Improving Systems, Practices and Outcomes

Quality Rating and Improvement Systems (QRIS)

Topic Editor: Kathy Whaley

Increasingly, states are developing Quality Rating and Improvement Systems (QRISs), also referred to as Tiered Quality Rating and Improvement Systems (TQRISs) or Quality Rating Systems (QRSs), to assess and improve the quality of early care and education programs for young children, increase parents' understanding of and access to quality child care, and enhance the professional development of early care and education providers.

eNotes Items Related to QRIS

Items published in ECTA Center's weekly newsletter, eNotes. Links in past issues may become inactive over time.

WWW: QRIS Compendium

(updated regularly) The QRIS Compendium compiles the latest details on QRIS in every state, territory and region/locality in the U.S.; provides answers to common questions; and allows users to compare data across different states. It is meant to help promote thoughtful design, analysis and ongoing improvement in early care and education systems building.

WWW: QRIS National Learning Network (QRIS NLN)

  • List of QRIS state contacts
  • Library of State Resources and Profiles includes training guides, forms, and TA materials developed by individual states for their QRIS.

State-by-State and National Data and Policies on QRIS

This section of ECTA Center's EC Data page provides resources with state-by-state and national data, policies, and initiatives related to QRIS.

Conference Presentations on QRIS

The ECTA Center's collection of presentations from OSEP's National Conferences, Early Childhood Outcomes Conferences and Early Childhood Inclusion Institutes from 2007 to the present.

PDF: Quality Indicators of Inclusive Early Childhood Programs/Practices: A Compilation of Selected Resources (September 2010)

A table with excerpts from the "Compendium of Quality Rating Systems and Evaluations," starting on page 31 of this ECTA Center publication, provides examples of state QRISs with specific indicators related to the inclusion of children with special needs in early care and education settings. Some of these indicators include, for example: specialized training for staff, using screening procedures and making referrals as needed, documenting activities and instruction that help to support goals in a child's Individualized Family Service Plan (IFSP) or Individualized Education Plan (IEP), integrating children with special needs with their peers, and making environmental accommodations for children with special needs.

  • IDEAs that Work: Office of Special Education Programs, U.S. Department of Education

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

Project Officer: Julia Martin Eile     © 2012-2020 ECTA Center

  • UNC Frank Porter Graham Child Development Institute