Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System.
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| Title: | Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System. |
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| Authors: | Gomez, Celia J.1 (AUTHOR), Whitaker, Anamarie A.2 (AUTHOR) awhit@udel.edu, Cannon, Jill S.1 (AUTHOR) |
| Source: | Early Education & Development. Jul2023, Vol. 34 Issue 5, p1236-1253. 18p. |
| Subject Terms: | *Teacher qualifications, *Observation (Educational method), Structural components |
| Abstract: | Quality rating and improvement systems (QRISs) are designed to assess, improve, and communicate the quality of early care and education programs. Using administrative data, we investigated whether providers that participated in a county-level QRIS saw increases to their global quality (tier) rating, domain-specific quality ratings, and scores on an observation measure of classroom quality. Research Findings: On average, participating providers increased their overall tier ratings; this pattern was particularly true for providers with lower initial tier ratings. We found more consistent evidence of increases on indicators of structural quality components (e.g., teacher and director qualifications), and limited evidence of improvement on process quality indicators (e.g., measure of teacher–child interaction). This finding suggests structural quality improvements may be driving global tier rating changes. In addition, providers saw average increases on a measure of classroom quality, with larger increases seen in domains that measure classroom organization and emotional support. Practice and Policy: We discuss implications for how QRISs can promote quality improvement for participating providers and suggest avenues for future research. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 164367040 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gomez%2C+Celia+J%2E%22">Gomez, Celia J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Whitaker%2C+Anamarie+A%2E%22">Whitaker, Anamarie A.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> awhit@udel.edu</i><br /><searchLink fieldCode="AR" term="%22Cannon%2C+Jill+S%2E%22">Cannon, Jill S.</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Jul2023, Vol. 34 Issue 5, p1236-1253. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+qualifications%22">Teacher qualifications</searchLink><br />*<searchLink fieldCode="DE" term="%22Observation+%28Educational+method%29%22">Observation (Educational method)</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+components%22">Structural components</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Quality rating and improvement systems (QRISs) are designed to assess, improve, and communicate the quality of early care and education programs. Using administrative data, we investigated whether providers that participated in a county-level QRIS saw increases to their global quality (tier) rating, domain-specific quality ratings, and scores on an observation measure of classroom quality. Research Findings: On average, participating providers increased their overall tier ratings; this pattern was particularly true for providers with lower initial tier ratings. We found more consistent evidence of increases on indicators of structural quality components (e.g., teacher and director qualifications), and limited evidence of improvement on process quality indicators (e.g., measure of teacher–child interaction). This finding suggests structural quality improvements may be driving global tier rating changes. In addition, providers saw average increases on a measure of classroom quality, with larger increases seen in domains that measure classroom organization and emotional support. Practice and Policy: We discuss implications for how QRISs can promote quality improvement for participating providers and suggest avenues for future research. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=164367040 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10409289.2022.2105624 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 1236 Subjects: – SubjectFull: Teacher qualifications Type: general – SubjectFull: Observation (Educational method) Type: general – SubjectFull: Structural components Type: general Titles: – TitleFull: Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gomez, Celia J. – PersonEntity: Name: NameFull: Whitaker, Anamarie A. – PersonEntity: Name: NameFull: Cannon, Jill S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 10409289 Numbering: – Type: volume Value: 34 – Type: issue Value: 5 Titles: – TitleFull: Early Education & Development Type: main |
| ResultId | 1 |
