The purpose of this issue brief is to further examine differences in special educational needs between students who received First Class Pre-K and those who did not within categories that could be considered to be preventable or affected by early intervention (e.g., having a Specific Language Impairment, Specific Learning Disability, etc.; we would not expect early intervention to affect special education receipt for children who are deaf or blind), as well as those in gifted programs. (author abstract)