A Comparison of the ECERS-R and ECERS-3: Different Aspects of Quality?

ABSTRACT

Research Findings: The present study provides an initial descriptive comparison of the Early Childhood Environment Rating Scale–Revised (ECERS-R) and the Early Childhood Environment Rating Scale–Third Edition (ECERS-3) in a relatively large sample in 1 state that uses the Environment Rating Scales within its Quality Rating and Improvement System (QRIS). The results indicate significantly lower average scores for the ECERS-3 compared to the ECERS-R in 105 preschool classrooms and different low-scoring items on each scale. The education levels of teachers and teacher–child ratios were not associated with the ECERS-R, but both variables showed significant differences in relation to the ECERS-3. Finally, both measures showed strong test–retest reliability and moderate internal consistency. Practice or Policy: Given the extensive use of the ECERS-R in QRISs, it is beneficial to compare the 2 instruments as many states consider incorporating the new version into existing systems. Decision makers will need to consider the consequences of no teacher interview in relation to a heavier emphasis on observing certain interactions. This shift may lead to differences in the content of technical assistance, moving away from a focus on particular health, safety, and classroom materials toward the use of materials within certain curricular areas.

Acknowledgments

We are grateful for the participation of the teachers and directors that made this study possible.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

We gratefully acknowledge funding for this project through the North Carolina Division of Child Development and Early Education. The content of this article is solely our own responsibility and does not necessarily represent the official views of the North Carolina Division of Child Development and Early Education.