Within-and Between-Sector Quality Differences in Early Childhood Education and Care Jun 01, 2016 By Daphna BassokMaria FitzpatrickErica GreenbergSusanna Loeb Within-and Between-Sector Quality Differences in Early Childhood Education and Care This study leverages nationally representative data (N ≈ 6,000) to examine the magnitude of quality differences between (a) formal and informal early childhood education and care providers; (b) Head Start, prekindergarten, and other center-based care; and (c) programs serving toddlers and those serving preschoolers. It then documents differences in children’s reading and math skills at age 5 between those who had enrolled in formal and informal settings. Cross-sector differences are substantially reduced when accounting for a set of quality measures, though these measures do less to explain more modest differences in outcomes within the formal sector. Results inform current efforts aimed at improving the quality of early childhood settings by highlighting the large quality differences across sectors and their relationship with child development. Child Development Daphna Bassok Daphna Bassok is an Associate Professor of Education and Public Policy at the University of Virginia and is also the Associate Director of EdPolicyWorks a joint collaboration between the Curry School of Education and the Frank Batten School of Leadership and Public Policy. Read full bio Maria Fitzpatrick Erica Greenberg Susanna Loeb Related Content Daphna Bassok Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations Research Are Parents’ Ratings and Satisfaction with Preschools related to Program Features? Research This study examines whether parents’ overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features. Coronavirus and Schools: Reflections on Education One Year into the Pandemic News One year ago, the World Health Organization declared the spread of COVID-19 a worldwide pandemic. Batten's Daphna Bassok and fellow experts examine how the pandemic upended the education landscape in the past year, what it’s taught us about schooling, and where we go from here. New Batten and School of Education Program Helps Virginia Schools Respond to the Pandemic News Students in the inaugural class of Ed Policy Associates are collaborating with Virginia policymakers on vital research, and gaining vital experience at the same time.