This brief looks at examples of additional, sometimes less frequently measured types of skills that pre-K programs may help boost in the short term and sustain over the longer term. It then presents evi­dence from existing studies of pre-K programs conducted by MDRC and other researchers that shows how measuring a broader set of outcomes is key to a more comprehensive understanding of the benefits of pre-K programming. The brief concludes with recommendations for ongoing investment in the creation and collec­tion of measures that go beyond the ABCs and 123s, to better understand the lasting effects of early care and education and to strengthen future programming. (author abstract)