The Houston Independent School District (HISD) has implemented HIPPY for more than 25 years in surrounding school communities. During the current year, funding was provided through the Texas Home Visiting Grant (51%), federal Title I grants (46%), the University of Texas (UNT) AmeriCorps (2%), and the National Council of Jewish Women (1%). HIPPY promotes school readiness by exposing parents with children ages 3 to 5 years old with the tools, skills, and confidence to work with their children at home. HIPPY was also available to 2-year-old children at Title I schools. Parents learned how to build their children's academic, social/emotional, and physical skills by practicing reading, counting, and learning colors during the regular school year and in the summer. A total of 479 children from economically-disadvantaged families were either enrolled as HISD students or registered as HIPPY in the district's student information system. These students were zoned to 131 elementary campuses. The number of HIPPY children this year was down from the previous year by 122 students (20%). The CIRCLE assessment was used to measure school readiness. There were increases in the percentages of HIPPY and Non-HIPPY students who scored proficient on all CIRCLE Spanish language literacy and math subtests, from the beginning-of-year (BOY) to the end-of-year (EOY). HIPPY students consistently outperformed Non-HIPPY students at BOY and EOY on the majority of English and Spanish language subtests. McNemar's test of proportions noted statistically significant increases in the proportion of HIPPY students who scored proficient on the English version of CIRCLE, including Counting Sets, Number Naming, Shape Naming, and Syllabication, from BOY to EOY. In addition, there were statistically significant increases in the proportion of Non-HIPPY students who scored proficient on the same tests in Spanish as well as Rote Counting. There was evidence that providing learning experiences for disadvantaged children during early years supports school readiness. Continued tracking may help to assess the HIPPY impact as these children advance through school.