How do key CCEE workforce member characteristics relate to specific dimensions of quality at CCEE program sites?

Answering this question can provide information on the impact of professional development for CCEE workforce members on site level measures of quality. To answer this question link practitioner level information to site level information after identifying program sites participating in quality initiatives.

Identify CCEE Workforce Member Skills and Education

Gauging practitioners’ skills can be done using data elements such as Degree or Certificate Type, Early Childhood Degree Holder,  Practitioner Training, Early Learning Core Knowledge Area, Early Childhood Training Hours,  Technical Assistance Hours, Technical Assistance Focus, and Child Care Years of Experience.

Compare the Skills and Education of CCEE Workforce Members at Each QRIS Tier

These characteristics are then compared to the quality of the program site where the practitioner is employed. Comparisons can be made between these characteristics and a program site’s rating (QRIS Score) or the dimensions of quality used to determine the overall rating (e.g. Curriculum, Use of Assessment, Program Administration Scale Items, CLASS Average, ECERS-R Average). The elements used to analyze dimensions will depend on the unique set of QRIS indicators in each state.

Example 1. Do practitioners that receive technical assistance focused on improving teacher child interactions score higher on the Instructional Support domain of the CLASS? Use the data element Technical Assistance Focus and create two groups of practitioners: those that indicated “Yes” that they have received TA related to “Improving teacher child interactions” and those that indicated “No.” Compare the averages of the two groups for the data element CLASS and the category “Instructional Support.”