As states have upgraded their commitment to pre-K education over the past twodecades, questions have arisen. Critics argue that program effects are likely to fadeout or disappear over time, while supporters contend that program effects are likely topersist under certain conditions. Using data from Tulsa Public Schools, three neigh-boring school districts, and the state of Oklahoma, and propensity score weighting,we estimate the effects of Tulsa’s universal, school-based pre-K program on multiplemeasures of academic progress for middle school students. We find enduring effects onmath achievement test scores, enrollment in honors courses, and grade retention forstudents as a whole, and similar effects for certain subgroups. We conclude that somepositive effects of a high-quality pre-K program are discernible as late as middle school.