Describing access across multiple dimensions provides decision makers with a deeper understanding of families’ ECE needs and emphasizes the need for multi-faceted policy solutions. Yet measuring and comparing access from different perspectives requires available data and a clear measurement approach that can be conveyed concisely. This report describes an exploratory study using data from the 2012 National Study of Early Care and Education (NSECE) to model the complexity of ECE access and to consider how ECE access varies for families across the United States. (author abstract)