Do Washington state's targeted, public preschool programs help socially vulnerable students succeed in elementary school? In this study, we explore this question by examining the state's Early Childhood Education and Assistance Program (ECEAP) and the Early Support for Infants and Toddlers (ESIT) program. Using statewide censuses of kindergarteners across multiple cohorts, we find that compared to white students, non-Asian students were more likely to participate in ECEAP, while ESIT participants were more likely to be male. On outcomes, we find ECEAP participants demonstrated significantly better kindergarten readiness compared to non-participants, but these effects diminished by 3rd grade. By contrast, ESIT participants performed relatively worse in kindergarten, but children who entered ESIT with higher initial skill levels and made greater progress during the program were better prepared for kindergarten. Although somewhat encouraging, these results do not speak to the causal impact of the programs because of how children were selected for participation.