Indiana Paths to QUALITY™: Collaborative Evaluation of a New Child Care Quality Rating and Improvement System

Elicker, James; Ruprecht, Karen; Langill, Carolyn; Lewsader, Joellen; Anderson, Treshawn; Brizzi, Melanie

doi:10.1080/10409289.2013.736127

Cited by 10 publications

(5 citation statements)

References 3 publications

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“…In fact, the complexity of the ECE choice along with parents’ difficulty evaluating ECE quality suggests that there may be a particularly large role for informational interventions. Indeed, previous research suggests parents would be willing to use QRIS information specifically in their care choices (Elicker, Langill, Ruprecht, Lewsader, & Anderson, 2011; Starr et al, 2012; Tout, Isner, & Zaslow, 2011). Chase and Valorose (2010) report that 88% of their sample of Minnesota parents would find a QRIS “very helpful” (53%) or “somewhat helpful” (35%), a proportion that was higher among low-income parents (61% say “very helpful” as compared with 45%).…”

Section: Discussionmentioning

confidence: 99%

“…Finally, to date, many QRIS and other informational interventions have focused more on measuring and improving program quality than on outreach to families. For instance, data from Indiana and Kentucky suggest that parents are unaware of existing QRIS (Elicker et al, 2011; Starr et al, 2012) and use QRIS at low levels, suggesting that effective informational interventions must also focus on parent outreach and provide specific, easily understandable, and relevant information.…”

Section: Conclusion and Policy Implicationsmentioning

confidence: 99%

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Are Parents’ Ratings and Satisfaction With Preschools Related to Program Features?

et al. 2018

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This study examines whether parents’ overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features. Leveraging rich data from a sample of low-income parents whose 4-year-olds attend publicly funded ECE programs, we find little correspondence between parents’ evaluations of program characteristics and any external measures of those same characteristics. We discuss policy implications, especially in light of recent federal and state informational initiatives, which aim to help families make informed ECE choices.

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Section: Discussionmentioning

confidence: 99%

Section: Conclusion and Policy Implicationsmentioning

confidence: 99%

Are Parents’ Ratings and Satisfaction With Preschools Related to Program Features?

et al. 2018

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“…Chan School of Public Health 2016). However, studies show that over the years, families have put increasing importance on standardized program quality information-a finding that reflects the value that information provision could have in families' decisionmaking processes (Chase and Valorose 2010;Elicker et al 2011). Without publicized and accessible quality metrics, families struggle to make informed decisions about potential trade-offs they may be making.…”

Section: Families Lack Necessary Information To Make Informed Decisionsmentioning

confidence: 99%

Reducing Complexity to Support Families Navigating Early Care and Education Systems

Doromal,

Michie,

Kegley

et al. 2023

The ANNALS of the American Academy of Political and Social Scie

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Most families with young children in the U.S. need reliable, high-quality early care and education (ECE) programs that help adults support their families while supporting children’s development. Yet the fragmented nature of public investments in ECE has led to a complex system that is difficult for families to navigate. We describe how families struggle to access publicly funded ECE programs because they face challenges in finding information about options and in surmounting administrative barriers to enrollment. We highlight how these problems are exacerbated by the lack of coordination across publicly funded programs and present promising approaches that states and localities have taken to support families and reduce fragmentation within the ECE system. We conclude by discussing implications for policymakers and researchers who seek to build ECE systems that streamline services in service of families.

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“…For example, in separate studies of the Colorado, Florida, and Pennsylvania QRIS, both center-and home-based providers experienced rising scores on ERS assessments (Shen et al, 2008;Sirinides, 2010;. In addition, a study of Indiana's QRIS finds that about 20% of the state's child care providers advanced at least one quality tier over a six-month period (Elicker et al, 2011), and approximately two-thirds of Minnesota's providers witnessed at least a one-tier improvement during the 12-month window in between assessments (Tout et al, 2010a). Finally, Yazejian and Iruka (2015)'s analysis of 412 center-and home-based providers between 2008 and 2013 finds that quality in both provider-types improved over time, with the duration in QRIS being one of the most important determinants of the degree of quality improvement.…”

Section: Qris Validation Studiesmentioning

confidence: 99%

Child Care in the United States: Markets, Policy, and Evidence

Herbst¹

2022

J Policy Anal Manage

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Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world's largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.

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Indiana Paths to QUALITY™: Collaborative Evaluation of a New Child Care Quality Rating and Improvement System

Cited by 10 publications

References 3 publications

Are Parents’ Ratings and Satisfaction With Preschools Related to Program Features?

Are Parents’ Ratings and Satisfaction With Preschools Related to Program Features?

Reducing Complexity to Support Families Navigating Early Care and Education Systems

Child Care in the United States: Markets, Policy, and Evidence

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