Research
December 1, 2018
This paper begins with a high-level contrast of programs
with strong and weak essential supports, presented through
leader, teacher, and parent perceptions and experiences of
their ECE programs and researcher observations. Then for
each essential, we describe the organizational structures and
practices present in programs with strong essential supports
and provide a table highlighting key differences in those
structures and practices when the essentials are strong versus
weak. We close with suggestions for ongoing discussion of implications of these findings and of the Early Education Essentials
surveys for improving the performance of ECE at scale.