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10 Jun 2016
Report

Development and Implementation of Quality Rating and Improvement Systems in Midwest Region States

Ann-Marie Faria, Ariela Greenberg, Laura Hawkinson, and Ivan Metzger

Recent federal and state policies that recognize the benefits of high-quality early childhood education and care, such as the Race to the Top–Early Learning Challenge and the Preschool for All initiative, have led to a rapid expansion of quality rating and improvement systems (QRISs). Although 49 states implement a QRIS in some form, each system differs in its approach to defining, rating, supporting, and communicating program quality.

This study examined QRISs in use across the Midwest Region to describe approaches that states use in developing and implementing a QRIS. The purpose was to create a resource for QRIS administrators to use as they refine their systems over time. Researchers used qualitative techniques, including a review of existing documents and semistructured interviews with state officials in the Midwest Region to document the unique and common approaches to QRIS implementation.

Findings suggest that the process of applying for a Race to the Top–Early Learning Challenge grant helped advance the development of a QRIS system, even in states that were not awarded funding. Also, all seven states in the Midwest Region use a variety of direct observations in classrooms to measure quality within each QRIS, despite the logistical and financial burdens associated with observational assessment.

Five of the states in the Midwest Region use alternate pathways to rate certain early childhood education programs in their QRIS, most commonly for accredited or state prekindergarten programs. Finally, linking state subsidies and other early childhood education funding to QRIS participation encouraged early childhood education providers to participate in a QRIS. Developing and refining a QRIS is an ongoing process for all states in the Midwest Region and systems are continually evolving. Ongoing changes require policymakers, researchers, providers, and families to periodically relearn the exact requirements of their QRISs, but if changes are based on evidence in the field of changing needs of children and families, revised QRISs may better measure quality and better serve the public. Findings from this report can help inform the decisions of state QRIS administrators as they expand and refine their systems.

Development and Implementation of Quality Rating and Improvement Systems in Midwest Region States

Related Projects

Project

Going Beyond the Quality Rating and Improvement System (QRIS): A New Way to Evaluate Early Learning Programs

Brain development is critical during children's early years, yet nationally less than 50 percent of children enter Kindergarten ready to learn. AIR and Excellent Schools Detroit developed the Early Learning Scorecard, which provides families and the community with information about climate and culture as part of a high-quality early care and learning program.

Related Work

27 Mar 2015
Report

Examining Ratings and Dimensions of Quality in an Early Childhood Education Quality Rating and Improvement System (QRIS)

Documenting and improving early childhood program quality is a national priority, leading to a rapid expansion of Quality Rating and Improvement Systems (QRISs). QRISs document and improve the quality of early childhood education programs and provide clear information to families about their childcare choices. Findings from this study suggest that incremental changes to how QRIS ratings are calculated can alter inferences about program quality.
Topic: 
Education, Early Childhood and Child Development
31 Aug 2015
Video

lss-ann-maire-faria-01_245x165.png

Ann-Marie Faria

Long Story Short: How Can Early Childhood Education Quality Ratings (QRIS) Ensure the Best Return on Our Investment in Six Million Children?

Recent federal efforts to expand access to early childhood education for six million children by 2020 have also increased attention about quality programming. In this video interview, Ann-Marie Faria, principal researcher, explains the role that Quality Rating and Improvement Systems have in communicating about quality to parents, programs, and policy makers.
Topic: 
Education, Early Childhood and Child Development

Further Reading

  • Moving Up the Ladder: How Do States Deliver Quality Improvement Supports Within Their Quality Rating and Improvement Systems?
  • Quality Improvement Efforts Among Early Childhood Education Programs Participating in Iowa’s Quality Rating System
  • Long Story Short: How Can Early Childhood Education Quality Ratings (QRIS) Ensure the Best Return on Our Investment in Six Million Children?
  • Examining Ratings and Dimensions of Quality in an Early Childhood Education Quality Rating and Improvement System (QRIS)
  • The “I” in QRIS Survey: Collecting Data on Quality Improvement Activities for Early Childhood Education Programs
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Ann-Marie Faria

Ann-Marie Faria

Principal Researcher

Topic

Education
Early Childhood and Child Development

Related Center

Regional Educational Laboratory Midwest (REL Midwest)

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