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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Halle, Tamara [remove]; Full Text:no [remove];
30 results found.|
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Setting the context for a discussion of quality measures: The demographic landscape of early care and education A demographic profile of participation in early childhood education and care in the United States, including information of types of settings for special child populations and children who participate in multiple child care and early education arrangements |
Reports & Papers
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Family-sensitive caregiving: A key component of quality in early care and education arrangements A presentation of a model for the assessment of early childhood education and care providers' attitudes towards, knowledge about, and practices with families with young children |
Reports & Papers
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The whole child, the whole setting: Toward integrated measures of quality A discussion of the importance of early childhood quality measures to assess simultaneously the children and the child care environment, including indicators of children's development, process quality, and social dynamics |
Other
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Measuring health-related aspects of quality in early childhood settings An overview of research on the relationship between children's health status and their development, and a proposal of indicators to measure the health-related components of early childhood education and care settings |
Other
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Measuring the quality of environmental supports for young children's social and emotional competence An inventory of current measures of environmental supports for social and emotional competence (ESSEC) in child care and early education programs, and a recommendation of measurable indicators of the quality of ESSEC for children in early childhood programs |
Other
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Measuring and rating quality: A state perspective on the demands for quality measurement in a policy context An account of the implementation of a quality rating and improvement system (QRIS) for early childhood education and care programs in Minnesota, including information on quality goals, implementation challenges, and recommendations for improvement |
Other
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Data-driven decision making in preparation for large-scale quality rating system implementation An account of the development and implementation of a quality rating and improvement system (QRIS) and its implementation procedures, based on information from Missouri's experiences with the development of a QRIS |
Other
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Beyond classroom-based measures for preschoolers: Addressing the gaps in measures for home-based care and care for infants and toddlers A discussion of appropriateness of indicators in the assessment of quality in family child care settings, based on recommendations from the National Association for the Education of Young Children (NAEYC) and the National Association for Family Child Care (NAFCC) |
Other
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How well do our measures of quality predict child outcomes?: A meta-analysis and coordinated analysis of data from large-scale studies of early childhood settings An examination of the accuracy of quality assessments in the prediction of child outcomes, based on secondary analyses of 25 studies on the relation of child care environment to children's outcomes |
Reports & Papers
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Differing purposes for measuring quality in early childhood settings: Aligning purpose with procedures A discussion of the need to tailor quality assessments to address specific needs, including learning support, the identification of special needs children, program evaluation and monitoring, and high-stakes accountability standards |
Other
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Ending with a beginning: Key themes and next steps A summary of arguments for the improvement of the measure of early childhood education and care quality |
Other
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Introduction: Why strengthening the measurement of quality in early childhood settings has taken on new importance An overview of arguments for the improvement of the measures of early childhood education and care quality |
Other
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Empirical approaches to strengthening the measurement of quality: Issues in the development and use of quality measures in research and applied settings A discussion of obstacles to the development and improvement of tools to assess and measure quality in early childhood education and care programs |
Other
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Measuring the quality of early childhood math and science curricula and teaching An examination of the strengths and weaknesses of current quality measures of early childhood mathematics and science curricula, and recommendations for the development and improvement of these measures |
Other
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Defining and measuring quality in early childhood practices that promote dual language learners' development and learning A discussion of elements of high quality early childhood education and care programs for dual language learners (DLLs), and an exploration of available quality measurement tools for the assessment of programs and practices to promote learning of DLLs |
Other
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Advancing the measurement of quality for early childhood programs that support early language and literacy development A review of assessment tools for the measurement of the quality of children's language and literacy development in center-based and family child care settings |
Other
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Aligning measures of quality with professional development goals and goals for children's development Arguments for the improvement of the quality of early childhood education and care through the alignment of measurable professional development goals for educators with developmental goals for children |
Other
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Measuring quality of ECE programs for children with disabilities A discussion of the assessment of program quality in general early childhood education (GECE) and Individuals with Disabilities Education Act (IDEA) programs for children with disabilities |
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Measuring culturally responsive early care and education A proposal of a framework for the service delivery and quality assessment of cultural responsiveness in early childhood education and care settings, including recommendations for the improvement of measurement strategies and a discussion of the role of cultural responsive care in children's school readiness |
Reports & Papers
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Quality measurement in early childhood settings A collection of reports and discussions on the measurement of quality in early childhood settings |
Other
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Associations between provider training and education and other quality indicators in low-income children's primary care arrangements at 24 months of age [Executive summary] A summary of a comparison of quality indicators in home- and center-based child care settings serving two-year-old low income children, and of the relationship of quality indicators in those settings to provider training and education, based on an analysis of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort |
Executive Summary
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Child Care and Early Education Policy and Research Analysis and Technical Expertise Project The purpose of the competitive task order (TO) awarded to Child Trends is to support the provision of expert consultation, assessment and analysis in child care and early education policy and research to the Office of Planning, Research and Evaluation (OPRE), in the Administration for Children and Families (ACF), including activities related to: providing expert advice, assistance and consultation in support of the agency's research priorities and goals; conducting studies to inform policy and practice and the development of new research priorities; identifying and refining measures and instruments to improve the collection of data related to program policies and practices, and to program outcomes for families and children, identifying sources of data and conducting statistical analyses on national and other original data-sets to answer questions of relevance to the Agency on child care utilization, child care supply, and the effects of child care and other early childhood policies on parental and child outcome; and, providing technical assistance and expertise in the preparation of written materials and convening of expert early childhood stakeholders. This task order also covers planning and facilitation of meetings of experts on child care research issues of relevance to the administration for the Child Care and Development Fund (CCDF) and other early childhood programs in States, Territories, and Tribes. |
Administration for Children and Families/OPRE Projects
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Early Care and Education Choices, Quality and Continuity for Low-Income Families: A Maryland-Minnesota Research Partnership Maryland and Minnesota are two states that have been leading innovations across early care and education policy and simultaneously investing in research and data infrastructure to ensure that their strategies are informed by evaluation and new evidence in the field. This project creates a Maryland-Minnesota Child Care Research Partnership, bringing together two states committed to examining critical issues in early care and education and using research findings to inform policy with an interdisciplinary team of researchers experienced in conducting studies on subsidy policy, quality improvement strategies, family experiences and child outcomes. Three cross-state sub-studies serve as the foundation for the work of the Partnership: (1) How families seek and process information about early care and education; (2) How families value and weigh different features of the quality of arrangements; and (3) Factors affecting and antecedents of child care stability/child care subsidy continuity. The studies were developed to build on existing research projects in both Maryland and Minnesota to maximize the investments made in development and data collection and to facilitate cross-state application of the learning. The research questions included: (1) How do families describe the process of making decisions about early care and education and what are the milestones in this process; (2) What family and community characteristics predict subsidy use and the type and quality of early care and education arrangements chosen; (3) What are parents' perceptions of family-sensitive caregiving, developmentally appropriate instructional practices, and practices that support children's social and emotional development, and to what extent are aspects of quality important to parents; (4) Which provider demographic characteristics distinguish those with a greater orientation towards family-sensitive caregiving, developmentally appropriate instructional practices, and practices that support children's social and emotional development; (5) What child, family, and community factors are associated with frequent changes in arrangements and what factors are associated with stability or infrequent changes; and (6) While participating in the subsidy program, how long do subsidized arrangements last and how many subsidized arrangements do children have while on subsidy |
Administration for Children and Families/OPRE Projects
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A review of school readiness practices in the states: Early learning guidelines and assessments An overview of states' early learning guidelines and school readiness assessment practices |
Fact Sheets & Briefs
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Background for community-level work on school readiness: A review of definitions, assessments, and investment strategies A presentation of recommendations from the National Education Goals Panel (NEGP) for defining and measuring school readiness, and a summary of suggested community initiatives based on a review of the relevant literature |
Other
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