Data in this report suggest that AISD's full-day prekindergarten (pre-K) program helped reduce the number of students who were retained a grade level or were placed in special education services. The cost per student for full-day pre-K was less than the costs associated with grade-level retention or special education services.

This paper examines three inter-related issues: whether past levels of resources, context and opportunity structures carry long-term consequences for subsequent child attainments and behaviours; whether shocks, or transition events, alter the path of these outcomes in a positive or negative fashion; and what role can be played by policy…