The project assesses the landscape of quality in early care and education programs serving children birth to kindergarten in IN, assesses the gains of children enrolled in these programs in language, cognitive, and social-emotional domains, and describes differences observed and reported in program quality by program type, Paths to Quality (PTQ) star level, and geographic region. This second report summarizes the data on program quality across two time points, teacher’ and parents’ perceptions, and the developmental gains of children in sample programs. Information was collected between March 2021 through July 2022. Through this period, programs continued to experience interruptions or quarantines due to the COVID-19 pandemic (including the omicron and delta variants of COVID-19). (author abstract)