Validating Virginia's quality rating and improvement system among state-funded pre-kindergarten programs

Sabol, Terri J.; Pianta, Robert C.

doi:10.1016/j.ecresq.2014.03.004

Cited by 30 publications

(14 citation statements)

References 33 publications

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Section: Relevant Literaturementioning

confidence: 99%

“…There are three longitudinal studies with adequate sample sizes that either carefully control for family and community characteristics or compare changes over time in children's test scores (Sabol & Pianta, 2015;Tout et al, 2011;. Of these, just one study (of Virginia's QRIS) finds positive associations, specifically that children attending higher-rated pre-kindergarten programs experience larger gains in literacy skills (Sabol & Pianta, 2015). A different approach to evaluating 10 child outcomes is to simulate states' QRIS scoring algorithms using high-quality measures of ECE settings found in independently collected datasets, and then estimate the relationship between the simulated ratings and child development.…”

Section: Relevant Literaturementioning

confidence: 99%

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The impact of quality rating and improvement systems on families’ child care choices and the supply of child care labor

Herbst

2018

Labour Economics

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Quality Rating and Improvement Systems (QRIS) are increasingly deployed by states to monitor and improve the quality of non-parental child care settings. By making information on program quality accessible to the public, QRIS attempts to alter parental preferences for quality-related attributes and encourage competition between providers. This paper draws on a variety of datasets to empirically characterize the way in which families and providers respond to the enactment of QRIS. Specifically, it exploits the differential timing in states' QRIS roll-out to examine two sets of outcomes: (i) families' child care choices and maternal employment and (ii) the supply and compensation of child care labor. Estimates from difference-in-differences models reveal several noteworthy findings. First, although QRIS induces families to shift from parental to non-parental care, economically disadvantaged families are more likely to use informal care, while their advantaged counterparts are more likely to use formal care. Second, QRIS increases the supply of high-skilled labor, particularly within the center-based sector. Third, all but the most highly-skilled child care workers experience rising compensation levels but also greater turnover. Finally, states that administer a wage compensation program alongside their QRIS experience larger increases in child care supply and compensation as well as lower turnover rates than states operating a QRIS in isolation. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S JEL Classification:J13, J21, J22, J24, J3

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Section: Relevant Literaturementioning

confidence: 99%

Section: Relevant Literaturementioning

confidence: 99%

The impact of quality rating and improvement systems on families’ child care choices and the supply of child care labor

Herbst

2018

Labour Economics

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“…When ECE is steered by multiple regulations and criteria to enhance quality services, they actually narrow the pedagogic practices and restrict teachers from working according to their ideology, and structures suddenly become restrictions (see also Fenech, Sumsion, and Goodfellow 2008). According to Sabol and Pianta (2015), the policies aimed at bettering the quality of ECE might be with good intentions, but were shown to have modest relation to positive long-term outcomes. The discourse on outcomes, again, could lead to the futuristic expectations and governance of ECE as Moss (2014) has criticised.…”

Section: Discussionmentioning

confidence: 95%

Cross-cultural interpretations of changes in early childhood education in the USA, Russia, and Finland

Vlasov

Hujala

2016

International Journal of Early Years Education

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The purpose of this study was to examine changes that have taken place in centre-based early childhood education (ECE) in the USA, Russia, and Finland between 1991 and 2014. The cross-culturally conducted study aimed to identify and contrast socio-cultural differences and similarities of the perceived changes in the context of the studied societies. The country-wise qualitative data were acquired using focus group discussions targeted at childcare centre directors. The directors interpreted the quantitative results of quality assessments collected as part of the larger research project from each context under review. This process was called the 'Reflective Emic Analysis', with an aim to enhance the cultural aspects of the data. The results suggest that the field of ECE has faced significant changes in each society. Country-specific subcategories from each discussion were merged and four main themes common to all countries were formulated: (1) the changed role of parents as customers, (2) the change in external factors and regulations affecting the services, (3) the change in the pedagogic orientation, and (4) the changed role of the director. ARTICLE HISTORY

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“…Government support is necessary to ensure high-quality education for young children [2,3]. The positive impacts arising from government support for better student outcomes include the acquisition of pre-literacy skills [4], improved socio-emotionality [5], academic performance, language skills and classroom behaviour [3]. High-quality ECE has also been proven to benefit the family and society as a whole.…”

Section: Introductionmentioning

confidence: 99%

The Changing Landscape of Leadership in Early Childhood Education in China

Ho¹,

Wang²,

He³

2019

Teacher Education in the 21st Century

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This chapter aims to offer a theoretical discussion on the changing landscape of leadership and explores the emerging practice of teacher leadership in ECE in China. In 2010, the central government of China introduced several waves of policies relating to teacher professional development to improve and promote the quality of ECE. The global discourses mainly developed in the West have indicated that school leadership plays an important role in promoting teachers' professional development and the quality of education. These discourses have influenced the agenda for educational reform in China as reflected in the recent strategies formulated for the development of school leadership in ECE. Historically, ECE teachers have been viewed as babysitters rather than as educators, and preschool principals have been considered policy implementers and school managers rather than school leaders of innovation and change. This chapter discusses the changing landscape of school leadership in China's ECE and how it is influenced by a hierarchical culture. It is argued that the practices of school leadership have been largely centralised in the hands of preschool principals, alongside of which there has been an emergence of teacher leadership co-exercised with principalship in home-school networks and teaching research groups.

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Validating Virginia's quality rating and improvement system among state-funded pre-kindergarten programs

Cited by 30 publications

References 33 publications

The impact of quality rating and improvement systems on families’ child care choices and the supply of child care labor

The impact of quality rating and improvement systems on families’ child care choices and the supply of child care labor

Cross-cultural interpretations of changes in early childhood education in the USA, Russia, and Finland

The Changing Landscape of Leadership in Early Childhood Education in China

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