Today's researchers seek to determine if contemporary pre-K programs provide the strong return on investment found by researchers in the 1960's High/Scope Perry Preschool Program and 1970's North Carolina Abecedarian Project. Research then showed that these two programs created positive academic effects that accompanied their students as they moved through school. Policy-makers now look to current research for guidance in making informed decisions. New evidence from large-scale early learning programs in Chicago, New Jersey and Texas, as well as from federally funded Head Start, is positive. The findings in these studies identify specific elements in these pre-K programs that are the most beneficial. Evidence from state programs in Arkansas, Georgia, North Carolina, Oklahoma, Tennessee and West Virginia is also instructive. The resources presented in this annotated bibliography provide a sampling of research on policy topics with nationwide applicability. The resources are organized into the following topics: (1) Cost-benefit and effect size analyses of pre-K programs; (2) Catch up vs. fade out: Do pre-K's positive effects persist through K-12?; and (3) Evaluations of pre-K programs in SREB states.