This dissertation aimed to link quality and quantity of center-based education with child outcomes. The first study focused on curriculum and compared the ability of different types of curricula in promoting children's cognitive and academic outcomes. This study synthesized 44 studies in the past several decades and compared child outcomes of curricula that targeted general domains and those of curricula that targeted at more specific domains. The second study focused on curricula implementation quality. This chapter utilized data from the study of the Preschool Curriculum Evaluation Research (PCER) to relate implementation quality of literacy curricula to child literacy outcomes. Results from propensity score matching approach showed that children in classrooms that had implemented literacy curricula with high fidelity scored .2 standard deviations higher in language outcomes than those in classrooms that had implemented literacy curricula with low fidelity as well as those in classrooms that had implemented curricula targeting general domains. The last empirical study focused on dosage effects. This chapter estimated effects of Head Start hours on child cognitive outcomes using data from the National Head Start Impact Study (HSIS). An instrumental variable (IV) approach was conducted to eliminate selection bias due to unobserved family backgrounds that affected both Head Start hours and child outcomes. (author abstract)