3.9: Continuous Quality Improvement - Understanding QRIS

Continuous quality improvement (CQI) is an ongoing process in early childhood education that focuses on strengthening program practices over time. One of the primary systems used to support this work is a Quality Rating and Improvement System (QRIS). QRIS is a state or local system designed to assess, improve, and communicate the level of quality in early childhood programs. Unlike licensing, which establishes minimum standards, QRIS helps programs move beyond compliance by providing a structured pathway for improvement and recognition.

QRIS typically uses a tiered rating system (such as levels, stars, or points) to indicate a program’s level of quality. Programs voluntarily participate and are assessed across multiple areas, which may include teacher qualifications, learning environments, family engagement, leadership practices, and child outcomes. As programs meet higher standards, they move up in rating levels, which can be shared with families and the community. Higher QRIS ratings often signal stronger program quality and may be tied to incentives such as funding, grants, or increased reimbursement rates for subsidized care.

The structure and requirements of QRIS vary by state. For example, in California, QRIS is often implemented at the county or regional level and may align with state initiatives focused on early learning quality. Programs participating in QRIS typically receive coaching, professional development opportunities, and resources to support improvement efforts. This makes QRIS not just an evaluation system, but also a support system for programs working to enhance their practices.

It is important to clearly distinguish QRIS from other tools and assessments used in early childhood settings. QRIS is a system for rating and improving overall program quality; it is not a single assessment tool. Many programs use a variety of tools within QRIS or alongside it, each serving a specific purpose:

• The Desired Results Developmental Profile is used to assess children’s development and learning over time. It focuses on individual child progress rather than overall program quality.
• The Classroom Assessment Scoring System measures the quality of teacher-child interactions, including emotional support, classroom organization, and instructional support.
• The Early Childhood Environment Rating Scale evaluates the quality of preschool classroom environments, including space, materials, routines, and interactions.
• The Infant/Toddler Environment Rating Scale focuses specifically on environments for infants and toddlers, assessing areas such as safety, caregiving routines, and materials.
• The School-Age Care Environment Rating Scale is used for programs serving school-age children and evaluates the quality of those environments and experiences.

These tools provide valuable data and insights, but they each measure specific aspects of quality rather than the program as a whole. QRIS brings these pieces together, often combining multiple tools, documentation, and program data, to create a comprehensive picture of quality and to guide improvement efforts.

For administrators, participating in QRIS requires a commitment to reflection, data use, and ongoing improvement. Programs must be willing to assess their current practices, identify areas for growth, and implement changes over time. This may involve staff training, curriculum adjustments, environmental improvements, or strengthened family partnerships.

Ultimately, QRIS supports a culture of continuous improvement rather than one-time compliance. It encourages programs to view quality as an evolving process and provides the structure and resources needed to grow. By engaging in QRIS, programs demonstrate a commitment to excellence and to providing the highest quality experiences for children and families.