A study of the coaching process used to assist home- and center-based child care centers in the implementation of quality improvement plans and a Quality Rating Scale (QRS) in a large Midwestern city, based on a survey of 17 coaches’ descriptions of their work with the most challenging clients
Abstract: The developmental and educational importance of high quality early care and education is well documented. The value of access to high quality care combined with the increasing demand for care has made access to high quality child care a central focus of U.S. public policy. State level licensure and national accreditation are the most prevalent strategies for promoting and assuring higher levels of care. More recently, Quality Rating and Improvement Systems (QRIS) have emerged as mechanisms for motivating child care professionals to provide
This article uses data from one state's QRIS to examine whether a shorter subset of items on the ITERS-R could be used to acheive a representative score and to examine how many classrooms need to be sampled to achieve an overall representative score.
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.
A research article that investigates how many items are necessary to score and how many classrooms are necessary to rate to achieve a representative score on the ECERS-R based on classrooms sampled in one state