1. New England Cost & Quality Studies Nancy L. Marshall, Wendy Wagner Robeson, Joanne Roberts, Cindy Creps & Nancy R. Burstein With Frederic B. Glantz, Betsy Squibb, Julie Dennehy, Sue Y. Wang, Nancy Keefe & Steve Barnett Wellesley Centers for Women, Abt Associates Inc., Muskie Institute of the University of Southern Maine, and University of Maine, Farmington Funding Sources: ACF Child Care Bureau, Massachusetts Dept. Education, Maine Office of Child Care and Head Start

2. Findings The proportion of programs that provided ECE that meet accepted standards in the field varied by sector, consistent with variations in teacher/provider qualifications and in ratios and group sizes in each sector. Teacher/provider education is a consistent predictor of the quality of ECE provided in each setting. In most settings, low-income children were less likely to receive the quality of ECE necessary to ensure that they are ready for formal schooling. Higher quality ECE cost more than lower quality ECE in all settings. Labor was the single largest cost in all settings. The findings on the relations among labor, quality and costs support the importance of efforts to raise the education levels of teachers and providers, while improving working conditions and maintaining ratios and group sizes.

3. Methods

4. Total Quality Scores

5. Safety & Health Scales

6. Stimulation Scales

7. Interpersonal Interactions

8. Observed Ratios, Group Size and Teacher Education, by State and Sector Preschool Centers FCCH MA Public Preschool [1] [1] MAME MA Infants MA Toddlers MAME Program length: hours/week 14 Full- day [2] [2] Full- day 5250 Observed Ratios 7:1 6:13:14:15:16:1 Observed Group Size 12 105856 Teacher Education: % Teachers/ Providers with BA or more [3] [3] 100%33%33% [4] [4] 13%17%21%15% [1] [1] Most public school preschool classrooms were part-day and part-year. All other programs were year-round. [2] [2] Defined as 30 hours or more a week. Most centers were open more than 30 hours/week. [3] [3] Includes graduate coursework and advanced degrees [4] [4] 33% of Head/Lead Teachers, and 18% of Teachers, held a BA or more

9. Factors Associated with Quality by State and Sector

10. Reports Marshall, NL, CL Creps, NR Burstein, J Roberts, FB Glantz & WW Robeson. 2004. The Cost and Quality of Full-Day Year-round Early Care and Education in Massachusetts: Infant and Toddler Classrooms. Wellesley Centers for Women and Abt Associates Inc. Marshall, NL, CL Creps, NR Burstein, J Roberts, J Dennehy, B Squibb, WW Robeson, SY Wang & J Schimmenti. 2004. The Cost and Quality of Family Child Care Homes in Maine. Wellesley Centers for Women, University of Maine, Farmington, and Abt Associates Inc. Marshall, NL, CL Creps, NR Burstein, J Roberts, J Dennehy, WW Robeson, & FB Glantz. 2004. The Cost and Quality of Full Day, Year-round Early Care and Education in Maine: Preschool Classrooms. Wellesley Centers for Women, Muskie Institute of the University of Southern Maine, and Abt Associates Inc. Marshall, NL, CL Creps, NR Burstein, KE Cahill, WW Robeson, SY Wang, J Schimmenti, & FB Glantz. 2003. Family Child Care Today: A Report of the Findings of the Massachusetts Cost/Quality Study: Family Child Care Homes. Wellesley Centers for Women and Abt Associates, Inc. Marshall, NL, CL Creps, NR Burstein, FB Glantz, WW Robeson, S Barnett, J Schimmenti, & N Keefe. 2002. Early Care and Education in Massachusetts Public School Preschool Classrooms. Wellesley Centers for Women and Abt Associates Inc. Marshall, NL, CL Creps, NR Burstein, FB Glantz, WW Robeson, S Barnett. 2001. The Cost and Quality of Full Day, Year-round Early Care and Education in Massachusetts: Preschool Classrooms. Wellesley Centers for Women and Abt Associates Inc.