The prediction of process quality from structural features of child care

The purpose of this study was to identify structural characteristics of center child care that are associated with observed child care quality from a large multi-state project. Hierarchical regressions examined the relations between quality of care and selected characteristics of the lead caregiver, classroom, center, and director. Nonprofit and for-profit centers (228 infant/toddler and 521 preschool classrooms) were randomly sampled in four states. Interviews, questionnaires, and observations were used assess structural and process quality. Overall, process quality was higher in states with more stringent child care regulations, nonprofit centers, and preschool classrooms. In infant/toddler classrooms, process quality was higher in classrooms with moderately experienced and better paid teachers, and more experienced directors. In preschool classrooms, process quality was higher in classrooms with teachers with more education, a moderate amount of experience, and higher wages. The findings suggest the need to increase the stringency of state child care regulations and to rearrange the budgets of child care programs.