This report presents a research-based framework for identifying high-quality early childhood centers. Quality in a school-based early childhood center is identified by: (1) classroom parameters, including curriculum and adult-child interaction; (2) client parameters, relating to children, families, and communities; and (3) school structure parameters, including class size, adult-child ratio, students' age groupings, evaluation techniques, and staff qualifications and training. An overview of 23 early childhood centers in Oregon, Washington, Idaho, Montana, and Alaska is provided in tabular form, and regional trends in early childhood education are identified. Factors which facilitate improvement of early childhood practices in schools include state and district support, leadership of school principals, advocacy by staff, willingness of staff to change, and emergent needs of clients. Factors which inhibit improvement of early childhood practices include lack of state or district support, state legislation supporting counteracting policies, curriculum control by district committees, lack of resources, and staff resistance to change. Plans for facilitating future development of school-based early childhood centers are described. An appendix summarizes interviews with administrators at 30 early childhood centers in the 5 northwest region states. A list of 24 references is included. (BC)