Recently, a Science article assessing over 600 centers in multiple states highlighted that current ways of assigning quality ratings in Quality Rating and Improvement Systems (QRIS) may not differentiate quality levels or predict important child outcomes. In light of that study, it is important to think about how the findings relate to individual states and their systems of quality measurement.
From 2009 to 2011, a research team in North Carolina decided to examine such questions about their state’s QRIS. Specifically, they asked:
To test these questions, assessors observed teachers in randomly selected classrooms across the state (94 toddler and 98 preschool classrooms varying in star-rating levels) on several quality measures (ITERS-R, ECERS-R, ECERS-E, Toddler CLASS, and Pre-K CLASS) and collected teachers’ reports of children’s social skills and problem behaviors.
Findings from their study showed:
What does this mean for one state’s QRIS? These results suggest that QRIS stakeholders need to review how classroom quality is assessed and how it relates to program ratings. This is especially important as we find more and more evidence that teacher-child interactions best predict children’s developmental outcomes.
How about your state? How does your state measure quality? How could your state better align the quality measurement, child outcomes, and QRIS ratings? Please let us know using the comments below.
1. The research team consisted of staff at the NC Division of Child Development and Early Education (DCDEE), assessors and staff from the North Carolina Rated License Assessment Project, and faculty from the University of North Carolina at Greensboro.
2. These findings were presented at the 2013 SRCD Biennial Meeting in Seattle, WA.
In the wake of the widespread civil unrest after the killing of George Floyd, the national conversation about the inequities in the educational opportunities provided white students and students of color has been amplified. Due to racial and socioeconomic segregation, Black students, and other students of color, are more likely to attend poorly funded schools. EdBuild, a non-profit focused on fair and equitable school funding, reports that high poverty school districts that predominantly enroll children of color receive on average, $1,600 less per student than the national average. By their calculations, there is a $23,000,000,000 gap between funding for schools that primarily serve high poverty Black students and those that predominantly serve white students. Schools that predominantly serve high poverty white students, only receive $1440 less per student (EdBuild, 2019).
I recognize and admit to having a chip on my shoulder about the field of early childhood education - and, at times, disbelief that others may not see that period of time as the power-packed years in our developmental timeline which can lay the groundwork and set the course for much of the rest of our lives.
Since the coronavirus has disrupted many of our in-person plans, you might be trying to figure out how you can transition in-person coaching to online coaching. Online coaching can open a number of doors for coaches and teachers that might not be an option in face-to-face work.