Quality Child Care


Research on high-quality early learning programs that followed their at-risk participants into adulthood show impressive results:

  • Increased pre-math skills by 21%;[i]
  • Increased pre-reading skills by 52% for all children and 74% for low-income children;[ii]
  • Cuts in special education placements by 43%;[iii]
  • Increased graduation rates by 44%;[iv] and
  • Increased median earnings by 36%.[v]

Research from early learning experts confirms that children are fully capable of learning at a very young age. Nurturing a child’s enormous capacity for learning and understanding can provide the foundation for 21st century skills, including the ability to be communicators, collaborators, and critical thinkers that businesses require.  Quality early care programs also help a child be better prepared socially, emotionally and academically for school and life.

Investing in high-quality early care programs can generate a high returns on investment of up to $16 for every $1 invested.[vi] But, to realize these benefits early care programs must be high quality programs.

Child care programs can include child care center programs, family day care programs, group family day care programs and school-age child care programs.  Irrespective of  which type of these programs a parent selects for his/her child, research shows that the program should be high-quality so that the child will be prepared to enter and succeed in school and later in life.


[i] Gormley, W., Gayer,  T., Phillips, D., & Dawson, B. (2004). The effects of Oklahoma’s Universal Pre-K Program on school readiness: An executive summary. Washington, D.C.: Georgetown University, Center for Research on Children in the US. Retrieved on April 21, 2010 from http://www.crocus.georgetown.edu/reports/executive_summary_11_04.pdf

[ii] Gormley, W., Gayer,  T., Phillips, D., & Dawson, B. (2004). The effects of Oklahoma’s Universal Pre-K Program on school readiness: An executive summary. Washington, D.C.: Georgetown University, Center for Research on Children in the US. Retrieved on April 21, 2010 from http://www.crocus.georgetown.edu/reports/executive_summary_11_04.pdf

[iii] Barnett, W.S. (1985). Benefit-cost analysis of the Perry pre-school program and its policy implications. Educational Evaluation and Policy Analysis, 7, 333-342.

[iv] Schweinhart, L.J., Montie, J., Xiang, Z., Barnett, W.S., Belfield, C.R., & Nores, M. (2005). Lifetime effects:  The High Scope/Perry Preschool Study through age 40. Ypsilanti, MI: High/Scope Press.

[v] Schweinhart, L.J., Montie, J., Xiang, Z., Barnett, W.S., Belfield, C.R., & Nores, M. (2005). Lifetime effects:  The High Scope/Perry Preschool Study through age 40. Ypsilanti, MI: High/Scope Press.

[vi] Schweinhart, L.J., Montie, J., Xiang, Z., Barnett, W.S., Belfield, C.R., & Nores, M. (2005). Lifetime effects:  The High Scope/Perry Preschool Study through age 40. Ypsilanti, MI: High/Scope Press.