Using a State Child Care Quality 

Rating System to Promote 

Quality in Afterschool Programs

U.S. Department of Health and Human Services

Administration for Children and Families

Child Care Bureau

1

USING A STATE CHILD CARE QUALITY RATING SYSTEM

TO PROMOTE QUALITY IN AFTERSCHOOL PROGRAMS

September 2007

The Afterschool Investments Project

The Child Care and Development Fund (CCDF) provides federal resources for child care that

support both direct services and quality enhancements. The U.S. Department of Health and

Human Services’ Child Care Bureau awards CCDF grants to states, territories, and tribes. With 

nearly half of the children receiving services being of school or kindergarten age, CCDF provides 

significant funding for afterschool care in a variety of settings. The majority of CCDF dollars are used to

provide subsidies to eligible low-income children under age 13. A portion of CCDF funding is also used

for quality improvement initiatives, such as professional development and technical assistance, with 

the goal of building the capacity of states to deliver quality services including programs before and afterschool, during summers, and on school holidays.

To support state efforts to provide quality afterschool opportunities, the Child Care Bureau awarded 

a technical assistance contract on out-of-school time to The Finance Project and its partner, The National

Governors Association Center for Best Practices. The Afterschool Investments project provides technical

assistance to Child Care and Development Fund grantees and other state and local leaders who support

afterschool efforts. The goals of the project include:

■ Identifying ways that states and communities are using Child Care and Development Fund 

(CCDF) subsidy and quality dollars to support out-of-school time programs, and sharing 

these practices and approaches with other states;

■ Identifying administrative and implementation issues related to CCDF investments in out-of-school

time programs, and providing information and context (about barriers, problems, opportunities) 

as well as practical tools that will help CCDF administrators make decisions; and

■ Identifying other major programs and sectors that are potential partners for CCDF in supporting

out-of-school time programs, and providing models, strategies, and tools for coordination with

other programs and sectors. 

To meet these goals, the Afterschool Investments project is:

■ Regularly updating and maintaining State profiles of afterschool resources, policies and issues;

■ Creating tools and materials to support the development and sustainability of afterschool efforts;

and

■ Providing targeted technical assistance to state child care administrators and other state leaders

around building partnerships and developing state policies that promote investments in highquality afterschool programs.

For more information about the project or to submit a request for technical assistance or information, 

contact The Finance Project at (202) 587-1000 or by email at afterschool@financeproject.org. All project

tools and resources can be found online on the Afterschool Investments Project website:

http://nccic.acf.hhs.gov/afterschool/.

U.S. Department of Health and Human Services

Administration for Children and Families

Child Care Bureau
4

Introduction

Afterschool programs have grown in number and diversity in recent years. This trend has been

driven, in part, by the dramatic rise in the number of working parents who need safe and reliable

child care between the end of the school day and the completion of their work day. Also contributing

to the increase is growing recognition of the need to make better use of out-of-school time to

promote academic success and positive youth development. Afterschool programs now operate

in many settings, including schools, community centers, and child care centers. These programs

have varied goals and are administered and funded by various public and private entities.1

Among the major national investments in afterschool programs are the Child Care and

Development Fund (CCDF) and the Temporary Assistance for Needy Families (TANF) program,

both of which subsidize school-age care for low-income working families. In addition, funding

from the U.S. Department of Education, most notably the 21st Century Community Learning

Centers (21CCLC) program, supports largely school-based afterschool programs with the goal of

raising student achievement. Other federal, state, and local programs support an array of programs

with goals such as prevention of risky behaviors, workforce development, or obesity prevention.2

The growth of new programs has heightened concerns among policymakers about the quality 

of the care children and youth receive during out-of-school time. Although many funders have

instituted strategies to monitor the quality of the programs they support, efforts to systematically

assess and promote the quality of afterschool care have been limited. 

This strategy brief examines one strategy for improving quality—using a state quality rating 

system (QRS) to assess afterschool programs and the needs of school-age children. Most existing

quality rating systems apply to child care programs that serve children of various ages, including

school-age children. Since they were often developed with a focus on early care and education,

however, many states have not fully considered how to adapt regulations to support schoolage care programs. The brief explores how states can use their existing or newly emerging rating

system to more strategically promote afterschool program quality. It also shares state strategies

for aligning the rating system with broader afterschool professional development efforts.

1 For more information on the growth and types of afterschool programs, see the Child Care Bureau, U.S.

Department of Health and Human Services, Making Smart Investments in Afterschool: A Policy Primer for State

and Local Leaders (Washington, D.C., 2006), available at: http://nccic.acf.hhs.gov/afterschool/policyprimer.pdf.

2 Making Smart Investments in Afterschool, op cit.
5

Background: Quality Rating Systems

Quality rating systems were first developed by leaders in the early care and education field in

the late 1990s. As of June 2006, 12 states—Colorado, Iowa, Kentucky, Maryland, Montana,

New Hampshire, New Mexico, North Carolina, Oklahoma, Pennsylvania, Tennessee, and

Vermont—and the District of Columbia have implemented a statewide QRS with multiple tiers.

Several other states are developing a QRS.3 (For state-by-state information on existing and

emerging rating systems, see the map in Appendix A.)

Typically administered by a state child care agency, a QRS enables child care providers to voluntarily

meet quality standards and earn a designation, such as a “star rating,” that helps consumers identify

high-quality programs. A QRS also usually offers providers incentives and supports to encourage

them to meet higher levels of quality.4

The scope of quality rating systems varies across states in terms of geographic area and the types

of providers who may participate. In some cases, a QRS has begun with a pilot in select cities or

counties or with select program types. Once the system is tested, it is then expanded to reach a

broader geographic area or a wider range of programs. Rating systems typically apply to different

types of early care providers, including center-based programs, family child care providers, Head

Start programs, and public pre-kindergarten programs. Most quality rating systems apply to 

programs serving school-age children.5

Although many states offer programs and policies that support providers in their efforts to improve

quality, the National Child Care Information Center classifies a QRS as a system with these key elements: 6

■ Standards above licensing regulations. In most quality rating systems, licensing regulations

serve as the first tier. Providers that have been accredited by national organizations, such as

the National Association for the Education of Young Children or the National AfterSchool

Association, automatically qualify for the highest quality tier or, in some states, receive a set

amount of quality points toward a higher tier. States develop their own benchmarks for

quality at the mid-level quality tiers. The quality standards that guide a QRS vary considerably, but they generally cover topics such as administrative policies and procedures, learning environment, parent involvement, staff qualifications and training requirements, program evaluation, and staff compensation.7

■ Accountability through assessment and monitoring. Assessment systems, usually based

on nationally recognized research-based environmental rating scales, ensure that rated

3 National Child Care Information Center, “Quick Facts: Quality Rating Systems” (Fairfax, Va.: National Child

Care Information Center, July 2005).

4 Anne W. Mitchell, Stair Steps to Quality: A Guide for State and Communities Developing Quality Rating

Systems for Early Care and Education (Alexandria, Va.: United Way Success by Six, 2005). 

5 Mitchell, 2005; op cit. 

6 This brief discusses adaptations to quality rating systems that have all these key elements, but the strategies

highlighted may also be applicable to states with other quality strategies.

7 National Child Care Information Center, “Common Categories of Criteria used in State Quality Rating

Systems” (Fairfax, Va.: National Child Care Information Center, 2005), available at:

http://nccic.acf.hhs.gov/pubs/qrs-comcat.pdf.
6

programs comply with quality standards. Programs typically are monitored on a

regular basis by the state child care licensing or subsidy agency or by a private entity contracted by the state.

■ Program and practitioner outreach and support. States typically engage in outreach

to raise providers’ awareness about a QRS. Strategies include distributing materials,

holding public orientation sessions, or hiring outreach staff to work with programs.

States also use program supports and incentives to help eligible 

programs meet quality standards. Supports, such as professional development opportunities and technical assistance or program improvement strategies can help programs

improve the quality of care and meet higher standards of quality. 

■ Financing incentives specifically linked to compliance with quality standards. Financial

incentives, such as compensation awards, quality bonuses, and tiered subsidy 

reimbursement policies, encourage eligible providers to participate in a QRS. Tiered reimbursement is the most common financial incentive, and it has been implemented in several states that lack the other elements of a QRS.

■ Parent education on how to understand and use the QRS. States use different strategies

to educate parents on how to use a quality rating system to inform their child care 

decisions. Strategies include informational brochures and websites, public education campaigns, and partnerships with business and community leaders.8

Key Resources on QRS

Access these resources to learn more about quality rating systems.

National Child Care Information Center

http://nccic.acf.hhs.gov/poptopics/index.html#qrs

The National Child Care Information Center (NCCIC) provides a clearinghouse of resources

on QRS, including information on the planning process, the development of quality indicators,

and research studies exploring the impact of QRS.

Stair Steps to Quality: A Guide for States and Communities Developing

Quality Rating Systems for Early Care and Education

www.unitedway.org/sb6/upload/StairStepstoQualityGuidebook_FINALforWEB.pdf

This resource, developed by United Way’s Success by Six®, provides detailed information on

how to develop a QRS in a state.

State Quality Rating System Websites

http://nccic.acf.hhs.gov/poptopics/qrs-criteria-websites.html

Visit state QRS websites to learn more about existing state quality rating systems.

8 Mitchell, 2005; op cit.
7

Applying a Quality Rating System to Different 

Care Settings 

Since, in a typical scenario, a QRS was developed primarily by leaders in the early care and 

education field and later applied to school-age programs, standards do not always reflect the

unique needs or circumstances of school-age programs. While at the most basic level, the core

components of quality in early care and school-age care are very similar, several important 

differences exist that should be taken into account when developing a QRS for school-age care

programs. (See “Factors Associated with School-Age Care Quality” on page 8.)

Similarities between Early Care and School-Age Care Programs

■ Age-appropriate health and safety standards are important for both early care and school-age

care programs. 

■ Appropriate ratios of staff to students and small group sizes are key indicators of program

quality, though these components will vary with the children’s ages. 

■ Children of all ages benefit when they are cared for by nurturing adults with appropriate training

and when they have access to a stimulating and engaging environment. 

■ Parental involvement is important for programs serving all children.

■ Regular assessment can help monitor and promote quality in both early care and school-age

care settings. 

Differences between Early Care and School-Age Care Programs

■ School-age children have very different developmental needs than younger children and

benefit when programming supports their social development and complements their

school-day learning. 

■ School-age programs are more diverse than early care programs, taking place in a range

of settings and utilizing different program goals and approaches. 

■ Highly qualified afterschool program staff may have different professional backgrounds

than early care providers. For example, an afterschool program provider may have training

in elementary education, youth development, or arts education, rather than in early child

development. 

■ Many afterschool program providers work part-time schedules and can find it difficult

to meet quality standards developed for full-time professionals.

■ Afterschool programs may face greater sustainability challenges because many funding

sources, including 21CCLC, are short-term grants. 
8

Factors Associated with School-Age Care Quality 

Research on the program elements associated with quality afterschool programming can

inform the development of state quality standards.* Two recent reports from the RAND

Corporation and the Charles Stewart Mott Foundation synthesize an extensive body of literature

on afterschool program quality indicators. 

The RAND Corporation conducted a literature review across multiple fields to identify key

program elements associated with quality. Making Out-of-School Time Matter speaks about

a “convergence” of quality factors across disciplines, such as:

■ a clear mission;

■ high expectations and positive social norms;

■ a safe and healthy environment;

■ a supportive emotional climate;

■ a small total enrollment;

■ stable, trained personnel;

■ appropriate content and pedagogy relative to the children’s needs and the 

program’s mission, with opportunities to engage;

■ integrated family and community partners; and

■ frequent assessment.

In Moving Towards Success, the Charles Stewart Mott Foundation provides recommendations

and guidelines to afterschool program staff and others on using a concrete framework to

develop and sustain an effective program. Underlying the recommendations and guidelines

is an understanding of the operational conditions that research and practice have found to be

essential to high-quality afterschool programs. These conditions include:

■ effective partnerships to promote learning and community engagement;

■ strong program management, including adequate compensation of qualified staff;

■ qualified afterschool program staff and volunteers with regular opportunities for

professional development and career advancement;

■ enriching learning opportunities that are provided by well-trained staff and 

volunteers and that complement school-day learning and use project-based

learning and exploration to impart new skills and knowledge;

■ intentional linkages between school-day and afterschool staff, including coordinating

and maximizing the use of resources and facilities;
Making a QRS Work for Afterschool Programs

Given the differences between early care programs and afterschool programs, a quality rating system

may need flexible or supplemental standards that specifically address school-age quality concerns.

State child care and afterschool program leaders recommend four strategies to make a QRS work

successfully for afterschool programs:

■ involve afterschool program leaders in the planning process;

■ use standards that address the developmental needs of older children;

■ address the unique qualifications and circumstances of afterschool program staff; and

■ reduce the barriers for diverse afterschool programs to participate in the system.

Several states have worked with the school-age care community to develop and implement QRS

standards appropriate for school-age care providers. Appendix B details the key school-age adaptations made by three states—Missouri, Ohio, and Pennsylvania—in their ongoing or pilot QRS.

9

■ appropriate attention to safety, health, and nutrition issues; 

■ strong family involvement in participants’ learning and development;

■ adequate and sustainable funding; and 

■ evaluation for continuous improvement and assessment of program 

effectiveness.

Sources: Susan Bodilly and Megan K. Beckett, Making Out-of-School Time Matter: Evidence for an Action Agenda (Santa Monica,

Calif.: RAND Corporation, 2005), available at: www.rand.org/pubs/monographs/2005/RAND_MG242.pdf; and Charles Stewart Mott

Foundation, Committee on After-School Research and Practice, Moving Towards Success: Framework for After-School Programs

(Washington, D.C.: Collaborative Communications Group, 2005), available at: www.publicengagement.com/Framework. 
10

9 For more information, see Child Care Bureau, U.S. Department of Health and Human Services, A Look at

School-Age Children in Regulated Family Child Care Settings. (Washington, D.C., September 2007). 

10Mitchell, 2005; op cit.

Involve Afterschool Program Leaders in the Planning Process

States that have developed a quality rating system have undertaken an extensive planning

process before implementing the system in the state. Stakeholders participating in this process

usually include key state agencies, resource and referral networks, parent representatives from

various types of child care programs, and other key leaders in the state. Often, a steering 

committee guides the planning process and seeks input from parents and providers through focus

group meetings held statewide.10

Involving the afterschool program community in the planning process helps ensure that the

unique needs of afterschool programs are well represented in discussions about the scope of a

QRS, the quality standards, and the implementation of these standards. To accommodate the

diversity in afterschool programs and settings, stakeholders should reflect different fields, including

education, child care, and youth development. Those chosen to represent afterschool programs

in a planning process could include: 

■ leaders of statewide afterschool networks;

■ state affiliates of the National AfterSchool Association;

■ state department of education staff, particularly those overseeing the 21st Century

Community Learning Centers program;

■ school-age child care providers;

■ parks and recreation department afterschool program providers; 

■ community-based afterschool program providers; and

■ parents of school-age children.

Home-Based School-Age Child Care Providers

While family child care is one of the less commonly cited settings where school-age children

spend their out-of-school time, many school-age children spend their time in the care of

licensed family child care providers.9 States may consider how to effectively incorporate

home-based providers serving mixed age or school-age children into a quality rating system.

In Missouri, for example, the pilot QRS program includes distinct sets of standards for schoolage care programs and family child care programs. The state is currently deciding which set

of standards is better suited for family child care providers serving school-age children. 

In other states, QRS standards for school-age children currently only apply to center or

school-based programs.
11

In several states with a quality rating system, representatives from the afterschool program

community have been part of the planning process. In Pennsylvania, the state child care

agency relied on a committee composed of afterschool program providers and technical assistance providers to generate feedback on how the Keystone STARS program would affect

school-age programs. Afterschool program providers in North Carolina were involved in focus

groups that informed the development of the star-rated license system. In states where planning

for a new quality rating system has happened or is underway, such as Ohio and Washington,

statewide afterschool networks have actively represented the afterschool program community in

the planning process and coordinated feedback from the state afterschool program community

(see “Statewide Afterschool Networks: Potential Forums to Discuss QRS Issues” below). Finally, in

Missouri, QRS leaders sought input from both the state afterschool network and the National

AfterSchool Association affiliate in developing a separate school-age model of the quality rating 

system; the model is now being piloted in the state. 

Use Standards That Address the Developmental Needs of Older Children 

Program activities that are appropriate for children below age five in early care are very different

from those in school-age care. For example, programs serving infants and toddlers aim to promote

basic verbal skills and prepare students to enter school. In contrast, school-age children benefit

from activities that support principles of positive youth development and complement their

school-day activities, including arts, physical activity, and community service. Moreover, 

wide variations exist in the developmental needs of younger and older school-age children.

To recognize these different developmental needs, several state rating systems have incorporated research-based national standards or developed state quality standards that recognize

how quality afterschool programs differ from quality early care programs. 

Statewide Afterschool Networks: Potential Forums to

Discuss QRS Issues

To support the infrastructure needed to improve and sustain existing afterschool programs,

many states are organizing statewide afterschool networks. Networks bring together different

stakeholders—from top policymakers to grassroots advocates—to consider ways to improve the

quality, quantity, and sustainability of afterschool programs in their state. Networks are a critical

resource to state policymakers in devising and implementing action steps for afterschool 

programming and achieving consensus and buy-in among the various players. Networks offer a

mechanism to facilitate or host policy discussions on how afterschool program quality should be

promoted and monitored through a QRS. In 2002, the Charles Stewart Mott Foundation began

providing core funding to statewide networks; to date, the foundation has funded network

efforts in 32 states. Many other states are beginning to develop networks. For more information,

see www.statewideafterschoolnetworks.net/index.html.
Incorporating National Quality Standards

A common way for states to ensure that quality standards reflect best practices for 

promoting school-age children’s development is to incorporate national research-based

afterschool standards into a QRS. For example, programs can typically reach the highest tier

in a rating system by achieving accreditation from one of several national accrediting bodies.

In many states, accreditation by the National AfterSchool Association (NAA) is one of the

acceptable ways for a program to reach the highest level of quality recognition in the state.

The NAA accreditation system is based on extensive research and field testing. It measures

several key indicators of quality in afterschool programs, including effective programming,

physical environment, and strong partnerships with families, schools, and communities.11 (For

more information, see “National AfterSchool Association Standards for Quality School-Age

Care” on page 13.) 

In addition, most rating systems assess programs using a nationally recognized, research-based

environmental rating scale. The School-Age Care Environmental Rating Scale (SACERS) was

adapted from the Early Childhood Environment Rating Scale (ECERS) and focuses on the needs

of children ages 5 to 12. SACERS can be used as an alternative way to measure the quality of care in

afterschool settings. Six states explicitly mention SACERS in their QRS materials, but others allow

programs to use other appropriate environmental rating scales.12 Although SACERS is the most

common school-age care assessment tool in quality rating systems, it is focused on center-based

school-age care and may not be appropriate for other settings where school-age care programs

operate. States may consider using other measures to assess afterschool programs, such as the

Youth Program Quality Assessment.13

Developing State Quality Standards 

In addition to incorporating national quality standards, some rating systems use new or existing

state-level indicators to assess program quality. When state standards for early care programs are

part of a QRS, parallel standards focused on school-age care may be needed. The following state

examples demonstrate how existing rating systems use state standards to promote afterschool

program quality:

■ In Missouri’s pilot of the quality rating system, the state has developed a checklist of

activities and opportunities that are part of a quality program’s curriculum. This checklist

informs a curriculum assessment that is conducted by an observer and contributes to a

program’s overall quality rating. Missouri’s pilot QRS currently uses the ECERS-E to

measure program curriculum delivered to preschool children and is field testing separate

checklists tailored to infants and toddlers and school-age children. The school-age

curriculum checklist highlights key indicators of a quality afterschool curriculum,

12

11National Institute on Out-of-School Time, “Section Two: Understanding Standards of Quality,” in Making

an Impact on Out-of-School Time (Wellesley, Mass.: National Institute on Out-of-School Time, 2000).

12National Child Care Information Center, “Use of Environmental Rating Scales in Quality Rating Systems” 

(Fairfax, Va.: National Child Care Information Center, 2006).

13 For more information, see www.highscope.org/EducationalPrograms/Adolescent/YouthPQA/mainpage.htm.
including involving youth in program planning and offering activities that address the

physical, cognitive, social, and emotional domains of youth development. This checklist

reflects a core set of quality indicators developed by the statewide afterschool network.14

■ In Ohio’s Step up to Quality program, early care providers at higher quality tiers are

required to align their curriculum with state early learning standards or state infant and

toddler guidelines. These standards are not appropriate for school-age children, so Ohio

requires school-age programs at higher quality tiers to align their curriculum with the

state’s elementary and secondary education standards. This requirement provides an incentive

for afterschool programs in Ohio to build more explicit linkages to the school-day curriculum.15

13

14 “School-Age Curriculum Checklist: Missouri Quality Rating System Pilot,” draft provided to The Finance

Project by Missouri’s OPEN Initiative, University of Missouri-Columbia.

15 “Step up to Quality Benchmarks and Indicators” [updated 11/06], available at:

www.jfs.ohio.gov/cdc/docs/Statewide_tiers.pdf. 

National AfterSchool Association (NAA) Standards for

Quality School-Age Care

In some states, NAA accreditation enables programs to automatically reach the highest tier in

a QRS. NAA standards also can inform the development of state QRS standards for school-age

programs. According to NAA, components essential for quality afterschool programs can be

grouped in five categories.

1. Positive Human Relationships. A program should foster consistent and caring relationships

and positive interactions between young people and adults and between young people and

their peers. Programs should have a ratio of adults to youth of no higher than 1:15. 

2. Effective Programming. A program should offer constructive and well-planned schedules

and activities that are tailored to the needs and interests of parents, youth, and their peers.

A flexible daily schedule offers young people security, independence, and choices among

various youth-centered and age-appropriate activities. The activities should promote numerous

academic and youth development outcomes, including learning to work as part of a team

and developing leadership skills.

3. Appropriate Environment. An appropriate environment for school-age care has sufficient

and clean space for indoor and outdoor activities, attractive and welcoming décor, appropriate

space, and supplies and furnishings to support the program’s activities. Specifically, NAA

encourages programs to have computer stations, an area with tables and chairs for homework, and an ample supply of books, games, art supplies, and outdoor play equipment.

There should be regular safety checks of indoor and outdoor settings.

4. Strong Partnerships with Young People, Families, Schools, and Communities. Active 

relationships with all stakeholders in the program are an important component of an effective

afterschool program. Such programs can pursue several strategies to develop strong partnerships, including establishing a youth advisory group, setting up regular parent meetings,

connecting with participants’ teachers, and reaching out to community institutions, such as

colleges, hospitals, museums, and local businesses. 
16 “STARS Step Ahead for Child Care, Early Education and Afterschool Programs: Program Guide,” March

2005, available at: www.starsstepahead.org/press/program_guide.pdf.

17National Child Care Information Center, “School-Age Care and Quality Rating Systems” (Fairfax, Va.:

National Child Care Information Center, August 2006).

14

Address the Unique Qualifications and Circumstances of Afterschool Program Staff

In child care settings serving younger children, qualified staff typically have a degree or coursework in early education, a child development associate (CDA) credential, and/or work experience

in early education. Given its roots in early care and education, a QRS often requires professionals

to have some combination of these qualifications. Yet these qualifications may not capture the

requisite qualifications for high-quality afterschool program providers, which are more likely to

include a background in education or experience in working with youth. With added flexibility

around the staff qualifications, it is likely that more afterschool programs would be able to 

participate in a QRS. In addition, QRS standards would become accessible to afterschool programs

if these standards reflected increased flexibility for afterschool program staff who often work parttime schedules. 

Afterschool Program Staff Qualifications

To address the staff qualifications held by quality afterschool professionals, several states, including

Tennessee and Vermont, allow program staff in quality-rated programs to have a relevant degree

besides one in early education. 

■ Vermont’s STep Ahead Recognition System (STARS) requires at least half of program staff

to have degrees or a set amount of academic credits in “early childhood education, 

elementary education, developmental psychology, child development, or other fields

with coursework relevant to children’s growth and learning or relevant for a specific staff

position.” Vermont also allows staff to demonstrate their competence by documenting

past experience in working in an “early childhood or after school setting.”16

■ In Oklahoma, master teachers in school-age programs can meet staff qualification

requirements through degrees or coursework in early education. They also may have

a degree or coursework in “elementary education, recreation, or other coursework

that supports working with the school-age child.”17

5. Effective Staff and Administration. A program should have sufficient funding, committed

and well-trained staff and volunteers, frequent and efficient staff meetings, and ongoing

training opportunities. According to NAA, programs also should have clear policies on

health, security, and expectations for parents that are disseminated to staff, families, and

young people in a handbook. Providers also should post rules and policies for young people

at program locations.

Source: Adapted from National Institute on Out-of-School Time, “Section Two: Understanding Standards of Quality,” in Making

an Impact on Out-of-School Time (Wellesley, Mass.: National Institute on Out-of-School Time, 2000).
15

Another strategy to adapt staff qualification requirements is to develop a state school-age

care credential, similar to the CDA for early childhood educators. (For more information on

states that have developed school-age care credentials, see ”State School-Age Care

Credentials” on page 19.)

Part-Time Employment among Afterschool Program Staff

Quality rating systems have staff training requirements and various staff obligations that were

developed with full-time child care providers in mind. A few states that have sought input from

the afterschool program community have adapted regulations to better meet the needs of school-age

programs with a largely part-time workforce. 

■ In Pennsylvania’s Keystone STARS, for example, STARS-rated programs are usually required to

complete observations of children within 45 days of program entry and, depending on the

STARS level, between one and three other times during the year. Results from observations are

shared with parents and help inform the development of program curriculum. Given the more

limited hours of school-age programs, staff is instead required to perform observations within

90 days of the child’s entry to the program and one other time during the calendar year.18

Employee benefits is another area where states have found it important to address the needs of part-time

staff. Many states’ rating systems require quality-rated programs to offer certain employee benefits,

such as health insurance and paid leave. Although these benefits are valuable incentives to support

a professional workforce and reduce staff turnover, requirements developed with full-time staff in

mind may not be appropriate for programs relying on part-time staff. The school-age community in

Missouri and Ohio provided valuable input on which benefits are realistic for afterschool programs.

■ In the Missouri quality rating system pilot,

for example, programs are required to

offer paid sick and personal leave to their

employees to earn points at the upper

tiers. Afterschool program stakeholders

participating in the planning process

believed that part-time afterschool program

employees, who already have flexibility in

their schedules, may not value paid leave

as much as full-time employees. As a result,

the current standards allow programs to

offer staff either paid leave or a reduced

enrollment fee for their children; the latter is

a benefit that part-time afterschool program

staff may deem more valuable.

18 “Keystone STARS: A System of Continuous Quality Improvement for Learning Programs—Center Performance

Standards for FY 06–07,” available at: www.pakeys.org/docs/STARS%20Standards.pdf.
19Note that licensing is not necessarily a prerequisite for receiving subsidies, depending on the child care 

setting and state policy.

20This issue is discussed in greater depth in Child Care Bureau, U.S. Department of Health and Human

Services, Promoting Quality in Afterschool Programs through State Child Care Regulations (Washington,

D.C., 2006), available at: http://nccic.acf.hhs.gov/afterschool/childcareregs.pdf.

Reduce the Barriers for Diverse Afterschool Programs

to Participate in the System

Typically, a program will need to be licensed in order to meet a QRS’s first tier. Licensing

ensures a minimum level of health and safety in child care facilities that serve children of all

ages and also enables programs to receive federal and state child care subsidies.19 Yet meeting

state child care licensing regulations can be challenging for afterschool programs that also are

overseen by other state agencies, local agencies, and/or private entities. For example, in some

states, school-based afterschool programs face varied or duplicative requirements related to

building and fire codes from education and child care agencies. These requirements can be a

barrier for afterschool programs that might otherwise choose to become licensed and participate

in a QRS. 

Some states have addressed these issues by exempting programs from some or all licensing 

regulations, when a system other than the child care system is sufficiently monitoring health and

safety issues. The exemption largely applies to school-based programs that must meet building

codes for public spaces, but it also could apply to programs such as boys and girls clubs or 

military-based programs that have their own regulations.20 Typically, however, license-exempt

programs are still required to voluntarily become licensed in order to enter a quality rating system. 

In order for a QRS to be a feasible strategy for improving quality in the range of settings where 

afterschool programs take place, states may consider addressing the challenges associated with

licensing. There may, for example, be a need for outreach and/or technical assistance to exempt

programs to demonstrate the value of a QRS and to assist them in overcoming any hurdles in the

licensing process. 

In some cases, states have developed a process other than licensing, such as registration or 

certification, that asks license-exempt providers to report some basic information to the state. By

registering license-exempt programs, states maintain access to basic information on exempt

providers and can encourage them to take advantage of training and other resources to improve

quality. In Washington, for example, school-based programs are exempt from licensing but can

become certified by the state. A certified school-based program will be eligible to participate

in the quality rating system the state is now developing. (For more information on how states

can adapt licensing regulations to better promote quality in school-age care programs, see

“Promoting Quality in Afterschool Programs through State Child Care Regulations: A Related

Strategy” on page 17.)

16
17

Promoting Quality in Afterschool Programs through State

Child Care Regulations: A Related Strategy

A recent Afterschool Investments publication highlights child care licensing regulations as one

way for states to promote quality in afterschool settings. Every state has child care licensing 

regulations to help ensure a basic level of quality among providers and address fundamental

health and safety issues. 

Like quality rating systems, child care licensing regulations were developed largely to meet the

needs of early care and education providers, but several states have developed separate or

supplemental regulations that explicitly promote afterschool program quality. Licensing regulations

are typically the first tier in tiered quality rating systems, so states may consider adapting licensing

regulations to meet the needs of school-age care providers before urging their participation in

quality rating systems. 

Promoting Quality in Afterschool Programs through State Child Care Regulations provides

detailed information on how states are adapting specific components of licensing standards

(e.g., staff qualifications and program activity requirements) to better support afterschool quality.

The publication also discusses challenges and strategies for making licensing work for afterschool programs that operate in varied settings and have varied goals. 

Sources: S. LeMoine, “States with Separate Center School-age Care Licensing Regulations,” Child Care Bulletin, no. 29

(Washington, D.C.: U.S. Department of Health and Human Services, Child Care Bureau, 2005), 15; and Child Care Bureau, U.S.

Department of Health and Human Services, Promoting Quality in Afterschool Programs through State Child Care Regulations

(Washington, D.C., 2006), available at: http://nccic.acf.hhs.gov/afterschool/childcareregs.pdf.
Developing a QRS as Part of a Broader Professional

Development System

The school-age care professional development infrastructure has, in many cases, not been 

sufficiently developed to meet the needs of school-age providers who may want to participate in

QRS. For example, no national credential equivalent to a CDA exists for school-age care

providers. In addition, in some states, few training opportunities are tailored to these providers.

Developing a QRS can build momentum for a broader statewide system that supports the 

professional development of school-age care providers and helps professionalize the field of

school-age care. A state school-age care credential and relevant training and coursework can be

key components of this system. 

School-Age Care Credential

Although no national credential exists, school-age care credentials exist in some states. The state

credentialing programs are similar to CDA programs, but they focus on the unique skills associated

with providing quality school-age care. Unlike child care accreditation, which recognizes quality

programs, credentials recognize the skill set of an individual working in the afterschool care field.

The United States Army’s school-age care credential has served as a model for the development

of many state credentials. This credential requires individuals to receive appropriate training and

demonstrate their competence to a local assessment team. For more information, see

www.pba.army.mil/cys/school_age_services.htm. (For more information on state school-age care

credentials and how they can be tied to a QRS, see “State School-Age Care Credentials” on

page 19.)

18
19

Training for School-Age Care Providers

Given the different developmental needs of school-age children, school-age care professionals can

benefit from training that is geared specifically to the age group they serve. Since many states have

existing child care professional development systems, it may be possible to add trainings or modules

focused on school-age care. States may also consider looking beyond the child care field to other

key groups that support professional development for afterschool program staff, such as other state

agencies supporting afterschool programs, community colleges, and 4-H organizations. Statewide

afterschool networks can serve as a forum for developing linkages among these groups (see

“Statewide Afterschool Networks: Potential Forums to Discuss QRS Issues” on page 11). (For more

information on training programs for afterschool program staff and how these programs can be

linked to a QRS, see “Training Programs for School-Age Care Providers” below.) 

State School-Age Care Credentials

In recent years, several states, including Florida, Indiana, New York, and Wisconsin, have

developed a school-age care credentialing program, while other states are doing so.* In

Missouri, a youth development credential developed by the state National AfterSchool

Association affiliate is now built into the pilot QRS program as a way for school-age care 

programs to meet education requirements for lead program staff. North Carolina recently

developed a school-age care credential through the community college system and has linked

this credential to the state QRS. In North Carolina, when 75 percent of an afterschool program’s

group leaders have received the school-age care credential, the program now earns quality

points toward a higher level in the state’s rated license system. Both Florida and New York,

which do not have a QRS, have linked their school-age care credential to state child care licensing regulations. Finally, other states with a QRS, including Ohio and Pennsylvania, are considering developing a school-age care credential that will be linked to various tiers of quality. 

Note: *Examples are from the Afterschool Investments State Profiles series, available at: http://nccic.acf.hhs.gov/afterschool/statep.html.

Training Programs for School-Age Care Providers

Several states have adapted or developed training programs to better support a QRS. In

Pennsylvania, where the STARS program requires new staff in quality-rated programs to attend

an orientation program, the state has developed a separate 15-hour self-learning module

specifically for afterschool care. Ohio’s Career Pathways professional development system is

now being adapted to have a school-age care track to better support the state’s QRS. In addition, Vermont is developing afterschool education and care coursework in coordination with

local community colleges and universities. This coursework is aligned with ”core competencies”

that assess various levels of professional development for afterschool program providers. In the

future, coursework and core competencies may be aligned with the state QRS as well as a

school-age care credential that is under development.
Linking Afterschool Quality and Sustainability

Alongside policymakers’ increasing concerns about the quality of afterschool programs

are their growing worries about these programs’ long-term sustainability. Afterschool 

programs may receive ongoing support from parent fees and CCDF subsidies, but they are

more likely than early care programs to rely on short-term grants. The most significant source

of federal support for afterschool programs is the 21st Century Community Learning Center

program, which provides seed grants lasting three to five years. Most states administering

these funds do not provide renewal funding. Similarly, other public and private sources of support for afterschool programs often operate as seed grants or diminish over time as funders

focus on other priorities. As a result, afterschool programs typically find it necessary to rely on

multiple funding sources and face ongoing challenges to sustain the services they provide.

In response to these challenges, some funders now require programs to develop a long-term

sustainability plan. The process of planning for sustainability encourages programs to consider

the diverse in-kind and financial resources they can pursue in coming years and to identify 

specific strategies for attaining these resources. 

During the planning process for Missouri’s pilot QRS system, afterschool program leaders

expressed concern that many of the state’s quality school-age care programs operate on shortterm grants. As the state invests in promoting and assessing the quality of these programs, they

found it was important to also consider the programs’ longevity. As a result, the state decided to

link the QRS to efforts to promote sustainability. A program that has a sustainability plan will now

earn points toward a higher tier of quality in the QRS. Although Missouri’s efforts to link sustainability and quality are only now being tested through its pilot program, the findings may be

instructive to other states. 

Conclusion

Quality rating systems are growing in popularity nationwide as a strategy to improve and assess

the quality of care. This momentum provides an opportunity for school-age care leaders to work

with early care leaders and to ensure that rating systems are developed with the unique needs

of various age groups in mind. States can take several steps to make a QRS work well for afterschool programs, including involving afterschool program leaders in the planning process,

developing standards that recognize the varying developmental needs of the children and the

unique qualifications and circumstances of afterschool program staff, and reducing barriers to

QRS participation. Finally, states may explore how to link quality improvement efforts to

other state quality efforts and to state efforts to support afterschool program sustainability.

20
21

Relevant Resources

Related Resources from the Afterschool Investments Project

Child Care Bureau, Administration for Children and Families, U.S. Department of Health and

Human Services. Making Smart Investments in Afterschool: A Policy Primer for State and Local

Leaders. Washington, D.C., 2006. Available at: http://nccic.acf.hhs.gov/afterschool/policyprimer.pdf.

Child Care Bureau, Administration for Children and Families, U.S. Department of Health and

Human Services. Promoting Quality in Afterschool Programs through State Child Care

Regulations. Washington, D.C., 2006. Available at: http://nccic.acf.hhs.gov/afterschool/childcareregs.pdf.

State Afterschool Profiles. Available at: http://nccic.acf.hhs.gov/afterschool/statep.html.

Resources on Quality Rating Systems

Mitchell, Anne W. Stair Steps to Quality: A Guide for State and Communities Developing Quality

Rating Systems for Early Care and Education. Alexandria, Va.: United Way Success by Six, 2005.

Available at: www.unitedway.org/sb6/upload/StairStepstoQualityGuidebook_FINALforWEB.pdf.

National Child Care Information Center. “Common Categories of Criteria Used in State Quality

Rating Systems.” Fairfax, Va.: National Child Care Information Center, 2005. Available at:

http://nccic.acf.hhs.gov/pubs/qrs-comcat.pdf.

National Child Care Information Center. “School-Age Care and Quality Rating Systems.” Fairfax, Va.:

National Child Care Information Center, August 2006.

National Child Care Information Center. “Use of Environmental Rating Scales in Quality Rating

Systems.” Fairfax, Va.: National Child Care Information Center, 2006.

Additional relevant resources from the National Child Care Information Center available at:

http://nccic.acf.hhs.gov/poptopics/index.html#qrs.

Resources on Afterschool Program Quality

Bodilly, Susan, and Megan K. Beckett. Making Out-of-School Time Matter: Evidence for an

Action Agenda. Santa Monica, Calif.: RAND Corporation, 2005. Available at:

www.rand.org/pubs/monographs/2005/RAND_MG242.pdf.

Charles Stewart Mott Foundation, Committee on After-School Research and Practice.

Moving Towards Success: Framework for After-School Programs. Washington, D.C.:

Collaborative Communications Group, 2005. Available at:

www.publicengagement.com/Framework. 
22

The Finance Project and Public/Private Ventures. Key Characteristics of High-Quality

Out-of-School Time Programs: A Review of the Literature. Washington, D.C.: 

The Finance Project, 2006.

LeMoine, S. “States with Separate Center School-age Care Licensing Regulations.” Child

Care Bulletin. No. 29. Washington, D.C.: U.S. Department of Health and Human Services,

Child Care Bureau. Available at: http://nccic.org/ccb/issue29.html.

National Institute on Out-of-School Time. “Section Two: Understanding Standards of Quality.”

In Making an Impact on Out-of-School Time. Wellesley, Mass.: National Institute on Out-ofSchool Time, 2000.

State Quality Rating System Guidelines

“Keystone STARS: A System of Continuous Quality Improvement for Learning Programs—

Center Performance Standards for FY 06–07.” Available at:

www.pakeys.org/docs/STARS%20Standards.pdf.

“Missouri OPEN Initiative: QRS Models.” Available at: www.openinitiative.org/qrsmodels.htm.

“Ohio Step up to Quality Benchmarks and Indicators.” [updated 11/06]. Available at:

www.jfs.ohio.gov/cdc/docs/Statewide_tiers.pdf.

Acknowledgments

This brief was prepared by Amanda Szekely of The Finance Project, for the Afterschool

Investments project, a multi-year technical assistance effort funded by the Child Care Bureau of

the U.S. Department of Health and Human Services. The author would like to thank the many

individuals who contributed their comments on earlier drafts, including Sharon Deich and

Dionne Dobbins-Harper of The Finance Project and Sheri Azer and Judy Collins of the National

Child Care Information Center. 

Many thanks, also to the numerous individuals who were willing to share their experiences in

developing a QRS applicable to school-age children and to educate others in the field. These

individuals included Teresa Foulkes in Missouri , Lisa Pokoluk in North Carolina, Elaine Fencl

and Liz Nusken in Ohio, Leslie Roesler in Pennsylvania, Kerrie Workman and Ruth Matthews

in Vermont, and Mari Offenbecher in Washington.
AK

CA

OR

WA

NV

MT

WY

AZ

NM

TX

OK

CO

ND

SD

MN

ARLA

WI

IL

AL GA

TN

KY

OH

PA

VA

SC

NC

ME

VT

NH

RI

CT

MA

NJ

MD

MI

DC

WV

UT

NY

IA

Source: Data compiled by the National Child Care Information Center as of April 2007. - Piloting 

Kansas City

MO

Tucson

AS

GU

HI

CNMI

VI

PR

Several counties inFL are piloting QRS

- Operating Statewide- Exploring or Designing

KS

NE

FL

IN

- Operating Locally

Los Angeles County

Evansville and Ft. Wayne counties are piloting QRS

MS

DE

ID

Appendix A:States and Communities Operating, Piloting, or Exploring/ Designing a Quality Rating System
Appendix B:

Key QRS Adaptations in Three States 

Pennsylvania Keystone STARS Ohio Step up to Quality

Missouri Quality Rating System

(Pilot program)

NAA-accredited programs qualify for

the highest tier under STARS.

Role of National

AfterSchool

Association

(NAA)

Accreditation

The state considered using NAA standards for the highest level of quality,

but it found that student-staff ratios

were stringent and could be a barrier to

program participation. Instead, the state

developed its own age-appropriate

student-staff ratios for quality-rated

school-age care programs.

Programs that are accredited by a

state-approved accrediting agency can

earn points at the highest tier if all

other criteria also are met. Afterschool

programs may be accredited by NAA

or Missouri Accreditation (MoA).

Staff in quality-rated school-age care

programs may have prior qualifications in

fields such as education and social work. 

Staff

Qualifications

Program staff must reach various levels

in the state Career Pathways system for

programs to qualify for higher quality

tiers. Career Pathways levels are based

on both prior education and relevant

training. Career Pathways are being

adapted to provide a track for school-age

care providers.

The QRS requires staff to reach specific

levels on the state career lattice, which

was developed for early childhood,

school-age/after-school, and youth

development professionals. 

Pennsylvania is piloting a school-age

care professional certificate to serve as

an alternative to the child development

associate credential. 

State School-Age

Care Credential

The state is considering developing a

school-age care credential as an alternative for school-age care providers.

Earning a youth development credential

is one way to move to higher levels on

the state career lattice. 

Staff of quality-rated programs must

attend a new staff orientation program.

The state has developed a separate

15-hour self-learning module specifically

for afterschool program staff. In addition,

school-age program staff are subject

to reduced annual training clock hour

requirements, taking into account their

part-time work schedules. 

Training

Requirements

Not applicable. Staff may complete at least 14 hours of

“comprehensive youth development

training” in lieu of child-related college

credits to meet the requirements in

the education specialization category. 

Curriculum Not applicable. School-age care programs at higher

quality tiers must align their curriculum

with the state’s elementary and 

secondary education standards.

The state is field testing a checklist of

activities and opportunities that are part

of the curriculum of a quality program.

This checklist informs a curriculum

assessment that is conducted by an

observer and contributes to a program’s

overall quality rating. The school-age

care curriculum checklist highlights key

indicators of a quality afterschool 

curriculum, including offering youth

multiple programming choices, involving

youth in program planning, and offering

activities that address the physical,

cognitive, social, and emotional

domains of youth development.

STARS-rated programs that serve

young children are required to complete observations of children within

45 days of program entry and,

depending on the STARS level, from

one to three other times during the

year. Results from observations are

shared with parents and help inform

the development of program curriculum. Given the more limited hours of

school-age care programs, they are

instead required to perform an initial

observation within 90 days of the

child’s entry to the program and one

other time during the calendar year. 

Child

Observation and

Assessment

Not applicable. Not applicable.
Pennsylvania Keystone STARS Ohio Step up to Quality

Missouri Quality Rating System

(Pilot program)

Family Not applicable.

Involvement

Not applicable. At the higher tiers, the QRS for early

childhood programs requires regular

child-specific written communication

between providers and parents. As

school-age children are older and more

able to communicate to their parents

about their daily activities, this requirement

was not included for school-age care

programs. Instead, there is a required

“communication center” where parents

can find up-to-date information. In addition,

at the highest tier, one of a few

optional ways to reach out to families

is to provide parent-teacher conferences.

School-age care programs may coordinate

with existing parent-teacher conferences

at schools. 

Programs participating in the STARS

program are required to provide 

information to parents regarding 

transitioning children to another 

classroom or educational setting.

Many school-age children spend some

of their time in self-care, so school-age

care programs also are required to

provide information about transitioning

to self-care. 

Transitions Not applicable. Not applicable.

Administrative Not applicable.

Practices

Not applicable. At the rating system’s second tier,

school-age care programs are required

to have a “site supply budget.” This

requirement derives from an understanding that many school-age care

programs are part of large corporations

or school districts and have a budget

for individual program sites. Programs

also must have a sustainability plan. 

Workplace Not applicable.

Characteristics

Not applicable. A reduced enrollment fee for their

children may be a benefit for staff in

quality-rated school-age care programs

instead of paid sick and personal

leave. The afterschool community

deemed this benefit more valuable to

afterschool program staff, because

they already have flexibility in their

schedules during the mid-day hours. 
Contact us:

email afterschool@financeproject.org

web http://nccic.acf.hhs.gov/afterschool/ 

The Finance Project

1401 New York Ave., NW 

Suite 800 

Washington, DC 20005 

phone 202 628 4200 

web www.financeproject.org

National Governors Association

Center for Best Practices

444 North Capitol, NW

Washington, DC 20001-1512

phone 202 624 5300

web www.nga.org

U.S. Department of Health and Human Services

Administration for Children and Families

Child Care Bureau