The goal of this study was to evaluate the effects of attending a state-run preschool program that is rated as “higher quality” on a state’s Quality Rating and Improvement System (QRIS) for children’s outcomes in prekindergarten and kindergarten. It was expected that children who attended higher QRIS-rated programs would demonstrate greater gains in school readiness skills relative to children who received similar subsidies but attended lower-rated programs in the prekindergarten year. However, because there is little to base a hypothesis on with regard to longitudinal associations, we had no a priori hypotheses regarding potential effects into the fall and spring of kindergarten. (author abstract)