This report by the National Association for the Education of Young Children (NAEYC) describes the NAEYC Quality Rating and Improvement Systems (QRIS) Toolkit, which was developed to provide assistance in understanding and advocating for a systems-building approach to improving the quality of early childhood programs at the State and local levels.
This 2007 document presents recommendations by the Michigan Quality Rating and Improvement System (MQRIS) Workgroup for a child care quality rating and improvement system (QRIS) in Michigan. Two parallel tracks are recommended for quality rating (i.e., one for licensed center-based care and one for registered family home providers and licensed group home providers). All registered family home providers and licensed providers will have the opportunity to achieve the first tier of quality upon licensure (or registration for family home providers). Participation in the QRIS is voluntary.
This fact sheet presents special considerations in developing early learning guidelines (ELGs) for infants and toddlers. The difference between ELGs and program standards is discussed. ELGs are research-based, measurable expectations about what children should know (i.e., understand) and do (i.e., competencies and skills) in different domains of learning. Program standards are expectations about the characteristics or quality of child care settings.
This document presents findings from a Florida study on the availability and accessibility of formal professional development programs that offer college credit. Researchers identify strengths and weaknesses in early childhood program dynamics and examine course offerings and articulation of credit among institutions of higher education (IHE) in Florida. Overall, institution representatives report having students who want to be educated and faculty with the expertise to provide a quality education.
This report presents Year 1 findings from a five-year study of six student cohorts at Antioch University, California State University-East Bay, Mills College, San Francisco State University, San Jose State University, and the University of La Verne in California. These cohorts are enrolled in B.A. completion programs, which target small groups of adults working in early care and education. The students in the study demonstrated a strong commitment to the early care and education field, having worked continuously in center- or home-based settings for an average of about 16 years.
This strategy brief examines one strategy for improving quality, namely, using a State quality rating system (QRS) to assess after-school programs and the needs of school-age children. The brief explores how States can use their existing or newly emerging rating system to more strategically promote after-school program quality. It also shares State strategies for aligning the rating system with broader after-school professional development efforts.
This report develops definitions and presents recommendations to consider in preparing for and designing the pilot implementation of the quality rating and improvement system (QRIS) in Washington State. The report includes recommendations for time frames for incremental successes throughout the design and pilot phases of the QRIS implementation. How to involve communities in defining success for the QRIS is discussed. The elements that the Department of Early Learning should include to help communities answer questions regarding the feasibility and success of the QRIS are also discussed.
This paper explores the elements of high quality early care and education. It examines educational qualifications of teachers as a component of quality, and explores the benefits gained from well-educated early childhood teachers. Research shows that teachers with two- or four-year degrees, combined with specialized training in early childhood development, provide significantly higher levels of quality for children in their care, as measured by positive interactions with children and stimulating learning environments.
This document presents an overview of assessment scores from the first six years of the Star Rated License implementation in North Carolina. Findings primarily apply to the quality of care in programs applying for three, four, or five points in program standards. As of November 2005, there were 9,217 star rated licenses issued to centers and homes. In 2005, the largest proportion of centers (31 percent) and homes (35 percent) had three stars. The percentage of centers and homes in the upper tiers of stars has increased from 2002 to 2005.
This policy paper argues that maintaining and increasing the diversity of the early care and education workforce is critically important to attaining successful developmental and learning outcomes for America's increasingly diverse communities. Most school readiness efforts share an explicit commitment to reducing the disproportionately poor educational outcomes experienced by low-income and cultural and linguistic minority children and families. Programs need staff that can interact with children using the cultural orientations and spoken and written languages used in the home.