Summary of Findings: We found significant and meaningful improvements across racial and ethnic subgroups for students who attended a high-quality, school-based pre-K program. Compared to their non-pre-K peers of the same race/ethnicity: African American students were less likely to be grade retained or to fail a course and reported higher instances of AP or IB course enrollment; Hispanic students were also less likely to fail a course and be chronically absent, and had a higher GPA; Native American students performed significantly better on the English/Language Arts portion of standardized tests. (author abstract)