Welcome to the FOURTEENTH AND FINAL ISSUE of Research Briefs in Early Childhood! This newsletter brings you easy-to-read summaries linked to recent news and research focusing on early childhood education and development as part of the Nevada Statewide Comprehensive B-5 Needs Assessment process. In each issue, these monthly newsletters feature topics that inform early childhood system considerations, share Nevada and National News, and more. This newsletter was created with the help of PubTrawlr, which used generative artificial intelligence, such as large language models and other machine learning systems trained on image datasets. |
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| QUALITY RATING AND IMPROVEMENT SYSTEMS |
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| Rethinking Measures of Early Learning QualityMany states rely on quality rating and improvement systems (QRIS) to strengthen early childhood education, yet research shows that only about one-third of child care centers take part, with lower participation in communities with larger Black populations. Studies also reveal that widely used quality tools like Early Childhood Environment Rating Scale (ECERS) do more than rate classrooms, they help predict children’s learning, assess interventions, and reveal cultural differences, though they often overlook children’s psychological well-being. Additionally, while most states do include at least some standards to support healthy development and mental well-being, research finds that the specifics vary widely, leaving room for stronger, more consistent practices. Parent involvement measures also tend to be too narrow, and one article suggests that centers be rated on a broader set of family services, such as parenting classes and social supports. Testing this approach in real centers shows it could help states better understand and improve program quality. Meanwhile, statewide data from Louisiana demonstrates that quality can improve across the board when QRIS systems are implemented well, with gaps between programs narrowing over time. Together, these studies show real progress in measuring and improving early childhood education, while pointing to opportunities to make systems more holistic, beneficial to all students, and responsive to children and families. |
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| QRIS AND STUDENT OUTCOMES |
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| Ratings Don’t Ensure School ReadinessStates have invested heavily in systems to rate early childhood program quality, but research shows these ratings don’t always predict how children will actually do. Across multiple studies, ratings can sort programs into broad quality tiers, yet they often fall short in forecasting children’s academic or social outcomes. Research using the Classroom Assessment Scoring System (CLASS) tool finds that both the overall quality and the consistency of teacher–child interactions across the day matter for children’s readiness in math and literacy. Other studies comparing ECERS-3 and CLASS show only modest links between high ratings and better child outcomes, and mostly in classrooms already scoring above average. Findings from North Carolina’s rating system also reveal that competition can motivate centers to raise their quality scores, particularly in higher-income areas, but these improvements don’t necessarily translate into better later test scores.Taken together, the evidence suggests that state quality rating systems can encourage programs to improve certain aspects of classroom quality, but higher ratings do not consistently translate into better student outcomes or stronger school readiness. |
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| Quality Care That Reflects Every ChildNot all children have the same access to high-quality early education, and research shows how current systems can deepen these gaps. Studies from states like Pennsylvania and California show that many children are far less likely to attend top-rated programs than others, while their schools often receive far less funding. Another report argues that early-learning quality standards often miss key elements like effective teaching practices, support for dual-language learners, practices that welcome children with disabilities, and fair treatment for children. A separate article notes that quality rating systems tend to focus on materials and credentials, even though educators in low-resource communities often provide excellent learning experiences through strong relationships, creativity, and deep community knowledge. Coaches and staff interviewed for a study on QRIS said the ability to effectively serve families should be a baseline expectation and that rating systems could better support this by offering incentives, guidance, and rewards for practices that reflect children’s experiences. Finally, a brief from the Urban Institute argues that state systems for rating child care quality should emphasize growth over compliance, prioritize what truly matters for children, like nurturing teacher-child interactions, and elevate the voices of parents and providers with limited access to resources. Together, these studies show that well-intended policies can deepen gaps unless quality is defined in ways that reflect children’s real needs. They point to the need for major shifts in how states fund, measure, and support early childhood programs so that all children can benefit. |
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| | PDG B-5 Update: October-December 2025Contact: rachel.stepina@doe.nv.gov
The Preschool Development Grant Birth through Five (PDG B-5) continues to operate its final quarter of the three-year federal grant by serving children and their families, strengthening the early childhood workforce, and improving early childhood systems. Key highlights in each of these areas include: Serving Children and Families: More than 2,200 unique families engaged in 28 different engagement opportunities during October and November. Some examples of these engagement opportunities ranged from Early Literacy and the Science of Reading Workshops for Parents, Transition to Kindergarten Participant Interviews, the Family Engagement, Mentorship, and Networking Program, and the Early Childhood Advisory Council Strategic Plan Development.
In partnership with Nevada Association for the Education of Young Children, more than 2,000 Preschool Exploration Essentials (PSEE) Kits for 3-and 4-year-old children were distributed across Nevada's counties. An additional 4,000 PSEE kits are on their way to sites like libraries and community based organizations in every county!
Strengthening the Early Childhood Workforce: Through the Workforce Development program operated by UNR Extension, 60 early childhood providers have completed training for the national Child Development Associate certification, 42 participants have engaged in the Spiral Up Academy for entry-level child care workforce and training and 52 participated in the Director's Academy. For the Nevada Ready! Professional Development program, 67 directors and teachers have completed training and coaching.
Improving Early Childhood Systems: The Nevada Department of Education Office of Early Learning and Development engaged more than 100 cross-sector stakeholders and families during a 13-day writing period to apply for the $15,000,000 PDG B-5 Systems Building Grant. We hope to hear positive news by the end of the year!
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| NEVADA EARLY CHILDHOOD ADVISORY COUNCIL |
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| The Nevada ECAC is continuing to work towards the 2026-2030 Strategic Plan, focusing on new goals and strategies to continue to move Nevada forward. The 2026 Meeting Calendar is coming out soon. Be sure to check online at https://nvecac.com/meeting-information/ to view and download the calendar. To stay "in the know," be sure you are a part of our Listserv, receive email reminders of upcoming meetings and events, meeting calendars, and other important information by signing up here. We are still in need of funding to support our efforts within the communities statewide, with 2 full-time employees who keep us on task, organized, and efficient, so we can best meet the needs of families and children who call Nevada home. If you know of any grants or funding sources that could be of assistance, please contact us at: Sabrina Jones, ECAC Systems Specialist Email: sabrina.jones@doe.nv.gov
Brandi Hearst, ECAC Administrative Coordinator
Email: brandi.hearst@doe.nv.gov Everyone is welcome, please join us!
GENERAL ECAC MEETING SCHEDULE AND INFORMATION
SUBCOMMITTEE MEETING SCHEDULES AND INFORMATION |
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| | January is National Birth Defects Awareness MonthJanuary is National Birth Defects Awareness Month—a time to reflect, learn, and support the many families impacted by birth defects. This year's (2026) theme is: Every Journey Matters . It’s an opportunity to highlight the power of prevention, early detection, and strong support systems in giving every child the best start in life. By embracing healthy habits, seeking early prenatal care, and staying informed, families can take meaningful steps to reduce risks and advocate for their child’s well-being. Visit First 5 Nevada for educational resources, support, and advocacy.
Review this link for January 2026 Birth Defects Awareness Month TOOLKIT and detailed information/resources. |
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