With the expansion of early childhood education, more studies have documented significant benefits of early learning and social and emotional learning on academic success. The evaluation used descriptive and inferential statistical analyses to examine HISD prekindergarten students' academic achievement in language and literacy, mathematics, and social and emotional learning (SEL) during the 2019-2020 school year, taking into consideration age and campus type. Proficiency levels in the specified social development and academic areas were measured at the beginning-of-year (BOY) and middle-of-year (MOY). The results from descriptive analyses indicated that while there was a high level of agreement among HISD teachers regarding the assessment of students' SEL, teachers found the administration of the assessment to be too time-consuming, especially in School-Based Programs (SBPs) that tend to have larger class sizes. At the student level, the evaluation found that there were increases in the percent of HISD prekindergaten students that attained proficiency in SEL, language and literacy and mathematics from BOY to MOY. Higher proficiency levels were, generally, found among SBP students compared to Early Childhood Center (ECC) students. Logistic regression models were used to examine the relationship between predictor variables and the likelihood that HISD prekindergarten students would achieve proficiency in language and literacy, and mathematics by the middle of the year. Results indicated that the largest effect on students' academic achievements was their BOY score. Although the effect size was small, students' proficiency on the social and emotional assessment at BOY was a positive and significant predictor of students' proficiency in mathematics regardless of language version and age group. Special education (SPED) students were less likely than their counterparts to be proficient on the mathematics and language and literacy assessments by the middle of the year across test language version and age group.