This study evaluated the implementation and effectiveness of My Math Academy and My Reading Academy, two digital learning programs, in supporting early math and literacy skill development during the 2021-2022 school year in Tyler Independent School District, Texas. In a district where 85% of students were eligible for free and reduced-price meals, the study followed 414 students using My Math Academy across 33 classrooms and 342 students using My Reading Academy across 29 classrooms in Head Start and pre-K programs. Data collection included program usage metrics, state-administered CIRCLE Progress Monitoring System assessments, teacher surveys, and end-of-study interviews. Students used My Math Academy for an average of 18.54 minutes per active week over 13.09 weeks, and My Reading Academy for 25.51 minutes per active week over 15.95 weeks. Multiple regression analyses controlled for student characteristics, including pretest scores, pre-K type, gender, age, race/ethnicity, free/reduced lunch status, English language learner status, disability status, and teacher effects. Results demonstrated significant positive outcomes. Among students using My Math Academy for at least 30 minutes weekly, 96.1% ended the year "On Track" in overall math skills. For My Reading Academy users with similar usage, 86% achieved "On Track" status in phonological awareness, a critical foundational reading skill. Statistical analyses revealed significant positive correlations between program usage and improvement across multiple math and reading sub-skills, with stronger effects associated with increased usage. These findings suggest that implementing personalized, game-based digital learning programs can effectively support early math and literacy development in high-need educational settings. Teacher feedback indicated that both programs increased student engagement and confidence while providing valuable resources for differentiated instruction. The research includes detailed statistical analyses, student performance data across multiple skill domains, and comprehensive qualitative findings from teacher surveys and interviews. This study represents the first examination of simultaneous implementation of both programs, corroborating and extending findings from previous research on their individual effectiveness.