In this dissertation, I examine how two major social programs in Kentucky--state-funded preK and Family Resource and Youth Service Centers--impact children's outcomes across the state, including racial, ethnic, and economic equity through elementary school. In each chapter, I will analyze how early childhood opportunities relate to outcomes including Kindergarten-readiness, including cognitive, language, physical, and socioemotional skills; uptake of preventative health care including early health check-ups, vision screenings, and immunizations; unexcused absences, chronic absence, and discipline in Kindergarten or through elementary school; and performance on statewide standardized math and ELA assessments in Grades 3-5. To do this, I leverage what may be the first statewide, student-level dataset that will permit the linking across preK settings, Kindergarten-readiness, and school outcomes through Grade 3. I look at eight cohorts from the Kentucky Longitudinal Data System from 2013-2014 through 2019-2020, including demographic, academic, health, and service records of approximately 300,000 unique students in preK, comprising 2.3 million student-year observations from preK through Grade 5. In Chapter 1, I will present literature on the programs and other factors that impact early childhood educational opportunities. In Chapter 2, I will describe the data used across the studies. In the first analytic chapter, Chapter 3, I will examine to what extent variation in early elementary outcomes is explained by local variation in early childhood opportunities within schools or regional variation between districts. In this chapter, I will link children's early outcomes to data on variation in environmental factors that are salient across Kentucky, as well as children's early education settings and local and individual demographics to understand what between-district factors contribute to variation in early childhood outcomes. In Chapter 4, I will focus on within-school variation, asking how early childhood educational experiences across the settings of state-funded preK, Head Start, private childcare centers, other out-of-home care, and staying home contribute to variation in early childhood outcomes. In Chapter 5, I will focus on equity, asking how early childhood educational preschool settings mitigate or exacerbate systemic inequality by race, ethnicity, socioeconomic status, and language status. In Chapter 6, I will turn the focus to the FRYSCs, asking first how attending preK in a school with a FRYSC supports children's earliest outcomes among students who attended public preK. Then I will look across the elementary years to ask how being in a school with a FRYSC affects outcomes such as discipline, unexcused absences and chronic absence in Grades K-5 and math and ELA gains over time in Grades 4-5. I will look at each of these relations between schools and within districts. I will also leverage a discontinuity in FRYSC funding in fall 2018 to examine the effects of attending a newly-funded FRYSC in its initial year. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]