This report examines the consistency of children's access to effective teachers between preschool and third grade--as well as how that access differs by a child's race/ethnicity and socio-economic status--within three broad factors of teacher effectiveness: qualifications, attitudes, and environment. The analyses presented utilize two nationally representative data sets: the Early Childhood Longitudinal Study, Birth Cohort, or ECLS-B, and the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, or ECLS-K: 2011. Results support that the factors that contribute to effective teaching are inherently interconnected and typically accessed at lower rates by African American and Hispanic children, as well as children from low-income households. Furthermore, access to effective teachers varies between the prekindergarten year and the kindergarten through third, or K-3, grades because the standards, expectations, and supports for teachers are different for these two systems. (author abstract)