## Race to the Top**— Early Learning Challenge**  **: Descriptive Study of Tiered Quality Rating and Im**  **provem ent System**  **s In 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 will include:  **Document reviews.**  The study will collect and conduct 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 will confirm and clarify the information obtained from documents and gather information that could not be obtained from the document reviews. 

###  **Administrative records**  **d ata.**  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 will occur in September to October 2014. Document

reviews and interviews will be conducted in fall 2014 to winter 2015 . Administrative data will be collected as kindergarten entry assessment scores become available beginning in fall 2015. **The Study Team** IES selected M athematica 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 have 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@mathemati ca -mpr.com . **Confidentiality** The study team will not identify any individual respondents interviewed, and all

interview data will be used for research purposes only.