After the first full year of implementation of the Early Learning Collaborative Act, the average performance of students in non-collaborative publicly funded prekindergarten programs was better than the average performance of students in the collaboratives by a statistically significant amount. MDE should conduct the research and analysis necessary to identify those factors most associated with positive student outcomes and ensure that all students enrolled in the collaboratives receive the quality programming necessary for school readiness. PEER found significant room for improvement in the implementation and effectiveness of the Early Learning Collaborative Act of 2013. (author abstract)