A recent University of South Carolina study examined the impacts of free, full-day preschools for low-income children in South Carolina and found benefits the researcher characterized as surprising. The results showed that overall reading and math scores in Grades 3–5 improved in the participating districts, even though only low-income students were eligible to attend those preschool programs. One potential explanation was that because the students who attended preschool had fewer behavioral problems and were more academically prepared when they entered elementary school, these classrooms provided a better learning environment for all students. The full study, published in the Economics of Education Review, is only available through a paid subscription; however, an abstract is available on the website. An article in Chalkbeat provides a summary of the full study.