This document summarizes a full report that sought to improve understanding of achievement gaps in the early elementary grades, the adequacy of preschool education currently given, and the efficiencies or additional resources that might be brought to bear in early care and education. This study ascertains the percentage of children who participate in ECE programs at ages three and four; the quality of the programs in which they participate; and how access and quality varies for children of different racial or ethnic backgrounds or from low- and high-income families. The analysis suggests that program features, such as teacher education and child-adult ratios, can provide a gauge for identifying those classrooms that would score higher on the quality aspects captured in the Early Childhood Environment Rating Scale, revised edition (ECERS-R) or the Classroom Assessment Scoring System (CLASS) scales, but it does not provide a very strong signal for these key dimensions of quality. (Contains 1 table and 6 figures.) [For the full report, see ED501718. Funding for the research described in this report was also provided by Universal Preschool.]