Using a State Child Care Quality Rating System to Promote Quality in Afterschool Programs
September 2007

The Afterschool Investments Project

The Child Care and Development Fund (CCDF) provides federal resources for child care that support both direct services and quality enhancements. The U.S. Department of Health and Human Services’ Child Care Bureau awards CCDF grants to states, territories, and tribes. With nearly half of the children receiving services being of school or kindergarten age, CCDF provides significant funding for afterschool care in a variety of settings. The majority of CCDF dollars are used to provide subsidies to eligible low-income children under age 13. A portion of CCDF funding is also used for quality improvement initiatives, such as professional development and technical assistance, with the goal of building the capacity of states to deliver quality services including programs before and afterschool, during summers, and on school holidays.

To support state efforts to provide quality afterschool opportunities, the Child Care Bureau awarded a technical assistance contract on out-of-school time to The Finance Project and its partner, The National Governors Association Center for Best Practices. The Afterschool Investments project provides technical assistance to Child Care and Development Fund grantees and other state and local leaders who support afterschool efforts. The goals of the project include:

• Identifying ways that states and communities are using Child Care and Development Fund (CCDF) subsidy and quality dollars to support out-of-school time programs, and sharing these practices and approaches with other states;
  


• Identifying administrative and implementation issues related to CCDF investments in out-of-school time programs, and providing information and context (about barriers, problems, opportunities) as well as practical tools that will help CCDF administrators make decisions; and
  


• Identifying other major programs and sectors that are potential partners for CCDF in supporting out-of-school time programs, and providing models, strategies, and tools for coordination with other programs and sectors.

To meet these goals, the Afterschool Investments Project:

• Develops state profiles of afterschool resources, policies, and issues;
  


• Creates tools and materials to support the development and sustainability of afterschool efforts; and
  


• Provides technical assistance at meetings and conferences around building state collaborations for afterschool.

For more information about the project or to submit a request for technical assistance or information, contact The Finance Project at (202) 587-1000 or by email at afterschool@financeproject.org, or visit http://nccic.acf.hhs.gov/afterschool

Table of Contents

Introduction

Background: Quality Rating Systems

Applying a Quality Rating System to Different Care Settings

Making a QRS Work for Afterschool Programs

Developing a QRS as Part of a Broader Professional Development System

Linking Afterschool Quality and Sustainability

Conclusion

Relevant Resources

Acknowledgments

Appendix A: States and Communities Operating, Piloting, or Exploring/Designing a Quality Rating System

Appendix B: Key QRS Adaptations in Three States

Endnotes

Introduction

Afterschool programs have grown in number and diversity in recent years. This trend has been driven, in part, by the dramatic rise in the number of working parents who need safe and reliable child care between the end of the school day and the completion of their work day. Also contributing to the increase is growing recognition of the need to make better use of out-of-school time to promote academic success and positive youth development. Afterschool programs now operate in many settings, including schools, community centers, and child care centers. These programs have varied goals and are administered and funded by various public and private entities.¹

Among the major national investments in afterschool programs are the Child Care and Development Fund (CCDF) and the Temporary Assistance for Needy Families (TANF) program, both of which subsidize school-age care for low-income working families. In addition, funding from the U.S. Department of Education, most notably the 21st Century Community Learning Centers (21CCLC) program, supports largely school-based afterschool programs with the goal of raising student achievement. Other federal, state, and local programs support an array of programs with goals such as prevention of risky behaviors, workforce development, or obesity prevention.²

The growth of new programs has heightened concerns among policymakers about the quality of the care children and youth receive during out-of-school time. Although many funders have instituted strategies to monitor the quality of the programs they support, efforts to systematically assess and promote the quality of afterschool care have been limited.

This strategy brief examines one strategy for improving quality—using a state quality rating system (QRS) to assess afterschool programs and the needs of school-age children. Most existing quality rating systems apply to child care programs that serve children of various ages, including school-age children. Since they were often developed with a focus on early care and education, however, many states have not fully considered how to adapt regulations to support schoolage care programs. The brief explores how states can use their existing or newly emerging rating system to more strategically promote afterschool program quality. It also shares state strategies for aligning the rating system with broader afterschool professional development efforts.

Background: Quality Rating Systems

Quality rating systems were first developed by leaders in the early care and education field in the late 1990s. As of June 2006, 12 states—Colorado, Iowa, Kentucky, Maryland, Montana, New Hampshire, New Mexico, North Carolina, Oklahoma, Pennsylvania, Tennessee, and Vermont—and the District of Columbia have implemented a statewide QRS with multiple tiers. Several other states are developing a QRS.³ (For state-by-state information on existing and emerging rating systems, see the map in Appendix A.)

Typically administered by a state child care agency, a QRS enables child care providers to voluntarily meet quality standards and earn a designation, such as a "star rating," that helps consumers identify high-quality programs. A QRS also usually offers providers incentives and supports to encourage them to meet higher levels of quality.⁴

The scope of quality rating systems varies across states in terms of geographic area and the types of providers who may participate. In some cases, a QRS has begun with a pilot in select cities or counties or with select program types. Once the system is tested, it is then expanded to reach a broader geographic area or a wider range of programs. Rating systems typically apply to different types of early care providers, including center-based programs, family child care providers, Head Start programs, and public pre-kindergarten programs. Most quality rating systems apply to programs serving school-age children.⁵

Although many states offer programs and policies that support providers in their efforts to improve quality, the National Child Care Information Center classifies a QRS as a system with these key elements:⁶

• Standards above licensing regulations. In most quality rating systems, licensing regulations serve as the first tier. Providers that have been accredited by national organizations, such as the National Association for the Education of Young Children or the National AfterSchool Association, automatically qualify for the highest quality tier or, in some states, receive a set amount of quality points toward a higher tier. States develop their own benchmarks for quality at the mid-level quality tiers. The quality standards that guide a QRS vary considerably, but they generally cover topics such as administrative policies and procedures, learning environment, parent involvement, staff qualifications and training requirements, program evaluation, and staff compensation.⁷


• Accountability through assessment and monitoring. Assessment systems, usually based on nationally recognized research-based environmental rating scales, ensure that rated programs comply with quality standards. Programs typically are monitored on a regular basis by the state child care licensing or subsidy agency or by a private entity contracted by the state.


• Program and practitioner outreach and support. States typically engage in outreach to raise providers’ awareness about a QRS. Strategies include distributing materials, holding public orientation sessions, or hiring outreach staff to work with programs. States also use program supports and incentives to help eligible programs meet quality standards. Supports, such as professional development opportunities and technical assistance or program improvement strategies can help programs improve the quality of care and meet higher standards of quality.


• Financing incentives specifically linked to compliance with quality standards. Financial incentives, such as compensation awards, quality bonuses, and tiered subsidy reimbursement policies, encourage eligible providers to participate in a QRS. Tiered reimbursement is the most common financial incentive, and it has been implemented in several states that lack the other elements of a QRS.


• Parent education on how to understand and use the QRS. States use different strategies to educate parents on how to use a quality rating system to inform their child care decisions. Strategies include informational brochures and websites, public education campaigns, and partnerships with business and community leaders.⁸

Applying a Quality Rating System to Different Care Settings

Since, in a typical scenario, a QRS was developed primarily by leaders in the early care and education field and later applied to school-age programs, standards do not always reflect the unique needs or circumstances of school-age programs. While at the most basic level, the core components of quality in early care and school-age care are very similar, several important differences exist that should be taken into account when developing a QRS for school-age care programs. (See "Factors Associated with School-Age Care Quality" on page 8.)

Similarities between Early Care and School-Age Care Programs

• Age-appropriate health and safety standards are important for both early care and school-age care programs.


• Appropriate ratios of staff to students and small group sizes are key indicators of program quality, though these components will vary with the children’s ages.


• Children of all ages benefit when they are cared for by nurturing adults with appropriate training and when they have access to a stimulating and engaging environment.


• Parental involvement is important for programs serving all children.


• Regular assessment can help monitor and promote quality in both early care and school-age care settings.

Differences between Early Care and School-Age Care Programs

• School-age children have very different developmental needs than younger children and benefit when programming supports their social development and complements their school-day learning.


• School-age programs are more diverse than early care programs, taking place in a range of settings and utilizing different program goals and approaches.


• Highly qualified afterschool program staff may have different professional backgrounds than early care providers. For example, an afterschool program provider may have training in elementary education, youth development, or arts education, rather than in early child development.


• Many afterschool program providers work part-time schedules and can find it difficult to meet quality standards developed for full-time professionals.


• Afterschool programs may face greater sustainability challenges because many funding sources, including 21CCLC, are short-term grants.

Making a QRS Work for Afterschool Programs

Given the differences between early care programs and afterschool programs, a quality rating system may need flexible or supplemental standards that specifically address school-age quality concerns. State child care and afterschool program leaders recommend four strategies to make a QRS work successfully for afterschool programs:

• involve afterschool program leaders in the planning process;


• use standards that address the developmental needs of older children;


• address the unique qualifications and circumstances of afterschool program staff; and


• reduce the barriers for diverse afterschool programs to participate in the system.

Several states have worked with the school-age care community to develop and implement QRS standards appropriate for school-age care providers. Appendix B details the key school-age adaptations made by three states—Missouri, Ohio, and Pennsylvania—in their ongoing or pilot QRS.

Involve Afterschool Program Leaders in the Planning Process

States that have developed a quality rating system have undertaken an extensive planning process before implementing the system in the state. Stakeholders participating in this process usually include key state agencies, resource and referral networks, parent representatives from various types of child care programs, and other key leaders in the state. Often, a steering committee guides the planning process and seeks input from parents and providers through focus group meetings held statewide.¹⁰

Involving the afterschool program community in the planning process helps ensure that the unique needs of afterschool programs are well represented in discussions about the scope of a QRS, the quality standards, and the implementation of these standards. To accommodate the diversity in afterschool programs and settings, stakeholders should reflect different fields, including education, child care, and youth development. Those chosen to represent afterschool programs in a planning process could include:

• leaders of statewide afterschool networks;


• state affiliates of the National AfterSchool Association;


• state department of education staff, particularly those overseeing the 21st Century Community Learning Centers program;


• school-age child care providers;


• parks and recreation department afterschool program providers;


• community-based afterschool program providers; and


• parents of school-age children.

In several states with a quality rating system, representatives from the afterschool program community have been part of the planning process. In Pennsylvania, the state child care agency relied on a committee composed of afterschool program providers and technical assistance providers to generate feedback on how the Keystone STARS program would affect school-age programs. Afterschool program providers in North Carolina were involved in focus groups that informed the development of the star-rated license system. In states where planning for a new quality rating system has happened or is underway, such as Ohio and Washington, statewide afterschool networks have actively represented the afterschool program community in the planning process and coordinated feedback from the state afterschool program community (see "Statewide Afterschool Networks: Potential Forums to Discuss QRS Issues" below). Finally, in Missouri, QRS leaders sought input from both the state afterschool network and the National AfterSchool Association affiliate in developing a separate school-age model of the quality rating system; the model is now being piloted in the state.

Use Standards That Address the Developmental Needs of Older Children

Program activities that are appropriate for children below age five in early care are very different from those in school-age care. For example, programs serving infants and toddlers aim to promote basic verbal skills and prepare students to enter school. In contrast, school-age children benefit from activities that support principles of positive youth development and complement their school-day activities, including arts, physical activity, and community service. Moreover, wide variations exist in the developmental needs of younger and older school-age children. To recognize these different developmental needs, several state rating systems have incorporated research-based national standards or developed state quality standards that recognize how quality afterschool programs differ from quality early care programs.

Incorporating National Quality Standards

A common way for states to ensure that quality standards reflect best practices for promoting school-age children’s development is to incorporate national research-based afterschool standards into a QRS. For example, programs can typically reach the highest tier in a rating system by achieving accreditation from one of several national accrediting bodies. In many states, accreditation by the National AfterSchool Association (NAA) is one of the acceptable ways for a program to reach the highest level of quality recognition in the state. The NAA accreditation system is based on extensive research and field testing. It measures several key indicators of quality in afterschool programs, including effective programming, physical environment, and strong partnerships with families, schools, and communities.¹¹ (For more information, see "National AfterSchool Association Standards for Quality School-Age Care" on page 13.)

In addition, most rating systems assess programs using a nationally recognized, research-based environmental rating scale. The School-Age Care Environmental Rating Scale (SACERS) was adapted from the Early Childhood Environment Rating Scale (ECERS) and focuses on the needs of children ages 5 to 12. SACERS can be used as an alternative way to measure the quality of care in afterschool settings. Six states explicitly mention SACERS in their QRS materials, but others allow programs to use other appropriate environmental rating scales.¹² Although SACERS is the most common school-age care assessment tool in quality rating systems, it is focused on center-based school-age care and may not be appropriate for other settings where school-age care programs operate. States may consider using other measures to assess afterschool programs, such as the Youth Program Quality Assessment.¹³

Developing State Quality Standards

In addition to incorporating national quality standards, some rating systems use new or existing state-level indicators to assess program quality. When state standards for early care programs are part of a QRS, parallel standards focused on school-age care may be needed. The following state examples demonstrate how existing rating systems use state standards to promote afterschool program quality:

• In Missouri’s pilot of the quality rating system, the state has developed a checklist of activities and opportunities that are part of a quality program’s curriculum. This checklist informs a curriculum assessment that is conducted by an observer and contributes to a program’s overall quality rating. Missouri’s pilot QRS currently uses the ECERS-E to measure program curriculum delivered to preschool children and is field testing separate checklists tailored to infants and toddlers and school-age children. The school-age curriculum checklist highlights key indicators of a quality afterschool curriculum, including involving youth in program planning and offering activities that address the physical, cognitive, social, and emotional domains of youth development. This checklist reflects a core set of quality indicators developed by the statewide afterschool network.¹⁴


• In Ohio’s Step up to Quality program, early care providers at higher quality tiers are required to align their curriculum with state early learning standards or state infant and toddler guidelines. These standards are not appropriate for school-age children, so Ohio requires school-age programs at higher quality tiers to align their curriculum with the state’s elementary and secondary education standards. This requirement provides an incentive for afterschool programs in Ohio to build more explicit linkages to the school-day curriculum.¹⁵

Address the Unique Qualifications and Circumstances of Afterschool Program Staff

In child care settings serving younger children, qualified staff typically have a degree or coursework in early education, a child development associate (CDA) credential, and/or work experience in early education. Given its roots in early care and education, a QRS often requires professionals to have some combination of these qualifications. Yet these qualifications may not capture the requisite qualifications for high-quality afterschool program providers, which are more likely to include a background in education or experience in working with youth. With added flexibility around the staff qualifications, it is likely that more afterschool programs would be able to participate in a QRS. In addition, QRS standards would become accessible to afterschool programs if these standards reflected increased flexibility for afterschool program staff who often work parttime schedules.

Afterschool Program Staff Qualifications

To address the staff qualifications held by quality afterschool professionals, several states, including Tennessee and Vermont, allow program staff in quality-rated programs to have a relevant degree besides one in early education.

• Vermont’s STep Ahead Recognition System (STARS) requires at least half of program staff to have degrees or a set amount of academic credits in "early childhood education, elementary education, developmental psychology, child development, or other fields with coursework relevant to children’s growth and learning or relevant for a specific staff position." Vermont also allows staff to demonstrate their competence by documenting past experience in working in an "early childhood or after school setting."¹⁶


• In Oklahoma, master teachers in school-age programs can meet staff qualification requirements through degrees or coursework in early education. They also may have a degree or coursework in "elementary education, recreation, or other coursework that supports working with the school-age child."¹⁷

Another strategy to adapt staff qualification requirements is to develop a state school-age care credential, similar to the CDA for early childhood educators. (For more information on states that have developed school-age care credentials, see "State School-Age Care Credentials" on page 19.)

Part-Time Employment among Afterschool Program Staff

Quality rating systems have staff training requirements and various staff obligations that were developed with full-time child care providers in mind. A few states that have sought input from the afterschool program community have adapted regulations to better meet the needs of school-age programs with a largely part-time workforce.

• In Pennsylvania’s Keystone STARS, for example, STARS-rated programs are usually required to complete observations of children within 45 days of program entry and, depending on the STARS level, between one and three other times during the year. Results from observations are shared with parents and help inform the development of program curriculum. Given the more limited hours of school-age programs, staff is instead required to perform observations within 90 days of the child’s entry to the program and one other time during the calendar year.¹⁸

Employee benefits is another area where states have found it important to address the needs of part-time staff. Many states’ rating systems require quality-rated programs to offer certain employee benefits, such as health insurance and paid leave. Although these benefits are valuable incentives to support a professional workforce and reduce staff turnover, requirements developed with full-time staff in mind may not be appropriate for programs relying on part-time staff. The school-age community in Missouri and Ohio provided valuable input on which benefits are realistic for afterschool programs.

• In the Missouri quality rating system pilot, for example, programs are required to offer paid sick and personal leave to their employees to earn points at the upper tiers. Afterschool program stakeholders participating in the planning process believed that part-time afterschool program employees, who already have flexibility in their schedules, may not value paid leave as much as full-time employees. As a result, the current standards allow programs to offer staff either paid leave or a reduced enrollment fee for their children; the latter is a benefit that part-time afterschool program staff may deem more valuable.

Reduce the Barriers for Diverse Afterschool Programs to Participate in the System

Typically, a program will need to be licensed in order to meet a QRS’s first tier. Licensing ensures a minimum level of health and safety in child care facilities that serve children of all ages and also enables programs to receive federal and state child care subsidies.¹⁹ Yet meeting state child care licensing regulations can be challenging for afterschool programs that also are overseen by other state agencies, local agencies, and/or private entities. For example, in some states, school-based afterschool programs face varied or duplicative requirements related to building and fire codes from education and child care agencies. These requirements can be a barrier for afterschool programs that might otherwise choose to become licensed and participate in a QRS.

Some states have addressed these issues by exempting programs from some or all licensing regulations, when a system other than the child care system is sufficiently monitoring health and safety issues. The exemption largely applies to school-based programs that must meet building codes for public spaces, but it also could apply to programs such as boys and girls clubs or military-based programs that have their own regulations.²⁰ Typically, however, license-exempt programs are still required to voluntarily become licensed in order to enter a quality rating system. In order for a QRS to be a feasible strategy for improving quality in the range of settings where afterschool programs take place, states may consider addressing the challenges associated with licensing. There may, for example, be a need for outreach and/or technical assistance to exempt programs to demonstrate the value of a QRS and to assist them in overcoming any hurdles in the licensing process.

In some cases, states have developed a process other than licensing, such as registration or certification, that asks license-exempt providers to report some basic information to the state. By registering license-exempt programs, states maintain access to basic information on exempt providers and can encourage them to take advantage of training and other resources to improve quality. In Washington, for example, school-based programs are exempt from licensing but can become certified by the state. A certified school-based program will be eligible to participate in the quality rating system the state is now developing. (For more information on how states can adapt licensing regulations to better promote quality in school-age care programs, see "Promoting Quality in Afterschool Programs through State Child Care Regulations: A Related Strategy" on page 17.)

Developing a QRS as Part of a Broader Professional Development System

The school-age care professional development infrastructure has, in many cases, not been sufficiently developed to meet the needs of school-age providers who may want to participate in QRS. For example, no national credential equivalent to a CDA exists for school-age care providers. In addition, in some states, few training opportunities are tailored to these providers. Developing a QRS can build momentum for a broader statewide system that supports the professional development of school-age care providers and helps professionalize the field of school-age care. A state school-age care credential and relevant training and coursework can be key components of this system.

School-Age Care Credential

Although no national credential exists, school-age care credentials exist in some states. The state credentialing programs are similar to CDA programs, but they focus on the unique skills associated with providing quality school-age care. Unlike child care accreditation, which recognizes quality programs, credentials recognize the skill set of an individual working in the afterschool care field. The United States Army’s school-age care credential has served as a model for the development of many state credentials. This credential requires individuals to receive appropriate training and demonstrate their competence to a local assessment team. For more information, see www.pba.army.mil/cys/school_age_services.htm. (For more information on state school-age care credentials and how they can be tied to a QRS, see "State School-Age Care Credentials" on page 19.)

Training for School-Age Care Providers

Given the different developmental needs of school-age children, school-age care professionals can benefit from training that is geared specifically to the age group they serve. Since many states have existing child care professional development systems, it may be possible to add trainings or modules focused on school-age care. States may also consider looking beyond the child care field to other key groups that support professional development for afterschool program staff, such as other state agencies supporting afterschool programs, community colleges, and 4-H organizations. Statewide afterschool networks can serve as a forum for developing linkages among these groups (see "Statewide Afterschool Networks: Potential Forums to Discuss QRS Issues" on page 11). (For more information on training programs for afterschool program staff and how these programs can be linked to a QRS, see "Training Programs for School-Age Care Providers" below.)

Linking Afterschool Quality and Sustainability

Alongside policymakers’ increasing concerns about the quality of afterschool programs are their growing worries about these programs’ long-term sustainability. Afterschool programs may receive ongoing support from parent fees and CCDF subsidies, but they are more likely than early care programs to rely on short-term grants. The most significant source of federal support for afterschool programs is the 21st Century Community Learning Center program, which provides seed grants lasting three to five years. Most states administering these funds do not provide renewal funding. Similarly, other public and private sources of support for afterschool programs often operate as seed grants or diminish over time as funders focus on other priorities. As a result, afterschool programs typically find it necessary to rely on multiple funding sources and face ongoing challenges to sustain the services they provide.

In response to these challenges, some funders now require programs to develop a long-term sustainability plan. The process of planning for sustainability encourages programs to consider the diverse in-kind and financial resources they can pursue in coming years and to identify specific strategies for attaining these resources.

During the planning process for Missouri’s pilot QRS system, afterschool program leaders expressed concern that many of the state’s quality school-age care programs operate on shortterm grants. As the state invests in promoting and assessing the quality of these programs, they found it was important to also consider the programs’ longevity. As a result, the state decided to link the QRS to efforts to promote sustainability. A program that has a sustainability plan will now earn points toward a higher tier of quality in the QRS. Although Missouri’s efforts to link sustainability and quality are only now being tested through its pilot program, the findings may be instructive to other states.

Conclusion

Quality rating systems are growing in popularity nationwide as a strategy to improve and assess the quality of care. This momentum provides an opportunity for school-age care leaders to work with early care leaders and to ensure that rating systems are developed with the unique needs of various age groups in mind. States can take several steps to make a QRS work well for afterschool programs, including involving afterschool program leaders in the planning process, developing standards that recognize the varying developmental needs of the children and the unique qualifications and circumstances of afterschool program staff, and reducing barriers to QRS participation. Finally, states may explore how to link quality improvement efforts to other state quality efforts and to state efforts to support afterschool program sustainability.

Relevant Resources

Related Resources from the Afterschool Investments Project
Child Care Bureau, Administration for Children and Families, U.S. Department of Health and Human Services. Making Smart Investments in Afterschool: A Policy Primer for State and Local Leaders. Washington, D.C., 2006. Available at: http://nccic.acf.hhs.gov/afterschool/policyprimer.pdf.

Child Care Bureau, Administration for Children and Families, U.S. Department of Health and Human Services. Promoting Quality in Afterschool Programs through State Child Care Regulations. Washington, D.C., 2006. Available at: http://nccic.acf.hhs.gov/afterschool/childcareregs.pdf.

State Afterschool Profiles. Available at: http://nccic.acf.hhs.gov/afterschool/statep.html.

Resources on Quality Rating Systems
Mitchell, Anne W. Stair Steps to Quality: A Guide for State and Communities Developing Quality Rating Systems for Early Care and Education. Alexandria, Va.: United Way Success by Six, 2005. Available at: www.unitedway.org/sb6/upload/StairStepstoQualityGuidebook_FINALforWEB.pdf.

National Child Care Information Center. "Common Categories of Criteria Used in State Quality Rating Systems." Fairfax, Va.: National Child Care Information Center, 2005. Available at: http://nccic.acf.hhs.gov/pubs/qrs-comcat.pdf.

National Child Care Information Center. "School-Age Care and Quality Rating Systems." Fairfax, Va.: National Child Care Information Center, August 2006.

National Child Care Information Center. "Use of Environmental Rating Scales in Quality Rating Systems." Fairfax, Va.: National Child Care Information Center, 2006.

Additional relevant resources from the National Child Care Information Center available at: http://nccic.acf.hhs.gov/poptopics/index.html#qrs.

Resources on Afterschool Program Quality
Bodilly, Susan, and Megan K. Beckett. Making Out-of-School Time Matter: Evidence for an Action Agenda. Santa Monica, Calif.: RAND Corporation, 2005. Available at: www.rand.org/pubs/monographs/2005/RAND_MG242.pdf.

Charles Stewart Mott Foundation, Committee on After-School Research and Practice. Moving Towards Success: Framework for After-School Programs. Washington, D.C.: Collaborative Communications Group, 2005. Available at: www.publicengagement.com/Framework.

The Finance Project and Public/Private Ventures. Key Characteristics of High-Quality Out-of-School Time Programs: A Review of the Literature. Washington, D.C.: The Finance Project, 2006.

LeMoine, S. "States with Separate Center School-age Care Licensing Regulations." Child Care Bulletin. No. 29. Washington, D.C.: U.S. Department of Health and Human Services, Child Care Bureau. Available at: http://nccic.acf.hhs.gov/ccb/issue29.html.

National Institute on Out-of-School Time. "Section Two: Understanding Standards of Quality." In Making an Impact on Out-of-School Time. Wellesley, Mass.: National Institute on Out-of- School Time, 2000.

State Quality Rating System Guidelines
"Keystone STARS: A System of Continuous Quality Improvement for Learning Programs— Center Performance Standards for FY 06–07." Available at: www.pakeys.org/docs/STARS%20Standards.pdf.

Missouri OPEN Initiative: QRS Models." Available at: www.openinitiative.org/qrsmodels.htm.

"Ohio Step up to Quality Benchmarks and Indicators." [updated 11/06]. Available at: www.jfs.ohio.gov/cdc/docs/Statewide_tiers.pdf.

Acknowledgments

This brief was prepared by Amanda Szekely of The Finance Project, for the Afterschool Investments project, a multi-year technical assistance effort funded by the Child Care Bureau of the U.S. Department of Health and Human Services. The author would like to thank the many individuals who contributed their comments on earlier drafts, including Sharon Deich and Dionne Dobbins-Harper of The Finance Project and Sheri Azer and Judy Collins of the National Child Care Information Center.

Many thanks, also to the numerous individuals who were willing to share their experiences in developing a QRS applicable to school-age children and to educate others in the field. These individuals included Teresa Foulkes in Missouri , Lisa Pokoluk in North Carolina, Elaine Fencl and Liz Nusken in Ohio, Leslie Roesler in Pennsylvania, Kerrie Workman and Ruth Matthews in Vermont, and Mari Offenbecher in Washington.

Appendix A:
States and Communities Operating, Piloting, or Exploring/ Designing a Quality Rating System

Source: Data compiled by the National Child Care Information Center as of April 2007.

Appendix B:
Key QRS Adaptations in Three States

Endnotes

¹ For more information on the growth and types of afterschool programs, see the Child Care Bureau, U.S. Department of Health and Human Services, Making Smart Investments in Afterschool: A Policy Primer for State and Local Leaders (Washington, D.C., 2006), available at: http://nccic.acf.hhs.gov/afterschool/policyprimer.pdf,/.[Back]
² Making Smart Investments in Afterschool, op cit.[Back]
³ National Child Care Information Center, "Quick Facts: Quality Rating Systems" (Fairfax, Va.: National Child Care Information Center, July 2005).[Back]
⁴ Anne W. Mitchell, Stair Steps to Quality: A Guide for State and Communities Developing Quality Rating Systems for Early Care and Education (Alexandria, Va.: United Way Success by Six, 2005).[Back]
⁵ Mitchell, 2005; op cit.[Back]
⁶ This brief discusses adaptations to quality rating systems that have all these key elements, but the strategies highlighted may also be applicable to states with other quality strategies.[Back]
⁷ National Child Care Information Center, "Common Categories of Criteria used in State Quality Rating Systems" (Fairfax, Va.: National Child Care Information Center, 2005), available at: http://nccic.acf.hhs.gov/pubs/qrs-comcat.pdf.[Back]
⁸ Mitchell, 2005; op cit.[Back]
⁹ For more information, see Child Care Bureau, U.S. Department of Health and Human Services, A Look at School-Age Children in Regulated Family Child Care Settings. (Washington, D.C., September 2007).[Back]
¹⁰ Mitchell, 2005; op cit.[Back]
¹¹ National Institute on Out-of-School Time, "Section Two: Understanding Standards of Quality," in Making an Impact on Out-of-School Time (Wellesley, Mass.: National Institute on Out-of-School Time, 2000).[Back]
¹² National Child Care Information Center, "Use of Environmental Rating Scales in Quality Rating Systems" (Fairfax, Va.: National Child Care Information Center, 2006).[Back]
¹³ For more information, see www.highscope.org/EducationalPrograms/Adolescent/YouthPQA/mainpage.htm.[Back]
¹⁴ "School-Age Curriculum Checklist: Missouri Quality Rating System Pilot," draft provided to The Finance Project by Missouri’s OPEN Initiative, University of Missouri-Columbia.
[Back] ¹⁵ "Step up to Quality Benchmarks and Indicators" [updated 11/06], available at: www.jfs.ohio.gov/cdc/docs/Statewide_tiers.pdf.[Back]
¹⁶ "STARS Step Ahead for Child Care, Early Education and Afterschool Programs: Program Guide," March 2005, available at: www.starsstepahead.org/press/program_guide.pdf.[Back]
¹⁷ National Child Care Information Center, "School-Age Care and Quality Rating Systems" (Fairfax, Va.: National Child Care Information Center, August 2006).[Back]
¹⁸ "Keystone STARS: A System of Continuous Quality Improvement for Learning Programs—Center Performance Standards for FY 06–07," available at: www.pakeys.org/docs/STARS%20Standards.pdf.[Back]
¹⁹ Note that licensing is not necessarily a prerequisite for receiving subsidies, depending on the child care setting and state policy.[Back]
²⁰ This issue is discussed in greater depth in Child Care Bureau, U.S. Department of Health and Human Services, Promoting Quality in Afterschool Programs through State Child Care Regulations (Washington, D.C., 2006), available at: http://nccic.acf.hhs.gov/afterschool/childcareregs.pdf.[Back]

Download FREE Adobe Acrobat® Reader™ to view PDF files located on this site.