Original Study

were followed from their 3-year-old year in child care through the end of second grade to examine the relations between preschool child care quality and children’s language, cognitive, and social development. Children’s outcomes were measured each year through individual assessments and teacher ratings, while child care quality was measured through independent observations. In addition, when children were in sixth-grade, parent survey data were gathered to examine parental perceptions of children’s elementary school success in relation to earlier preschool experiences. Description of Present Study The purpose of the present study was to conduct a long-term follow-up of the CQO sample in order to examine real-world indicators of school success. A variety of data were gathered from children’s kindergarten through sixth-grade school records to examine broad longitudinal school outcomes in relation to earlier preschool child care experiences and child/family characteristics. The present paper reports data from only one of the four states, North Carolina