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Practices and policies: Market rate surveys in states, territories, and tribes [Tribe profiles]
Weber, Roberta B. (Bobbie), May 2007
Corvallis, OR: Oregon Child Care Research Partnership

A presentation of current child care market rate survey data collected by 28 federally-recognized tribes that conduct their own market rate surveys

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Preschoolers benefit from mental health screening
FPG Child Development Institute, January, 2008
(FPG Snapshot No. 50). Chapel Hill, NC: FPG Child Development Institute.

A summary of a study of a mental health screening tool for use with preschool-age children

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Professional development: How is it defined? How is it measured?
National-Louis University. McCormick Tribune Center for Early Childhood Leadership, Spring 2005
(Research Notes Spring 2005) Wheeling, IL: National-Louis University, McCormick Tribune Center for Early Childhood Leadership.

A summary of a research review that measures the professional development of lead teachers or family child care providers and discusses the way professional development is defined and measured in early childhood research

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State efforts to integrate measures of leadership and management in quality rating systems
National-Louis University. McCormick Tribune Center for Early Childhood Leadership, Summer 2007
(Research Notes Summer 2007). Wheeling, IL: National-Louis University, McCormick Tribune Center for Early Childhood Leadership.

Findings from a survey of states' methods for measuring leadership and management practices in quality rating systems

Fact Sheets & Briefs

State indicators for early childhood
Columbia University. National Center for Children in Poverty, 2008
(Project Thrive Short Take No. 7). New York: Columbia University, National Cetner for Children in Poverty.

An overview of state-level indicators for early childhood systems, including a review of indicators currently in use and a set of recommended indicators

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The STEM supplement to the Youth Program Quality Assessment: Development and early validation evidence for an observational measure of high quality instructional practice for science, technology, engineering and mathematics in out-of-school time settings
David P. Weikart Center for Youth Program Quality,
Ypsilanti, MI: David P. Weikart Center for Youth Program Quality.

A summary of findings from an exploration of the development, validity, and reliability of the Science, Technology, Engineering, and Mathematics Program Quality Assessment (STEM PQA), an observational measure of STEM instructional practices in out-of-school time settings, based on 40 observations conducted in a summer learning program in Providence, Rhode Island

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Summary brief
University of Nebraska--Lincoln. Center on Children, Families, and the Law,
(Policy Brief No. 5). University of Nebraska--Lincoln, Center on Children, Families, and the Law.

A summary of findings from a study on the quality and workforce of center-based and family child care settings in Missouri, Iowa, Kansas, and Nebraska, based on phone surveys of 2,022 providers and 365 observations

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What can research contribute to child care consumer rating systems?
Adams, Diane B., 2003
(Brief and to the Point Issue Brief No. 13). Madison: University of Wisconsin--Extension.

An analysis of the information needed to create a statewide child care consumer rating system that could help parents choose quality child care

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Widening the lens: Looking at quality from a program administration perspective
National-Louis University. McCormick Tribune Center for Early Childhood Leadership, Winter 2005
(Research Notes Winter 2005). Wheeling, IL: National-Louis University, McCormick Tribune Center for Early Childhood Leadership.

An overview of the findings from a reliability and validity study evaluating the Program Administration Scale (PAS), an instrument used to measure the quality of teacher-child interactions and the quality of classroom instructional practices

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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