Associations between early child care and children's functioning though the end of third grade were examined. Some of the relations that had been detected before children's school entry were maintained. Higher-quality child care continued to be linked to higher scores in math, reading, and memory. More time spent in center care was associated with better memory but also with more conflictual relationships. Some new associations were detected: More hours of care were linked to poorer work habits and poorer social skills. The relation between amount of care and externalizing behaviors decreased and was not significant in third grade. These findings support the relative independence of quality, quantity, and type of child care in relation to child developmental outcomes. (Contains 1 note, 6 tables and 4 figures.)