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Types of indicators
QRIS Indicator Types for Center- and Home-Based ECE Programs
| Indicators | Center-Based ECE |
Home-Based ECE
|
|
N=
|
40 | 39 |
|
Staff qualifications and training
|
95% | 95% |
|
Environment
|
90% | 95% |
| Program administration, management, and leadership | 83% | 83% |
|
Curriculum
|
81% | 78% |
|
Family partnerships and engagement
|
79% | 78% |
|
Interactions
|
71% | 73% |
|
Health and Safety
|
69% | 66% |
|
Child assessment
|
67% | 68% |
|
Ratio and group size
|
57% | 59% |
|
Community involvement
|
52% | 49% |
|
Provisions for children with special needs
|
50% | 59% |
|
Other
|
40% | 34% |
|
Accreditation
|
38% | 27% |
|
Staff compensation and benefits
|
21% | -- |
--Not asked of home-based programs
In 2017, the most common indicators for both center- and home-based programs were related to staff qualifications, which includes standards related to teachers' education, training, and years of experience. Almost all quality initiatives have some indicators related to teacher qualifications for both of these program types (95% for centers, 95% for homes). This was closely followed by indicators related to the quality of the environment (90% for centers, 85% for homes). Across indicators, there were few differences between centers and homes. The biggest difference is seen in the inclusion of indicators related to provisions for children with special needs, with 50% of quality initiatives having CQI standards for centers, but 58% having similar standards for homes.
Note that the teacher support question was not asked for home-based programs, because it refers to benefits that are particular to centers alone.
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