This brief presents new findings: Geographic placement of full-day pre-k matters not only for more equitable pre-k access and enrollment, but also for academic outcomes in early elementary school. Students—especially in high-priority student groups—who were eligible to enroll in pre-k after the policy changes had higher math scores and grades in early elementary school than did students eligible for pre-k before the policy changes. These benefits are partly explained by the fact that Black students and those living in lowest-income neighborhoods lived closer to full-day school-based pre-k options post-policy, which in turn was related to increased enrollment in full-day pre-k, higher kindergarten entry skills, and ultimately better 2nd grade academic outcomes. (author abstract)