Today, the importance of early care and education (ECE) to children's lifelong learning and to the nation's economic well-being is recognized up to the highest levels of government, and in businesses, schools, and living rooms across the country. This understanding represents a dramatic shift from earlier decades, and carries with it heightened expectations for what teachers of young children should know and be able to do, in light of mounting evidence about inadequate and unequal educational quality, particularly for children of color and those living in low-income families. This report highlights findings from the "Early Childhood Higher Education Inventory" and the changes over the last decade in the extent to which California ECE higher education programs offer course content and experiences associated with effective teacher preparation. This report examines how these institutions of higher education are adapting to emerging research and changes in the California policy environment. [For the full report, "Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in California, 2015," see ED574291. For the technical report, "The State of Early Childhood Higher Education in California. Technical Report," see ED574293.]