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Addresses the evidence gap caused by limited large-scale tracking of publicly funded ECE quality. Uses four years of statewide Quality Rating and Improvement Systems (QRIS) data in Louisiana across subsidized child care, Head Start, and state prekindergarten to document systemwide quality and improvement trends under targeted investments. Finds overall quality gains and reduced gaps across sectors and communities, with differential growth.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/systemwide-quality-improvement-in-early-childhood-education-evidence-from-louisiana/590115/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/systemwide-quality-improvement-in-early-childhood-education-evidence-from-louisiana/590115.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is it difficult to know whether ECE quality improves over time?","Question",{"text":112,"@type":113},"Because data tracking the quality of publicly funded ECE programs at scale is limited, creating an evidence gap for evaluating returns on quality improvement policies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data source and states are used in this study?",{"text":117,"@type":113},"The study uses four years of statewide Quality Rating and Improvement Systems (QRIS) data from Louisiana, covering subsidized child care, Head Start, and state prekindergarten.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results show about ECE quality and quality gaps?",{"text":121,"@type":113},"The study finds overall improvements in quality across sectors and communities, and quality gaps diminished as quality growth differed across sectors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590115,1792165454,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2021, Vol. 7, No. 1, pp. 1–19 DOI: 10. 1177/23328584211011610  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nSystemwide Quality Improvement in Early Childhood Education:  \nEvidence From Louisiana  \nDaphna Bassok  \nUniversity of Virginia  \nPreston Magouirk  \nCommon App  \nAnna J. Markowitz  \nUniversity of California, Los Angeles  \nDespite substantial federal, state, and local investments in improving early care and education (ECE), we know little about whether ECE program quality has improved over time. The lack of data tracking the quality of publicly funded ECE programs at scale creates a substantial evidence gap for policymakers attempting to weigh the returns on, and future of, quality improvement policies. Data from Quality Rating and Improvement Systems (QRIS) provide a promising opportunity to address this problem. Using 4 years of data from a mandatory, statewide QRIS covering subsidized child care, Head Start, and state prekindergarten, we document systemwide quality and improvement trends over a period of targeted investment in quality improvement statewide. We find improvements in quality overall, across sectors and communities over this period. Results also reveal differential growth across sectors such that quality gaps diminished. This study highlights the potential of statewide ECE data for informing quality improvement efforts.  \nKeywords: early childhood education, accountability, QRIS, teacher-child interactions, school readiness  \nChildren’s early learning experiences are critical for their development (Shonkoff & Phillips, 2000), and decades of evidence suggests that high-quality early care and education (ECE) can positively affect both short- and long-term outcomes (Phillips et al., 2017; U.S. Department of Health and Human Services & Administration for Children and Families, 2010; Yoshikawa et al., 2013) . Unfortunately, access to highquality ECE remains scarce (Markowitz et al., 2018). Although a large body of research demonstrates the importance of warm and engaging teacher-child interactions in supporting young children’s development (Bronfenbrenner & Morris, 2006; Hamre, 2014; Johnson et al., 2016; Weiland et al., 2013; Zaslow et al., 2016), the quality of these interactions varies substantially across ECE programs and is often quite low, particularly in programs serving the most disadvantaged children (Bassok & Galdo, 2015; Votruba-Drzal et al., 2010) .  \nPolicymakers have sought to improve ECE program quality in a number of ways. Traditionally the two primary approaches have been increasing minimum operating requirements (e.g., requiring higher teacher education levels in Head Start, tightening regulations in the ChildCare and Development Block Grant [CCDBG]) and elevating funding levels (e.g., earmarking public funding for state pre-kindergarten [pre-K]  \nprograms, the 2018 increase in CCDBG funding) . More recently, early childhood accountability systems have emerged as a third way. Nearly all states now have Quality Rating and Improvement Systems (QRIS), which are accountability systems that unify standards, evaluate and publicize quality, and typically provide monetary incentives for improvement (Bipartisan Policy Center, 2018; First Five Years Fund, 2019; Head Start Act, 2007; Kaplan & Mead, 2017; Office of Child Care, 2019b; Regenstein & Lipper, 2013; U.S. Department of Education, 2016; Warner-Richter, 2016). All three approaches to improving ECE quality have expanded significantly over the past two decades as policymakers work to increase ECE quality at scale. Despite these sizable public investments, however, we know surprisingly little about ECE quality at the state or system level, and even less about whether quality has improved in response to these investments.  \nThis article h","cbCaiaP1txzxv4kE","https://ap.wps.com/l/cbCaiaP1txzxv4kE","pdf",1583628,"English","# Introduction\n## Background on ECE quality and evidence gaps\n## Quality improvement approaches and QRIS\n# Data and study design\n## Louisiana statewide QRIS and covered sectors\n# Findings and implications\n## Systemwide quality trends and sectoral differences","[{\"question\":\"Why is it difficult to know whether ECE quality improves over time?\",\"answer\":\"Because data tracking the quality of publicly funded ECE programs at scale is limited, creating an evidence gap for evaluating returns on quality improvement policies.\"},{\"question\":\"What data source and states are used in this study?\",\"answer\":\"The study uses four years of statewide Quality Rating and Improvement Systems (QRIS) data from Louisiana, covering subsidized child care, Head Start, and state prekindergarten.\"},{\"question\":\"What do the results show about ECE quality and quality gaps?\",\"answer\":\"The study finds overall improvements in quality across sectors and communities, and quality gaps diminished as quality growth differed across sectors.\"}]","Systemwide Quality Improvement in Early Childhood Education - Evidence From Louisiana | PDF",1792068827,48]