The study authors reported that, at the end of pre-kindergarten, children who attended at least 20 days of TN-VPK had higher composite scores than other students on the standardized assessment and higher scores on outcomes related to cognition, mathematics, alphabetics, and comprehension. The authors also found that, at the start of kindergarten, children who attended at least 20 days of TN-VPK were rated by teachers as having better work-related skills and social behavior. All of these differences were statistically significant, and the WWC confirmed these findings after adjusting for multiple comparisons. Furthermore, the study authors found that students who attended at least 20 days of TN-VPK had significantly lower scores than other students on quantitative concepts (mathematics) at the end of second grade and applied problems (mathematics) at the end of third grade. No other differences were statistically significant. After adjusting for multiple comparisons, the WWC confirmed the statistical significance for mathematics at the end of second grade but did not confirm the statistical significance for mathematics at the end of third grade. (author abstract)