leadership, education, collaboration, and services.
The National Association for the Education of Young Children (NAEYC) serves and acts on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources.
The National Center on Child Care Data and Technology (NCDT), part of the Office of Child Care Information Systems Technical Assistance Project (CCISTAP), was established by the Office of Child Care to help States, Territories, and Tribes participating in the Federal Child Care and Development Fund (CCDF) to meet their reporting obligations under the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (PRWORA).
The National Center on Child Care Quality Improvement delivers TA to support State and Territory CCDF grantees in their efforts to develop and enhance quality improvement efforts. Expert staff members work with CCDF grantees to help them reach their State and Territory plan quality goals to implement statewide quality rating and improvements systems (QRIS), enhance health and safety standards and licensing systems, develop and align early learning guidelines, and promote consumer education about quality. Staff identify and share research-based promising practices and work with partners from Child Care Technical Assistance Network, Early Learning Challenge Technical Assistance Program, Office of Head Start, and other technical assistance organizations to address early childhood-related cross-sector system issues and to identify knowledge gaps and leading-edge questions.
The National Center on Child Care Subsidy Innovation and Accountability (NCCCSIA) provides technical assistance to CCDF programs in developing child care subsidy systems that are child-focused, family-friendly, and fair to providers. NCCCSIA works with grantees to help them reach goals related to subsidy eligibility, integrating quality and subsidy, strengthening program integrity, payment rules, rate setting, and other policies and practices that support serving more low income children in high quality care.
The Tribal Child Care Technical Assistance Center provides targeted technical assistance services to more than 500 Tribes. Services provided include a toll-free information and referral line; a website offering information on tribal child care programs; and onsite and regional technical assistance activities.
The mission of the National Resource Center for Health and Safety in Child Care and Early Education is to improve the quality of child care and early education programs by supporting child care providers and early educators, families, health professionals, early childhood comprehensive systems, state child care regulatory agencies, state and local health departments, and policy makers in their efforts to identify and promote healthy and safe child care and early education programs.
The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous.
Teachstone transforms teaching and learning, applying what works to what matters. Teachstone improves learning from birth to high school by making teachers more effective in their interactions with students. They do this using proven approaches to classroom observation and educator professional development. Their attention to quality control, high fidelity implementation, and support for users is fundamental to their impact. The Classroom Assessment Scoring System™ (CLASS™) is an observational tool that provides a common lens and language focused on what matters – the classroom interactions that boost student learning. Data from CLASS™ observations are used to support teachers’ unique professional development needs, set school-wide goals, and shape system-wide reform at the local, state, and national levels.
ZERO TO THREE is a national, nonprofit organization that provides parents, professionals and policymakers the knowledge and know-how to nurture early development.