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ERIC Number: ED559470
Record Type: Non-Journal
Publication Date: 2013
Pages: 120
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-9875-2
Transforming Outcomes for Louisiana's Children: Policy Implications for the Quality Rating System
Wilson, Adren O.
ProQuest LLC, Ph.D. Dissertation, Southern University and Agricultural and Mechanical College
The United States of America has failed to educate generations of children. This egregious failure consigns far too many young people--especially those from low-income families or who are African American and Latino--to lives on the margins of the American mainstream. As a result, unemployment, underemployment, imprisonment, child poverty, and teen homicide rates continue to soar to record heights. America's low-income African American and Latino students suffer disproportionately from this failed public educational system. These failures are best described by a phenomenon known as the "achievement gap." "Education Week" explains that the achievement gap represents the academic performance differences between racial groups. "The achievement gap shows up in grades, standardized test scores, course selection, dropout rates, and college completion rates, among other success measures" (Achievement Gap, 2011). To be successful in school, children need a quality child development experience, beginning at birth. For children of working parents, a significant amount of the development experience occurs in early child care settings. Therefore, it was deemed to be critical that Louisiana provide working parents with a guide for choosing the best quality child care. State leaders and key stakeholders decided that the Quality Rating System (QRS), known as "Quality Start" in Louisiana, would be that guide, giving parents the ability to understand, assess, and choose higher quality child care. This research will answer the following questions regarding Louisiana's Quality Rating System--Quality Start: 1. What was the impetus for developing Quality Start (the Quality Rating System) in Louisiana? More importantly, today, has the rationale for the necessity of this system been embraced at every level by the key child care stakeholders--e.g. parents, child care providers, and administrators? 2. How have the components of the Quality Rating System been implemented (Environmental Rating Scale, provider training, and staff training)? Qualitatively, how does implementation differ based on socio-cultural elements--e.g. income, location, and race/ethnicity? 3. What challenges has the system faced? What policy lessons may be learned from the Louisiana Quality Rating System--Quality Start? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana