BUILD and the QRIS National Learning Network, in collaboration with the Early Learning Challenge Collaborative, are pleased to share this brief written by noted consultant Louise Stoney. The brief explores the ideas and trends related to QRIS that state leaders included in their RTT-ELC applications.
A new study was released by the U.S. Government Accountability Office (GAO) that describes steps being taken toward improving early care and education workforce data and enhancing workforce quality. Using a variety of state and federal interviews and data sets, the GAO examined: (1) current information about the composition, education, and income of the ECE workforce and how these characteristics relate to quality of services, and (2) what activities and initiatives are underway by the U.S. Departments of Health and Human Services (HHS) and Education, and in the states that finance the improvement of worker quality?
CLASP and the National Women’s Law Center are pleased to announce the release of our collaborative report: A Count for Quality: Child Care Center Directors on Rating and Improvement Systems, based on interviews with a diverse group of child care center directors participating in QRIS in several states.
This glossary by the National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource and Referral Agencies (NACCRRA) is intended to serve as a guide for states to adapt and adjust as needed. The definitions are also designed to provide common understandings, or starting points, for research and national or cross-state discussions. The definitions were developed for those who provide professional development, state policy makers, early education advocates, and program administrators working to connect professional development activities and initiatives into an integrated system.
Recent policy brief from ZERO TO THREE focuses on strengthening systems that support professional development for the multidisciplinary infant-toddler workforce.
This report from NCCP presents findings from an interview study that investigated features of the professional development and on-site assistance available to center-based staff and home-based providers who participate in states’ Quality Rating Improvement Systems.
This study from the Center for the Study Child Care Employment examines the career backgrounds and professional development needs of those working in child care resource and referral programs, local First 5 commissions, and child care coordinators across the state.
This report discusses policy options for early care and education workforce development from NAEYC.
In this paper, the Center for the Study of Child Care Employment looks to bridge the gap in perception and treatment between early care and education and K-12 in part, to help develop a coordinated research agenda.
