This system gathers, integrates, stores, and reports information from early childhood programs across multiple agencies within a state that serves children and families from prenatal to age eight.
The purpose of this brief is to describe approaches to measuring QRIS program engagement that can
be used by QRIS administrators and other stakeholders to distinguish and address different levels of
QRIS involvement among ECE programs.
This brief presents the latest information regarding early
childhood expulsions and suspensions with a special emphasis on how continuing gender and race disparities violate
the civil rights of many of our youngest learners and contribute to our nation’s costly achievement gap by locking our
boys and African-American children out of educational opportunities and diminishing the ability of early education to
provide the social justice remedy it was designed to produce.
This resource is intended to support child care administrators, IDEA
Part C and Part B 619 Coordinators, early childhood advocates, and other relevant stakeholders
in leveraging this new opportunity
This brief summarizes FFN strategies implemented by the second cohort of five grantees that started their testing and
learning experiments in 2017 (see Exhibit 1), and presents a cross-cutting summary of learnings and recommendations
for future informal care projects and the Packard Foundation’s grantmaking in this area.
The purpose of this evaluation is to also
to identify the lessons learned and best
practices that can be highlighted and
shared with other states and early childhood systems that are interested in replicating GEEARS’ approach and impact.
This presentation, from the 2018 QRIS National Meeting, covers state perspectives on revisions and implementation issues for the latest versions of the Early Childhood Environment Rating Scale (ECERS-3), the Infant-Toddler Environment Rating Scale (ITERS-3) and the Family Child Care Environment Rating Scale (FCCERS-3).
Asian Americans are often left out of conversations when issues of equity arise. This discussion will
debate ways to engage Asian, Asian-American and Pacific Islander families to have a voice in early
childhood programs. We will discuss ways that “insignificant” numbers of Asian children and families
need a system that is highly inclusive, promotes equity, and includes the needs of all young children
and families.
