The research is conclusive: Providing a high-quality early childhood education is crucial if we are to reach our state and national goals of educational equity and excellence, preparing children for college and career. The federal government, states throughout the country, and the courts are increasingly recognizing this reality. This report provides a detailed roadmap for making high-quality, full-day prekindergarten available for all three- and four-year-old children in New York State over an eight-year period. The Campaign for Educational Equity and the Center for Children's Initiatives drafted this roadmap in consultation with more than 100 public education and early childhood experts, advocates, teachers, and administrators across the state. It draws on lessons learned in other states and recommendations from leading national researchers in the field. The report offers a new financing strategy that recognizes prekindergarten as an essential educational service. The eight-year roadmap is based on four key recommendations--target group, phase-in schedule, financing framework, and funding levels--and includes the following essential quality elements: appropriate class sizes; well-qualified highly effective teachers; well-qualified supervisors and administrators; appropriate, evidence-based curricula; comprehensive services and supports; appropriate services for students with disabilities; support for English language learners; and quality, accessible learning environments. Early childhood is still a relative newcomer to public education and, as such, lacks the essential system supports and infrastructure available to other grades funded in the traditional K-12 system. New York does not have a funding strategy for pre-K that covers critical elements such as workforce development, transportation aid, and facilities. This roadmap includes these and the other infrastructure elements that have been identified by policymakers, practitioners, and researchers as vital to ensuring effective use of resources and promote positive outcomes for children. Specifically, the state must ensure: (1) the recruitment and retention of highly effective teachers; (2) facilities expansion planning; (3) transportation aid; (4) data infrastructure; (5) effective community partnerships; (6) quality assurance; and (7) ongoing program evaluation. The following is appended: Summary of Recent Research on the Effects of Pre-K Programs. [Additional support for this work was provided by the Child Care and Early Education Fund.]