Our analysis uses data from Tulsa, Oklahoma, to examine the effects of pre-K participation on 3rd grade test scores. Previous studies using these data found significant positive effects on kindergarten test scores across subject areas. Our current analysis seeks to answer the question: do the short-term effects of a state-funded preschool program persist over time? Specifically, are differences in test scores between the children who participated in pre-K and a comparable group of children who did not still evident by the end of 3rd grade? (author abstract)