Poster #111 - Pathways to Quality Recognition: Understanding Validation and Observation Outcomes in Michigan’s Child Care Programs

• In Event: Friday Poster Reception

Abstract

In February 2023, Michigan implemented its reimagined Quality Recognition and Improvement System (QRIS) to improve provider participation and ensure fair quality assessment across program types. Central to the redesign was the ability for providers to choose from multiple observation tools including Classroom Assessment Scoring System (CLASS), Environment Rating Scales (ERS), and Social & Emotional Learning Program Quality Assessment (SEL PQA), meant to accommodate diverse child care settings. However, programs vary widely in tool selection and success in meeting minimum quality thresholds. This study examines how observation outcomes differ by program type and tool choice, with attention to whether existing validation structures and thresholds capture quality for both center-based and home-based programs.

Observation data were analyzed for 722 classrooms in 436 licensed programs observed between 2023 and 2025. The data includes 85% center-based programs and 15% home-based programs, with 7% family homes (can accommodate up to 6 children simultaneously) and 8% group homes (can accommodate up to 12 children simultaneously). The dataset captures multilevel information, with classrooms nested within programs, and scores recorded across domains and dimensions within each observation tool. Each observation tool emphasizes distinct aspects of quality: CLASS (emotional support, organization, and instructional support), ERS (environmental structure and materials), and SEL PQA (social–emotional learning practices). CLASS instruments also vary by child age group (Infant, Toddler, and Pre-K), each observed over multiple cycles per domain. ERS and SEL PQA are single-day assessments covering multiple domains. Analyses examined (a) the distribution of tool use across program types (centers, group homes, and family homes), (b) whether programs met the minimum thresholds required for quality recognition, and (c) pass rates by tool type and age group. Additional analyses explored differences between programs using multiple tools or sub-tools, given that many centers serve multiple age groups and thus have more than one observation type.

CLASS was the predominant tool used (85% of all observations), followed by ERS (9%) and SEL-PQA (6%). Pre-K CLASS was predominant subtype used (50%). Almost half of centers (44%) had multiple classrooms observed while group and family homes were always scored using one classroom and one tool. Overall, 70% of programs met minimum threshold scores, though pass rates differed by tool: CLASS (77%), ERS (38%), and SEL-PQA (21%). Pass rates for CLASS were comparable between centers (76%) and group homes (76%), with family homes showing a slight advantage (85%). However, programs using ERS or SEL-PQA demonstrated lower success rates.

Findings suggest that observation outcomes are shaped by both tool characteristics and system design, beyond intrinsic quality differences. Some tools appear more accessible for programs to meet minimum thresholds. CLASS, the most widely used tool, yielded the highest pass rates across program types. In contrast, ERS and SEL-PQA were less frequently chosen with lower pass rates compared to CLASS. These differences likely reflect variation in how quality is defined and measured. Policymakers should consider recalibrating thresholds, aligning tools with diverse settings, and providing targeted support to promote fair recognition.

Author

• Neda Senehi, Public Policy Associates
  Presenting Author