Evaluating the Equivalency and Ecological Validity of TPITOS and ITERS-3 Ratings of Quality in New Hampshire’s Quality Recognition and Improvement System

Abstract

Quality in early childhood care and education is increasingly being monitored through state-run Quality Rating/Recognition and Improvement Systems (QRISs), however, the design of these systems is under-researched. This study explores the alignment of two observation tools used in a QRIS to assess the quality of infant and toddler care and education – the Teaching Pyramid Infant-Toddler Observation Scale (TPITOS), and the Infant/Toddler Environment Rating Scale, 3rd edition (ITERS-3). These two tools are central to the two pathways for center-based care providers in New Hampshire’s QRIS, which are designed to be equivalent but different methods for measuring quality. In this study, simultaneous TPITOS and ITERS-3 observations were conducted in 10 infant and toddler classrooms in New Hampshire. Quality ratings, according to the QRIS, were determined from scores on each of the tools. A regression analysis indicates a positive association between scores on the two tools, but an analysis of the quality ratings shows that New Hampshire’s QRIS lacks ecological validity. Recommendations for policy and research are provided