Child-Care Quality Rating and Improvement Systems in Five by Gail L. Zellman, Michal Perlman Perlman

By Gail L. Zellman, Michal Perlman Perlman

Discusses the improvement and implementation of child-care caliber score and development platforms (QRISs) in Oklahoma, Colorado, North Carolina, Pennsylvania, and Ohio, providing strategies for QRIS improvement and refinement.

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Extra info for Child-Care Quality Rating and Improvement Systems in Five Pioneer States: Implementation Issues and Lessons Learned

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As with Oklahoma, assignment to star levels occurs via a block system, with a fixed set of expectations for each level. System participation is voluntary. Licensing is a prerequisite for star 1, but not sufficient to earn that rating. Pennsylvania recently has made some minor changes to its standards, based on new research relating standards to outcomes. The changes include more focus on curriculum, assessment, and outcomes for children. Accredited programs now require ERS scores (prior to 2008, accredited programs could automatically earn 4 stars) and are assessed in terms of professional development hours for staff and annual goal setting.

Reaching for the Stars heavily emphasizes the quality of staff and the learning program. 1 Oklahoma: Reaching for the Stars Level Voluntary/ Mandatory Requirements Components Rated Rating System Frequency ‚ Mandatory for license 1 star is automatic with license Minimum Licensing Requirements Block 3 times yearly ‚+ Within two years, must move up to 2 stars or drop back to 1 star Apply and meet criteria Above plus teacher and director training, weekly lesson plans, activity interest areas, daily reading program, parent involvement Block Annual ‚‚ Voluntary Apply and meet criteria Above plus teacher or national accreditation credentials, salary compensation, program evaluation including ERS Block Annual, plus ERS every 4 years ‚‚‚ Voluntary Apply and meet criteria and national accreditation Block Annual, plus ERS every 4 years Above 22 Child-Care Quality Rating and Improvement Systems in Five Pioneer States daily reading program, parent involvement, staff compensation, and program evaluation.

A research assistant integrated the notes for each question by state and by interviewee type. The study authors then reviewed all the comments on a particular topic and synthesized the material, identifying overarching themes on a state or topic basis and extracting lessons learned by comparing and contrasting the experiences of individual states. We generated a description of each state’s QRIS based on the interviews and on reports sent to us by the interviewees and available on the Web. We sent each his or her state’s description for comment.

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