Abstract
In the Early Childhood Education and Care (ECEC) sector there is a move to reduce oversight costs by reducing the frequency of quality assessments in providers who score highly consistently across time. However, virtually nothing is known about the stability of ECEC quality assessments over time. Using a validated measure of overall classroom quality, we examined stability of quality in a sample of over 1000 classrooms in licensed child care centres in Toronto, Canada over a 3-year period. Multilevel mixed-effects linear regression analyses revealed substantial instability across all types of ECEC centres, although publicly operated centres were somewhat more stable and tended to have higher quality scores. We also found substantial variance between classrooms within ECEC centres. None of the structural, child/family and neighbourhood characteristics we examined were significantly related to stability of quality ratings. The lack of stability found in our sample does not support the use of a risk-based approach to quality oversight in ECEC. Large within centre classroom quality variance suggest that all classrooms within a centre should be assessed individually. Furthermore, classroom level scores should be posted when scores are made public as part of accountability systems. Future research should, in addition to administrative data used in our study, explore how factors such as educator training, participation in program planning, reflective practices and ongoing learning might improve stability of quality over time.
Highlights
A substantial and growing number of children attend Early Childhood Education and Care (ECEC) services (Friendly et al, 2018; Government of Canada, 2019; Kamerman & Gatenio-Gabel, 2007; Laughlin, 2013; Sinha, 2014)
We examine a number of ECEC characteristics that may predict stability in quality over time
There is a large correlation (r = 0.582, p < 0.001) between Child and Family Inequity Score (CFIS) and proportion of subsidized children with the preschool age group, the proportion of children receiving a subsidy is included because it reflects the characteristics of the actual children in each centre
Summary
A substantial and growing number of children attend Early Childhood Education and Care (ECEC) services (Friendly et al, 2018; Government of Canada, 2019; Kamerman & Gatenio-Gabel, 2007; Laughlin, 2013; Sinha, 2014). Jurisdictions in the US, Canada and elsewhere are proactively expanding ECEC access both through licensed ECEC services and introduction of full-day kindergarten with wrap-around before and after school programs (White, 2017). Any rapid expansion of the supply of ECEC spaces poses challenges including ensuring safe and developmentally appropriate environments, an ample supply of qualified teaching staff, and consistent, high program quality. To try to ensure minimal standards, responsible authorities have at least some licensing mechanism in place for ECEC services.
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