More than a decade after offering students universal preschool, neither Georgia nor Oklahoma has shown impressive progress in student academic achievement, as measured by the National Assessment of Educational Progress. As Congress considers whether the federal government should encourage states to offer universal preschool, the author advocates that policymakers should examine the experiences of Georgia and Oklahoma. Burke cites that proponents of universal preschool often cite the findings of small, high intervention preschool programs, and it is unlikely that a large-scale implementation could mimic those conditions, setting such efforts up for failure to achieve promised results. The author also notes that 80 percent of children in preschool attend early education programs run by private providers, and federal provision of early education would likely displace private providers or burden them with heavy regulation. (Contains 78 footnotes, 1 chart and 1 table.)