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In recent decades, state funding for preschool programs has more than tripled as more states are trying to create universal access to Pre-K. Efforts to expand Pre-K access typically include the use and coordination of multiple preschool settings, notably those found in public schools and private community-based organizations, which often have distinct goals, resources, requirements, funding sources, and reporting systems. In this challenging context, the present study examined the empirical example of an ambitious policy initiative to provide high-quality universal Pre-K (UPK) in New York City. Inheriting a mixed-delivery system for UPK provision, the city employed substantial resources to increase and align quality across programs in different settings and with varied auspices. Comparing program and classroom data, the analysis identified significant variation by program setting and auspice that appears to have roots in systemic obstacles that are far from unique to New York City. The findings could inform policymakers nationwide who are striving to build effective systems for the provision of equitable, high-quality early childhood education.

As the provision of publicly funded pre-kindergarten has expanded in recent years, public programs for infants and toddlers have received relatively little policy attention. However, federal, state, and local governments are now trying to promote quality in family child care and center-based programs that serve infants and toddlers, often with an emphasis on workforce development. Despite the developmental importance of the first years in a child’s life, infant and toddler teachers in family child care and centers remain greatly under-studied in the research literature. This descriptive study seeks to help fill that gap by comparing the characteristics and views of family child care and center-based infant and toddler teachers in the context of New York City, where ambitious policies to promote the quality of infant and toddler programs have focused on workforce development in both settings. Quantitative and qualitative data were collected in 2019 via online surveys of 32 center-based and 30 family child care teachers, and then analyzed quantitatively to identify similarities and differences between the two groups. The results can inform the design of policies in New York City, other cities, and states that seek to promote the quality of infant and toddler care in different settings.