We find that early childhood teachers and caregivers in high-Hispanic-serving settings were more likely than those in low-Hispanic-serving settings to possess characteristics that could facilitate high-quality ECE experiences, including:

1. greater representation of Hispanic ethnicity, bilingual skills, and personal experiences of immigration;
2. higher rates of early childhood credentialing;
3. higher receipt of mentored professional development; and
4. higher rates of working in a publicly funded ECE setting.