Data Collection & Data Systems

The QRIS Resource Guide is intended as a tool for States and communities to explore key issues and decision points during the planning and implementation of a quality rating and improvement system (QRIS). The Guide is divided into eight sections. Each section contains a set of questions, with guidance for addressing the questions, for States to consider and discuss when planning, implementing, or revising a QRIS.

QRISResourceGuide.pdf

This 2006 Microsoft PowerPoint presents background information on the issue of measuring early childhood professional development. A "common core" of items for State data collection is being developed. A distinction is made between formal education and training. How this distinction can be adopted in data collection and reporting is discussed. Some of the components of professional development include: (1) format, (2) auspice, (3) mode of delivery, (4) content, (5) recency or time frame, and (6) extent of training.

This report presents findings from the Wisconsin Data Sharing Project, which is intended to establish a statewide research infrastructure to strengthen analysis, interpretation, and sharing of critical administrative child care data from multiple State sources. It also intends to create a merged program and provider file and distribute key quality indicators to parents. Research findings that are pertinent to the quality rating system policy are presented. The proposed quality rating system and proposed tiered reimbursement system are described.

A research article that examines the times during the day and the frequency with which classroom ratios can be sample to achieve a representative classroom ratio within one state

A paper addressing the problems with definition and measurement of the early childhood workforce.

A guide to developing, implementing, and evaluating a child care quality initiative involving the collection and dissemination of child care quality indicator information to parents.

This Microsoft PowerPoint indicates that it is important to collect early childhood outcomes data to respond to Federal reporting requirements and to meet provider/teacher and local/State need for outcome information. It is assumed that some States want to use outcome data to improve programs for children and families. The question is not whether children made progress, but rather, the percentage of children that made more progress than would have been expected without the program. It is important to note that program improvement can occur at many levels and in different ways.