This evaluation of the Arkansas Early Childhood Professional Development System (AECPDS) consisted of a comprehensive review and assessment of the system's components to determine their impact on outcomes for early childhood professionals and on the quality of care for young children in Arkansas. As an initial step in the design of the AECPDS evaluation, a logic model was created through an iterative process involving the system's stakeholders. Data indicate that the State's investment in quality initiatives is paying off.
This report presents the results of a survey of child care center directors on their experiences with quality rating systems (QRS). The directors came from three States with different approaches to QRS: Colorado, Pennsylvania, and Tennessee. While QRS in these States are considered voluntary, many providers commented that because funding is tied to participation in QRS, it is not really voluntary. Directors did recognize the benefits of getting a star rating and were active promoters of QRS. All directors felt that QRS was helpful and worth the effort they put into it.
This 2007 Minnesota report presents key findings from a survey of parents on the factors that influence their choice of a child care provider and what they consider to be a good quality child care program. Data are intended to inform the development of a child care information/rating system.
This report examines how well the Tennessee Evaluation and Report Card Program (STARS) system is functioning for the individual child care provider and (2) to determine the effectiveness of organizations comprising the support system (technical assistance, training, professional development, assessment, and quality assurance).
A summary of an examination of a strategy to promote school-age caregiving quality by adapting states' tiered QRS, which were designed primarily for early care providers, for providers serving school age children.