Overall, research on early childhood care and education (ECCE) indicates that programs meeting high-quality standards can lead to positive results in the domains of student academic success and overall life outcomes. Further, these findings suggest that this may be particularly true for children from low-income or minority backgrounds (Barnett et al., 2013; Belfield et al., 2006; Gormley & Gayer, 2005; Reynolds et al., 2002; Weiland & Yoshikawa, 2013). Long-term outcomes of programs including Head Start (Garces et al., 2002), Perry Preschool, and Abecedarian programs (Yoshikawa et al., 2013), demonstrate the potential for investment in high-quality early education to yield positive results for children in early academics that may persist through adulthood. However, the quality of early childhood education programs, even within a specific program, is not consistent, which may play a role in the outcomes of these programs. This article outlines research that demonstrates the positive outcomes of these ECCE programs, as well as factors which may potentially contribute to inconsistencies in outcomes. (author abstract)