Description:
The Department of Education's Institute of Education Sciences (IES) contracted with Mathematica Policy Research to conduct a descriptive study of TQRIS in the nine Round 1 RTT-ELC states four years after the receipt of grant funds. This report addresses two overarching questions: 1. How are TQRIS structured and implemented in the nine Round 1 RTT-ELC states? 2. How are TQRIS ratings defined, collected, and generated in the nine Round 1 RTT-ELC states? The usefulness of the TQRIS ratings depends on their ability to measure program quality reliably and to construct a valid overall rating that distinguishes programs at different levels of quality (Cizek 2007, as cited in Zellman and Fiene 2012). Understanding the answers to the two questions above is important because TQRIS structure, implementation, and ratings procedures in the nine Round 1 states may have important implications for states' ability to reliably measure program quality and discern meaningful differences in quality across programs. (author abstract)
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
California;
Delaware;
Maryland;
Massachusetts;
Minnesota;
North Carolina;
Ohio;
Rhode Island;
Washington