Licensing Measurement

the learner, will see many applications and implications
as you move through the chapters in this text.
Moving from the Theory to the Conceptual
Conceptually, licensing measurement is built around
obviously licensing but there are other systems which
impact on licensing which are demonstrated in the first
licensing measurement class when one compares the
various regulatory and non-regulatory systems in the
Morgan Model - Methods for Achieving Quality Child
Care. There are contractual systems, such as QRIS
(Quality Rating and Improvement System) or other types
of quality initiatives. These other types of quality
initiatives are non-contractual systems, such as
professional development or training or technical
assistance systems; or accreditation systems.
These above systems can be integrated into a unified
model called the Early Childhood Program Quality
Improvement/Indicator Model or Differential
Monitoring Logic Model and Algorithm
(ECPQI2M/DMLMA) which is depicted in the lecture
slides from the NARA Licensing Measurement Course
that accompanies this text if you desire to utilize those
resources and is detailed in several of the handouts.
Since this will become the unifying framework when
discussing licensing measurement, I would suggest that
you as the learner spend a good deal of time reviewing
those slides and handouts. I would think that you will
want to return to them as you move through the
upcoming chapters and classes as part of the NARA
39