Poster #220 - Comparison Between ITERS-3 and ITERS-R: Implications for Quality Rating and Improvement Systems

• In Event: 2-055 - Poster Session 06
  In Poster Session: PS 06 Section - Social Policy

Integrative Statement

Quality Rating and Improvement Systems (QRISs) provide states with a method of regulating and supporting programs that serve young children. As of 2013, 30 states were using the Environment Rating Scales (ERS) as part of their QRIS (National Center on Child Care Quality Improvement, 2013). This study provides a descriptive comparison of the Infant/Toddler Rating Scale Third Edition (ITERS-3) and the Infant/Toddler Rating Scale Revised Edition (ITERS-R) from one state that uses the ERS within their QRIS. The ITERS-3 changes include: broader age range (up to age 3), scoring based on observation only (not interview), 33 items (ITERS-R has 39) divided into 6 subscales (ITERS-R has 7), greater attention to use of classroom materials in scoring, and greater attention to interactions, language, books, and math. The comparison of the similarities and differences between these two scales may provide insights for state-level administrators considering adopting the newer version, as well as highlight for researchers the reasons for scoring changes when the newer version is completed. This study addressed three research questions: 1) How does the ITERS-3 compare with the ITERS-R in terms of subscale scores, the overall score, and the low scoring items? 2) How do age level differences impact ITERS-R and ITERS-3 average scores? 3) How do structural indicators of quality (teacher education, teacher experience, group size,) relate to ITERS-3 and ITERS-R scores?

Method: Forty-two programs were recruited from a wide range of program types in one state. Side-by-side observations were completed during this study in 42 classrooms, with one assessor using the ITERS-3 and another assessor using the ITERS-R. After three hours of observation time, the ITERS-3 assessment concluded, and the assessor left the classroom. The ITERS-R assessor stayed, as needed, to finish that observation and then conducted an interview with the lead teacher. Classrooms were recruited to balance the number of observations that occurred in infant classrooms (N= 13), toddler classrooms (N=14), and two-year-old classrooms (N=11). The average number of children per classroom was 9. About half of the teachers had a college degree (N=22). All assessors were highly trained and maintained reliability as part of the state regulatory system.
Results/Conclusions: Internal consistency was moderate (ITERS-R Cronbach alpha = .75; ITERS-3 Cronbach alpha =.87), and the correlation across the two scales was high (r=.83, p<.001). ITERS-3 average scores were significantly lower than ITERS-R average scores and three of the subscale scores were significantly different (Table 1). Differences in low scoring items (Table 2) illustrate the scale changes in rating Personal Care Routines (PCR) and the challenge with observing children using provided materials under Activities. There were no differences by age level on average scores. Finally, teachers with a degree had significantly higher average scores on both scales than teachers without a degree (p<.001). There were no differences by teacher experience or group size. The significant revisions to the ITERS-3 is leading to scoring differences that are higher in some areas (e.g. PCR) but lower in other areas (e.g. Activities). Implications for the field will be discussed.

Authors

• Linda Hestenes, UNC Greensboro
  Presenting Author

• Sharon Mims, UNC Greensboro
  Non-Presenting Author

• Stephen Hestenes, UNC Greensboro
  Non-Presenting Author

• Lia Rucker, UNC Greensboro
  Non-Presenting Author

• Dilara Yaya-Bryson, UNC Greensboro
  Non-Presenting Author