What Do Quality Rating Levels Mean? Examining the Implementation of QRIS Ratings to Inform Validation
Evidence | Publications

What Do Quality Rating Levels Mean? Examining the Implementation of QRIS Ratings to Inform Validation

Published: Jan 01, 2015
Publisher: Early Childhood Research Quarterly, vol. 30
Human Services Quality Improvement Early Childhood Quality Measurement
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Authors

Gretchen Kirby

Pia Caronongan

Lizabeth M. Malone

Kimberly Boller

Key Findings

Highlights:

  • We examine the specification of the quality standards and the implementation of the rating process across five QRIS.
  • Five components are common in the standards across the five QRIS, although they vary in specificity and rigor.
  • The lowest rating levels vary due to licensing, but standards at the highest rating level are similar across the QRIS.
  • Competency drivers support reliability of standardized measures of quality but are lacking in parts of the rating process.
  • QRIS implementation can affect the readiness for and interpretation of validation studies.

Quality Rating and Improvement Systems (QRIS) provide a summary quality rating for early care and education settings. This paper presents findings from an in-depth study that examined the specification of quality standards and implementation of the rating process in five QRIS. We found that standards vary in specificity and rigor across QRIS but that there was greater similarity at the highest rating levels in comparison to the lowest. Intermediate levels are structured in the context of licensing standards and as accessible steps to help programs progress. We also found that competency drivers to support a well-implemented rating process need improvement. We discuss the implications of standards specification and rating structure on future validation of QRIS.

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