This Statistical Analysis Report uses the most recently available nationally representative data to explore relationships between children’s primary care and education (ECE) arrangements the year before kindergarten and their academic skills and learning behaviors at kindergarten entry, after accounting for child and family background characteristics. In general, children’s academic and learning behavior skills at the beginning of kindergarten were higher for those who primarily attended center-based care and those who attended multiple ECE arrangements for equal amounts of time the year before kindergarten than for those who did not attend any ECE arrangement on a regular basis and for those who primarily attended home-based relative care, after taking into account characteristics of students and their families. Information for this report comes from the nationally representative National Household Education Surveys Program (NHES) and the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) data collections.

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