These comparisons, in turn, only become useful when the policy maker or policy analyst concludes that any apparent difference was unlikely to have arisen by chance. This is the point at which the policy maker or analyst can feasibly seek reasons for the observed differences. Therefore, the TALIS Starting Strong Survey 2018 instruments aim to cover the most important inputs and processes of pedagogical and professional practices, and learning and well-being environments, at the ECEC staff and centre levels. An important goal of a high-quality indicator is to provide information that can help policy makers set priorities and make evidence-based decisions. Statistical models that account for the inherent multilevel (system, ECEC centre, staff) structure of TALIS Starting Strong Survey data provide a useful way to understand and explain differences within and across ECEC centres and within and across countries.