Abstract
This study is a secondary analysis of a statewide sample of licensed family child care providers in the Tennessee Child Care Evaluation and Report Card Program (N = 1,145) that describes the general quality of family child care programs in the state and examines the relationships between provider education and global quality. Study findings suggest that state-sponsored, coordinated professional development linked to program quality standards is the strongest predictor of quality when compared to general educational level or higher education in early childhood. As many states are developing new professional development systems to improve child care quality, building infrastructures to support coordinated professional development is recommended to improve family child care quality.
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