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Common Categories of QRS Quality Standards

States and Territories are involved in a variety of activities to improve the availability and quality of early and school-age care programs. Most often these activities are supported by quality set-aside funds from the Child Care and Development Fund (CCDF). A growing number of States use CCDF funds to create quality rating systems (QRS). A QRS is a systemic approach to assess, improve, and communicate the level of quality in early and school-age care programs. Similar to rating systems for restaurants and hotels, QRS award quality ratings to early and school-age care programs that meet a set of defined program standards. These systems, which may also be called quality rating and improvement systems (QRIS), provide an opportunity for States to increase the quality of care for children, increase parents’ understanding and demand for higher quality care, and increase professional development of child care providers. A QRS can also be a strategy for aligning components of the early and school-age care system for increased accountability in improving quality of care. Additional information about QRS is available on NCCIC’s Web site at http://nccic.acf.hhs.gov/topics/topic/index.cfm?topicId=44.

All QRS are composed of five common elements: (1) standards, (2) accountability measures, (3) program and practitioner outreach and support, (4) financing incentives, and (5) parent/consumer education efforts. Currently, 17 States (Colorado, District of Columbia, Indiana, Iowa, Kentucky, Louisiana, Maine, Maryland, Montana, New Hampshire, New Mexico, North Carolina, Ohio, Oklahoma, Pennsylvania, Tennessee, and Vermont) have a statewide QRS.

QRS standards are used to assign ratings to programs that participate in QRS, providing parents and the public with information about each participating program’s quality. States typically use licensing standards as the starting point, or base, of the system, on which higher levels of quality standards are built. Every QRS contains two or more levels of standards beyond licensing, with incremental progressions to the highest level of quality as defined by the State. Systems vary in the number of levels and number of standards identified in each level. The types of standards used by QRS to assign ratings are based on research about the characteristics of programs that produce positive child outcomes.

The following is a sample of common categories of standards used by States to assign quality levels to participating programs. Included within the categories are examples of criteria for meeting these standards. Although the standards are typically based on research, there is considerable variance across States. Links to the States’ quality standards are available in the document QRS Quality Standards, available at http://nccic.acf.hhs.gov/poptopics/qrs-criteria-websites.html. NCCIC does not endorse any organization, publication, or resource.

I. Professional Development/Qualifications/Training

The following are examples of criteria:

  • Obtaining a Child Development Associate credential or an A.A., B.A., or M.A. degree in early childhood education or a relevant field;
  • Receiving additional credit hours in early childhood education;
  • Increasing staff/director qualifications;
  • Increasing the number of staff training hours;
  • Obtaining a level on a State career path/lattice;
  • Participating in a State registry system;
  • Obtaining a membership in a professional organization;
  • Participating in professional development/growth activities; and
  • Developing professional development plans.

II. Accreditation

Accreditation is used in QRS in the following ways:

  • As the highest rating (or level) of the QRS;
  • As a separate category of the QRS;
  • As one of the criteria for reaching the highest “step”; and
  • As a standard for which points are awarded.

III. Parent/Family Involvement

The following are examples of criteria:

  • Organizing a parent advisory board;
  • Providing a bulletin board or newsletter;
  • Holding conferences and meetings;
  • Developing and distributing a parent handbook/written program policies;
  • Developing a parent resource center;
  • Developing and distributing a parent satisfaction survey;
  • Welcoming families at all times;
  • Developing and implementing a written system for sharing daily events; and
  • Providing parents with consultation prior to children’s enrollment.

IV. Learning Environment

The following are examples of criteria:

  • Reading to children 15 minutes per day;
  • Providing developmentally appropriate materials;
  • Implementing weekly developmentally appropriate lesson plans;
  • Minimizing children’s transitions throughout the day;
  • Arranging space by interest areas;
  • Limiting the use of TV/videos to 2 hours per week;
  • Using culturally diverse materials and books; and
  • Using early learning guidelines to shape program activities.

V. Licensing Compliance/Status

The following are examples of criteria:

  • Having no substantiated complaints;
  • Having no licensing citations;
  • Having a license in good standing;
  • Having a limited number of noncompliant occurrences; and
  • Having no serious noncompliant occurrences.

VI. Staff Compensation

The following are examples of criteria:

  • Providing a child care benefit/discount;
  • Providing health insurance;
  • Providing paid family leave;
  • Providing paid sick leave with annual increments;
  • Providing paid vacation/holidays;
  • Providing a retirement plan/fund;
  • Providing a salary scale based on levels of education and/or experience; and
  • Providing tuition reimbursement.

VII. Administrative Policies And Procedures

The following are examples of criteria:

  • Providing annual performance evaluations;
  • Holding monthly staff meetings;
  • Allotting planning time to staff;
  • Developing written job descriptions;
  • Developing written personnel policies; and
  • Maintaining list of staff positions, salary, and tenure.

VIII. Financial Management

The following are examples of criteria:

  • Having an annual budget;
  • Having a financial record-keeping system;
  • Having an annual reconciled financial plan; and
  • Having an annual financial review conducted by a certified public accountant.

IX. Program Evaluation

The following are examples of criteria:

  • Using environment rating scales;
  • Developing and implementing parent and staff surveys;
  • Achieving retention goals/reducing staff turnover;
  • Conducting a self-assessment; and
  • Developing written improvement plans.

Other Common Categories Of Standards

Other common categories of standards include the following:

  • Child-staff ratios and group size;
  • Health and safety measures; and
  • Special need provisions.

Updated September 2008

 
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