Background/Context: The COVID-19 pandemic led to historically unparalleled global school closures, increasing risks to child development through inadequate access to learning at school and increased poverty and food insecurity (Egger et al., 2021). Robust evidence shows that attending high-quality ECE improves short- and longer-term outcomes for vulnerable children in the United States (Gray-Lobe et al., 2021; McCoy et al., 2017), with similar relations emerging in low- and middle-income countries (LMICs) (Wolf, 2019). However, the short- and medium-term effects of high-quality ECE during crises remain unknown. This study provides the first experimental evidence of how previously attending higher-quality ECE affected engagement in remote learning (RL) and scores in language/literacy and math during the pandemic, as well as school re-enrollment, engagement, and learning outcomes after schools re-opened in Ghana. Our results suggest that higher-quality ECE was a protective factor for children's educational engagement in a context where pre-pandemic learning outcomes were lowest globally (Angrist et al., 2021). Purpose/Objective/Research Question: We examine medium-term impacts of previous exposure to improved quality ECE on learning engagement and outcomes during school closures due to the COVID-19 pandemic, and after children returned to school with two exploratory research questions: (1) Does previous QP4G exposure increase engagement in educational activities children's test scores during school closures? (2) Does previous QP4G exposure increase school reenrollment, engagement and social-emotional outcomes, and learning six-months and one-year after children returned to school? Setting Ghana has the highest ECE enrollment rates in sub-Saharan Africa (SSA) but also has challenges with ECE quality (UNICEF, 2019). During the pandemic, schools were closed between March-December 2020. The Ministry of Education designed and rapidly implemented educational TV and radio programming for primary-school students, but children faced large difficulties in accessing remote learning (RL) due to lack of learning materials or devices (Wolf et al., 2021). Overcrowded households, no access to electricity (especially in rural areas), and limited learning space and parental and teacher support were additional challenges (UNICEF, 2021). The Greater Accra Region is the most developed region in Ghana, with great variation in socioeconomic status within and across districts (Owusu & Agyei-Mensah, 2011). Half of children in our sample lived in households that were at-risk of living below the poverty line. Population/Participants/Subjects: The data come from a longitudinal follow-up of the Quality Preschool for Ghana (QP4G) impact evaluation implemented in the 2015-2016 school year (Wolf et al., 2019). The original sample included 3,435 children (M(age) = 5.2 years) sampled from 240 representative schools in the Greater Accra Region. Since implementation, seven follow-up waves have been collected. This paper will present results from the fifth (October 2020, when schools were closed in Ghana due to the pandemic), sixth (July 2021, six months after schools re-opened), and seventh follow-up waves up (January 2022, one year after schools re-opened). See table 1 for sample characteristics. The sample size at these three follow-up waves includes 2,026 children (59.0% of the original sample). Attrition analysis using baseline data indicate that children present in the most recent follow-up rounds had higher baseline SES, were more likely to attend private preschools at baseline, and less likely to be from the Ga South district. Variables for which there were no significant relations to attrition included: baseline parental education, cognitive stimulation, books in the home, emergent language/literacy, emergent math, social-emotional, executive function, and approaches to learning. We control for baseline variables that significantly predict attrition in our impact models. QP4G which was a partnership between Ghana's Ministry of Education, Innovations for Poverty Action, Sabre Education, and academic researchers. The goals were to improve preprimary school quality measured by teacher-child interactions and children's school readiness. QP4G was evaluated through a school-randomized trial where schools were assigned to: (a) teacher training only (TT), (b) teacher training plus parental awareness (TTPA), and (c) "business as usual" control. Both treatments led to medium-sized reductions in teacher burnout and improved several dimensions of observed classroom quality (increased emotional support and positive behavior management). TT (but not TTPA) also increased support for student expression (Wolf et al., 2019). Further, both treatment conditions increased the number of developmentally-appropriate activities teachers used. Importantly, while both TT and TTPA treatments improved classroom quality, TTPA counter-acted some improvements in quality as well as impacts on child outcomes. Data Collection and Analysis: At the fifth follow-up while schools were closed, surveys were conducted via the phone with both children and caregivers. At the sixth and seventh follow-ups, direct assessments were conducted with children in their schools. Multilevel regression models are used to incorporate the nested, non-independent nature of the data with children sampled at baseline from schools and classrooms. We employed two-level models to estimate impacts on all outcomes and included a select set of covariates. The multiply imputed data sets were analyzed using Rubin's combining rules to compute pooled coefficients and standard errors (Royston et al., 2009). Findings/Results: Findings from the fifth follow-up show that children randomly assigned to the TT condition in 2015 were more likely to engage in RL activities during school closures based on both caregiver and child reports (b=0.15, SE=0.07, p<0.05; b=0.17, SE=0.05, p<0.01, respectively). There were no statistically significant impacts on language/literacy or math scores (see Table 2). Findings from the sixth and seventh follow-ups will be presented at the conference. Conclusions: This study provides among the first evidence that higher-quality ECE can lead to sustained school engagement when children reach primary school, even when schools are closed, as during the COVID-19 pandemic. While higher-quality ECE has been shown to support children's schooling and development years later in both high-income (Yoshikawa et al., 2013) and low-income countries (Yoshikawa & Kabay, 2014), little is known about how ECE may support children in the medium-term during crises. This study provides some of the first evidence of how experimental higher-quality ECE may have shaped children's learning experiences during school closures. We focus on Ghana and contribute to limited evidence on the impacts of ECE on children in SSA.