The 2013-2014 study reported here provided the baseline year for the longitudinal study. This study included observations of teaching practices in a random sample of 199 Georgia's Pre-K classrooms and assessments of the language, literacy, math, general knowledge, and behavior skills of a sample of 1,169 children attending these classrooms, including parallel assessments in English and Spanish of 139 dual-language learners (DLLs). Classroom/teacher characteristics were examined as predictors of the quality of classroom practices, while both classroom quality as well as child/family and classroom/teacher characteristics were examined as moderators of children's growth in skills. In addition, comparisons with data from the first study were conducted, as appropriate. The primary evaluation questions addressed by this study were: 1) What are the learning outcomes for children attending Georgia's Pre-K Program?, 2) What factors predict better learning outcomes for children?, and 3) What is the quality of children's experiences in Georgia's Pre-K classrooms? (author abstract)