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A growing body of research documents the implementation, performance, and validity of Quality Rating Improvement Systems (QRIS), now operating in about 40 states. Despite differences in design, all QRIS have the common goal of improving the quality of ECE programs; each of these systems offers some form of professional development embodied in the “I” (improvement) component of QRIS. This brief describes the capacity of existing research on QRIS to evaluate the strength of key quality improvement strategies. It presents results of an analysis of QRIS studies conducted between 2006 and 2016 that examined whether group training and technical assistance (including coaching) for early childhood staff are measured and what specific features are measured.