This publication provides information and considerations for State child care administrators and policymakers for improving access to high quality school-age programs that reflect the unique needs of school-age children. A systems framework is used to illustrate strategic approaches to using the Child Care and Development Fund and other resources to build a strongly aligned system of quality improvement. (publisher abstract)
This paper summarizes the challenges associated with expanding and enhancing the skills of the early care and education workforce to attract and retain qualified early childhood professionals. Strategies are presented for establishing an effective and efficient cross-sector system. Research suggests that collaboration and coordination should be modeled and promoted at a national level, and planning, implementation, and evaluation should be conducted at State and local levels to build a sustainable community-based foundation for more effective professional development.
This document presents a summary of findings from the 2009 Montana Early Childhood Trainer/Instructor Survey. Survey participants rated the importance of 39 items in four areas related to early childhood trainers: (1) general characteristics; (2) the training topic/content; (3) adult learning principles; and (4) local community experts, specialists, and State agency staff.
This document offers suggestions for the inclusion of quality indicators for infants and toddlers within Quality Rating Systems (QRS). Quality Rating Systems are being implemented in States, Tribes, and Territories to establish a means to both define and promote quality in child care settings. These rating systems include five common elements: 1) standards, 2) accountability measures, 3) program and practitioner outreach and support, 4) financial incentives, and 5) parent/consumer education. They are program-wide in scope and apply to the care of all children. (author abstract)
This report describes the Early Childhood Initiative, which was developed to strengthen families through quality rating and improvement systems (QRIS). The purpose of the work is to embed the Strengthening Families Protective Factor (SF/PF) Framework into all systems that touch the lives of young children and their families.
This evaluation report examined whether the child care quality rating system in Indiana, Paths to QUALITY (PTQ), is effective in its initial implementation phases. The following questions were addressed: (1) Does PTQ actually increase the quality of licensed child care centers, registered child care ministries, and licensed family child care homes that participate? and (2) Are children in higher level PTQ homes or centers learning more or developing more optimally? Copies of the evaluation surveys are appended.
This policy brief discusses the topics that teacher competencies generally cover and presents options for how they might be developed and structured in California. Examples of major efforts by national organizations and other States are included. The National Education Goals Panel has cited the following five domains of development and learning during early childhood: (1) physical well-being and motor development, (2) social and emotional development, (3) approaches to learning, (4) language development, and (5) cognition and general knowledge.
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.
This brief presents a policy blueprint for State early childhood professional development systems. An integrated system of professional development should unite the early childhood sectors (i.e., child care, Head Start, prekindergarten, public schools, early intervention, and special education services). Integrated policies decrease duplication of efforts and increase accountability and sustainability.
This document describes what quality rating systems (QRS) are, why they matter, and how to advocate for them in early care and education. Quality is defined by five core elements: (1) standards, (2) accountability, (3) outreach to programs and providers, (4) financing incentives specifically linked to the standards, and (5) parenting education to empower families to use the QRS effectively. Research indicates that QRS can provide an accurate graded indicator of program quality.