How did CCEE workforce member wages and benefits change during the COVID-19 pandemic? How did enrollment and/or enrollment capacity change for programs that were awarded stabilization grants during the COVID-19 pandemic? How are permanent program closures distributed across CCEE program types and settings during the COVID-19 pandemic? How many CCEE programs entered and exited the market during the COVID-19 pandemic? What are the characteristics of CCEE workforce members who left the CCEE field during the COVID-19 pandemic? What is the average compensation of CCEE workforce members by personal characteristic, role/position, and CCEE program context? How does the number and percent of CCEE workforce members that completed training on state Early Learning Guidelines or Standards vary by Quality Rating and Improvement System (QRIS) participation? What number and percent of CCEE workforce members have a special education credential and/or experience working with children with disabilities? What are the characteristics of CCEE workforce members who received a CDA credential in the past year? What types of financial assistance is used to support professional development for the CCEE workforce in programs that participate in the Quality Rating and Improvement System (QRIS)?