Decades of research show that quality pre-kindergarten programs can make a critical difference in children's school readiness and their future educational success. Investments in early learning are proven to yield important short- and long-term benefits for students and school districts. Driven by this strong evidence, the movement to expand publicly funded pre-k has grown, and school districts have become central to providing high-quality early learning opportunities for more and more children. Many school districts, however, struggle to find the resources to provide needed early childhood programs for families in their communities. One largely untapped funding source that districts can use to support pre-k is Title I of the federal Elementary and Secondary Education Act (ESEA). Enacted in 1965 to help ensure that children living in high-poverty areas obtain a quality education, Title I is the largest single source of federal funding for school districts and complements state and local allocations for at-risk children at all grade levels. With the recent infusion of supplemental Title I funds through the American Recovery and Reinvestment Act (ARRA), school districts now have an unprecedented opportunity to implement and expand pre-k programs. A companion to Pew's earlier white paper, "New Beginnings: Using Federal Title I Funds to Support Local Pre-K Efforts," this 2010 brief provides basic information that superintendents, school board members and other district officials need to make informed choices about using Title I resources to support quality Pre-K programs. Appended are: (1) Research on the Benefits of High-Quality Pre-Kindergarten; and (2) Additional Resources. (Contains 1 table and 38 endnotes.)