## Race to the Top**— Early Learning Challenge**  **: Descriptive Study of Tiered Quality Rating and Im**  **provem ent System**  **s i** 

**n Nine Round 1 States The Issue:**  **Characteristics of TQRIS and**  **How Ratings Are**  **Related to Child Outcomes**  The Race to the Top

—Early Learning Challenge (RTT - ELC) grant program is a joint

effort of the U.S. Departments of Education (ED) and Health and Human Services (HHS) to strengthen the quality of early learning and devel opment programs; increase access to high quality early learning programs for all children; and help ensure that children enter kindergarten with the skills, knowledge, and approaches toward learning they need to succeed. Since 2011, RTT - ELC has committed more than $1 billion to fund reforms in five key areas: (1) integrating state early care and education systems; (2) increasing access to high quality, accountable programs; (3) promoting early learning and development outcomes through statewide standards and comprehensive assessment systems; (4) developing and supporting the early childhood workforce; and (5) building early learning data systems to measure child outcomes and progress. The second area focuses on the design and implementation of Tiered Quality Rating and Improvement Systems (TQRIS) that can provide parents and other stakeholders with information on the quality of early learning programs. To better understand the TQRIS that RTT - ELC grantees are developing, ED’s Institute of Education Sciences (IES) has launched a descriptive study of the TQRIS funded under RTT - ELC. This study will collect information from Round 1 RTT - ELC grantee states to examine the structure and characteristics of TQRIS. The study will also explore the feasibility of examining the relationship between characteristics of center-based early care and education programs, as captured in TQRIS ratings, and child outcome measures at kindergarten entry.**Research**

**Questions and Objectives**  The study’s primary research questions are:

 How are TQRIS ratings defined, collected, and generated in the nine Round 1 RTT - ELC states and how mi ght the structure and implementation of the rating system influence the reliability and validity of the ratings?  Is it feasible to examine the relationship between TQRIS ratings and children’s kindergarten readiness outcomes in selected RTT - ELC states? 

###  What is the relationship between TQRIS ratings and kindergarten readiness outcomes for programs that serve preschool - age children in selected RTT - ELC states? **Stu dy**  **Participants and Activities**  The study will involve collecting and analyzing data from the nine Round 1 RTT - ELC

states. Study activities include:  **Document reviews.**  The study collected and conducted a targeted review of publicly available documents, TQRIS websites, and documents shared by the RTT - ELC states (such as program guides, TQRIS standards, and descriptions of TQRIS data systems).  **Interviews with**  **state representatives.**  During telephone interviews with representatives from each RTT - ELC state who have in - depth knowledge about the TQRIS and kindergarten entry assessments, the study confirmed and clarified the information obtained from documents and gathered information that could not be obtained from the document reviews. 

###  **Administrative records**  **data.** Data on TQRIS ratings and kindergarten entry assessment test scores will be gathered electronically from states and/or districts within selected Round 1 RTT - ELC grantee states. **Study Timeline** Initial conversations with states occurred in September to October 2014. Document

reviews and interviews were conducted in winter 2015 . Administrative data will be collected as kindergarten entry assessment scores become available beginning in fall 2015. **The Study Team** IES selected Mathematica Policy Research to conduct this study. Mathematica , a

nonpartisan policy research firm, conducts research and surveys for federal and state governments, foundations, and private - sector clients. Mathematica’s studies of education initiatives and other programs h ave been used to inform national policymakers for 45 years. **To Find Out More**  Contact Mathematica’s study director, Irma Perez - Johnson, at (609) 275 - 2339 or iperez - johnson@mathematica - mpr.com . **Confidentiality** The study team will follow the confidentiality and data protection requirements of IES

(The Education Sciences Reform Act of 2002, Title I, Part E, Section 183). Information obtained through this data collection will be used only for research purposes. The reports prepared for the study will summarize state - level findings and will not associate findings with a specific district, program, or individual student. We will not provide information that identifies respondents to anyone outside the study team, except as permitted by law.**Time and**

**Obligation to Participate**  According to the Paperwork Reduction Act of 1995, no persons are required to

respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is xxxx -xxxx . Publi c reporting burden for this collection of information is estimated to average 8 hours per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. The obligation to respond to this collection is voluntary . If you have comments or concerns regarding the status of your individual submission of this form, application or survey, please contact directly: Institute of Education Sciences, U.S. Department of Education, 555 New Jersey Ave. NW, Washington, DC 20208.