Early Care and Education Leadership Study: Descriptive Study

Leadership is widely recognized as an essential driver of organizational performance and improvement, but little is known about its role in driving the quality of care and education centers provide and outcomes for staff, children, and families. ExCELS seeks to fill the definitional and measurement gaps to help the early childhood field understand how effective leaders can improve quality experiences for children in early care and education (ECE) settings.

The ExCELS descriptive study includes a purposive sample of 132 ECE centers from four states. These selected four states vary on administrator qualifications; quality rating and improvement system (QRIS) participation levels; licensing requirements to reflect the regulatory environment; funding sources (e.g., Child Care and Development Fund (CCDF) or Head Start funding) to support access and quality; and geographic diversity. Within each selected state, centers were selected to achieve variability in funding sources, center size, and geography. The study includes ECE centers serving children whose ages range from birth to age 5 (but who are not yet in kindergarten) who receive at least 20 percent of their funding from Head Start grants or CCDF subsidies.

The study team conducted the following activities with the recruited centers:

• An engagement interview with the primary site leader (the person in the building who is responsible for oversight of all that happens in the center on a daily basis) to collect center characteristics and confirm center eligibility for the study
• A staffing structure and leadership positions interview with the primary site leader to understand the staffing structure and formal leadership positions at the center, and
• Surveys of center managers and teaching staff to understand key leadership elements related to the care and education of young children (on who participates in decision-making, their values and beliefs, and what they do to support high quality practices, coordination among staff and with families, having a shared vision, along with efficient operations), the center's culture, climate, and communication (such as collaboration among staff or whether there is a culture of respect, shared growth, and learning), and outcomes for the center and staff (job satisfaction, staff well-being and mental health, and staff retention).

Inclusion criteria

• Early care and education (ECE) centers serving children whose ages range from birth to age 5, not yet in kindergarten, who are supported by Head Start or Child Care and Development Fund (CCDF) subsidies. A center is defined as a specific physical location where ECE is delivered to children whose ages range from birth to age 5 (not yet in kindergarten) with at least two classrooms.

Exclusion criteria

• Classrooms operated by public schools
• Centers offering less than four hours of early childcare education each day
• Drop-in child care settings