A recent Early Learning Network study, led by researchers at the University of Michigan, MDRC and the Harvard Graduate School of Education in partnership with Boston Public Schools (BPS), adds valuable evidence to improving future early childhood education assessments of quality -- an essential step for shaping effective practices and promoting equitable outcomes. The research team tested an observational measurement system that captures highly detailed, child-level data -- Individualizing Student Instruction (ISI) -- to understand its potential to capture children's individual learning experiences. The team's findings, published in "Early Childhood Research Quarterly," underscore the need to develop more nuanced tools to measure quality in early childhood education, as well as rigorous evaluation of existing tools, to better address children's learning needs.