Perkins, Kelley J.2017-06-052017-06-052016http://udspace.udel.edu/handle/19716/21411In order to ensure quality outcomes for all children in early childhood programs, U.S. policymakers and researchers have increased their focus on discovering how best to support and strengthen systems for early childhood education. Most U.S. states and territories have implemented Quality Rating and Improvement Systems (QRIS) to improve the quality of their early childhood programs with the expectation that higher quality programs will lead to more positive outcomes for children. One type of QRIS support commonly offered is onsite assistance, which involves sending a professional to the program site to help improve the quality of the program. Despite the widespread use of onsite assistance across QRIS, there is limited information about existing systems for onsite assistance, the activities of onsite assistance providers, and the supports available to them. This descriptive research used a multi-case study approach to solicit new information and map the system of statewide onsite assistance, its activities, and its supports for onsite assistance providers. Findings indicate different and complex models of onsite assistance within statewide QRIS. Despite these differences, commonalities were found within components of the models, supports provided and the activities of onsite assistance providers. Keywords: onsite assistance, QRIS, systemsEarly childhood education -- United States -- Quality control -- Case studies.Thesis988940158