QUALITYstarsNY Program Standards
A Key Ingredient in the Recipe for Quality

The QUALITYstarsNY standards were developed to provide New York State with a common understanding of the elements of high quality in early learning and development programs. The standards were designed using information from a number of sources including, but not limited to: New York State regulations for child care and prekindergarten, New York City regulations, Head Start Program Performance Standards, the former Programs of Excellence, assessment tools such as the Program Administration Scale (PAS) and the Environment Rating Scales (ERS), and the accreditation standards of the National Association for the Education of Young Children (NAEYC).

There are Standards for center-based programs, Family/home providers and Public Schools. A draft version of the Standards for School Age Child Care programs are currently being tested in a small number of programs around New York State. If you are a School Age Child Care provider and wish to contribute your thoughts to the current School Age Standards, please find our feedback survey

Modified Standards

Programs that already comply with a set of quality standards through Head Start or either NAEYC or NAFCC Accreditation have a modified set of standards that takes into account the crossover between these and the QUALITYstarsNY standards.

The Standards are organized into four categories:

  • Learning Environment
  • Family Engagement
  • Qualifications and Experience
  • Management and Leadership

Each Standard category section begins with a rationale statement that briefly details and substantiates the link between the individual standards and both program quality and child outcomes. Rationale statements for the Standard categories were adapted and paraphrased from the article:

Paths to QUALITY – A Child Care Quality Rating System for Indiana: What is its Scientific Basis? by James Elicker, Carolyn Clawson Langill, Karen Ruprecht and Kyong-Ah Kwon from the Center for Families and the Department of Child Development & Family Studies at Purdue University.

This report is available at www.cfs.purdue.edu