Moving to Outcomes: Approaches to Incorporating Child Assessments into State Early Childhood Quality Rating and Improvement Systems. Occasional Paper

Autor/inn/en	Zellman, Gail L.; Karoly, Lynn A.
Institution	RAND Education; RAND Labor and Population
Titel	Moving to Outcomes: Approaches to Incorporating Child Assessments into State Early Childhood Quality Rating and Improvement Systems. Occasional Paper
Quelle	(2012), (80 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Care; Preschool Children; Outcomes of Education; Outcome Measures; Educational Quality; Early Childhood Education; Alignment (Education); Educational Improvement; Improvement Programs; Achievement Rating; Change Strategies; Educational Strategies; Educational Practices; Preschool Evaluation; Achievement Gains; Student Evaluation; Quality Assurance; Child Development; Educational History; Educational Policy; Barriers; Performance Factors; Measurement Techniques; United States + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg; Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Lösungsstrategie; Lehrstrategie; Bildungspraxis; Achievement gain; Leistungssteigerung; Schulnote; Studentische Bewertung; Qualitätssicherung; Kindesentwicklung; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Leistungsindikator; Messtechnik; USA
Abstract	Many studies have shown that higher-quality early care and education (ECE) predicts positive developmental gains for the children who experience it. However, much ECE in the United States is not of sufficiently high quality to produce these benefits. Quality rating and improvement systems (QRISs) attempt to improve practice and care quality in ECE settings; both are expected to improve child functioning. However, these systems rarely assess children to determine their effects because of the high costs and assessment burdens involved. Yet including child assessments in the design, implementation, and evaluation of QRISs or other quality improvement (QI) efforts could improve practice and raise care quality. The authors identify five strategies for states to consider for incorporating child assessments into QRISs or other QI approaches. Two of the strategies use assessments to inform classroom practice and to support program improvements. The remaining three use assessments to measure the effects of participating in a given classroom, program, or ECE system on child functioning. The authors' analysis of these strategies relies on research about measuring child functioning and methods for determining the contribution of ECE to developmental trajectories. It relies as well on new research concerning how states have included child assessments in their QRISs. Guidance is offered about when and how to incorporate the five approaches into a QRIS; the value of these approaches depends on the questions to be answered, the stage of the QRIS, and the availability of the resources needed to implement assessments and mount a rigorous research design. A bibliography is included. Individual chapters contain footnotes. (Contains 1 figure and 7 tables.) (As Provided).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10