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The High Quality Jobs (HQJ) program provides qualifying businesses assistance to off-set some of the costs incurred to locate, expand or modernize an Iowa facility. This flexible program includes loans, forgivable loans, tax credits, exemptions and/or refunds. The Iowa Economic Development Authority offers this program to promote growth in businesses, which employ Iowans in jobs defined as high-quality by state statute.

The ACTE Quality CTE Program of Study FrameworkTM (2018 version) and companion self-evaluation instrument is an evidence-based framework defining high-quality CTE. With more than 90 criteria organized under 12 elements, the Framework captures the full range of activities across a CTE program of study.

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"Inclusion in early childhood programs refers to including children with disabilities in early childhood programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging. This applies to all young children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities."

Every day, Google Play helps billions of people around the world discover engaging, helpful, and enriching experiences on their devices. Maintaining consistently high app quality across these experiences is our top priority, which is why we continuously invest in new tools, features, and programs to help developers deliver the best apps and games.

In 2017, the Commonwealth launched a High Quality College and Career Pathways initiative to serve as an overarching strategy for significantly expanding student access to high-quality career pathways.

Early college programs are designed to blend elements of high school and college to provide students with the opportunity to experience and complete college level academic coursework on a clearly articulated pathway and simultaneously gain exposure to a variety of career opportunities. Early college programs also reduce the time and expense of earning a college credential while increasing the likelihood of completion.

Innovation Career Pathways are designed to give students coursework and experience in a specific high-demand industry, such as information technology, engineering, healthcare, life sciences and advanced manufacturing.

Innovation Career Pathways are designed to create strong partnerships with employers in order to expose students to career options and help them develop knowledge and skills related to their chosen field of study before they graduate high school.

In this final rule, CMS is finalizing a health equity adjustment in the scoring methodology for the Hospital Value-Based Purchasing (VBP) Program that rewards hospitals that serve higher proportions of dual-eligible patients for providing excellent care. The newly finalized scoring methodology allows the opportunity for hospitals to earn up to ten bonus points depending on their performance on existing quality measures and the proportion of dually eligible patients they treat. The rule is a first step toward promoting health equity in the Hospital VBP Program and as such, CMS received public comments on additional approaches for equity adjustments in the Hospital VBP Program for future years. These suggestions include using other methods of restructuring the scoring methodology and determining the best metric to identify underserved populations, which CMS will consider for future updates.

CMS is finalizing proposals for the Hospital IQR and Medicare Promoting Interoperability Programs to adopt three electronic clinical quality measures beginning with the CY 2025 reporting period to foster safety and reduce preventable harm in the hospital setting.

High-quality curricular materials are a key component to effective and engaging learning experiences for students. Following the evaluation process outlined below, the Indiana Department of Education (IDOE) will publish advisory lists of high-quality curricular materials to inform local adoption, instructional practices, and professional development.

This child care crisis has received increased attention in recent years, from policymakers, political candidates, and voters.3 However, there remains a critical need to better understand the components of high-quality programs to ensure policy solutions adequately support and promote access to quality for all families. To that end, this issue brief highlights three core indicators of high-quality early childhood programs, and identifies six structural supports that are necessary to achieve and maintain high quality. These indicators and supports provide a roadmap for policymakers as they develop solutions to the current child care crisis and can also serve as a guide for parents seeking to make the best and most informed choices for their child.

Moderate-income families are typically ineligible for these publicly funded programs, but at the same time, such families struggle to afford the high cost of care in the private sector.19 This leaves parents facing a series of difficult choices, including prioritizing child care expenses over other household necessities; settling for low-quality child care that fits their budget; patching together multiple informal care options; or leaving the workforce altogether.20 To ensure that all children can realize the gains that come from attending high-quality early childhood programs, policy solutions need to focus on improving program supports and creating funding strategies that will increase access to high-quality programs for children from all backgrounds.

Moreover, the key to a high-quality program is what happens inside the classroom or family child care home, namely the interactions that take place between the teacher and child. 23 In a high-quality program, teachers engage children with learning strategies that are tailored to the age of the child and use an appropriate curriculum to structure the learning experience.24 A variety of supports are needed to facilitate these interactions so that high-quality teaching and learning can occur. As such, the quality of an early childhood program is dependent on the following three key factors.

A high-functioning operating environment is an essential element of a quality early childhood program. This administrative operational support takes a number of forms. First, programs need effective leaders who can provide instructional support to teachers as well as sound business management to the overall program.32 These multiple leadership functions are complex and often need to be fulfilled by more than one person. Second, external to the immediate program, programs need a series of structural supports, including access to professional development, quality improvement resources, stable and sufficient funding streams, and a pipeline of well-trained teachers. These external supports recognize that early childhood programs do not operate in a vacuum and rely on the wider early childhood system.33

All three factors need to be in place to ensure quality. A well-resourced classroom is not sufficient without an effective teacher to harness those resources. Meanwhile, an effective teacher is not sustainable without a support system to manage the business, support instruction, and provide professional development.

While there is no single definition of high quality and therefore no single measurement tool to determine and compare early childhood program quality across the United States, there are a number of tools that are widely used to assess and report the quality of early childhood programs.

All early childhood programs should adopt a research-based curriculum that is developmentally, culturally, and linguistically relevant for all children.52 Curricula can provide a guiding philosophy for program activities, including teacher interactions and the design of the physical indoor and outdoor environment. Curricula also help teachers effectively structure and sequence classroom activities, target particular activities to build skills or meet development milestones, and build on prior learning and experiences. Curricula provide varying levels of flexibility to individual teachers; some provide highly structured models for teachers to implement, while others offer guiding principles and expect teachers to determine the best way to implement.53

In order to support the highly qualified workforce, the safe and engaging physical and learning environment, and the stable business infrastructure necessary to achieve and maintain high quality, programs need to be able to access funding that supports the actual cost of operation.66 Many public funding streams are insufficient to support the costs of high quality, and low- and middle-income families struggle to afford the cost of tuition at high-quality programs. In order to ensure high-quality programs are available to all children, public funding needs to be sufficient to cover the costs of quality and provide families with help to afford the cost of private tuition.

In addition, funding needs to be stable so that programs can make staffing and other business decisions based on anticipated income that is not subject to annual appropriations or fluctuations due to child absences. The total funding available to a program therefore needs to be adequate to cover the actual cost of operating at high quality and secure enough for programs to make plans beyond the short term.67

Neither the demographic background of a child and family nor the type of facility in which the child is enrolled should be a barrier to accessing high-quality programs. However, programs need support to achieve and maintain quality. The six elements outlined above offer a roadmap to policymakers and stakeholders that allows them to focus on the key structures necessary to support high quality. 17dc91bb1f