Pre-kindergarten in Texas targets 3 and 4-year-old children who are considered at risk. The result of the state eligibility rules for public pre-kindergarten is homogeneous classrooms composed predominantly by English Language Learners, and students from high-minority and high-poverty households. The non-diverse pre-kindergarten classrooms have shown significant improvements in several foundational cognitive and language skills. Since the fall of 2017, several school districts in Texas included the participation of non-eligible pre-kindergarteners through tuition. The purpose of the current study was to examine the potential impact of having more diversified public pre- kindergarten classrooms. The current study found no statistically meaningful differences in English reading and math academic achievement among three groups of students who were part of the first cohort that included tuition participation: 1) tuition, 2) eligible participating in pre-kindergarten, and 3) eligible not participating in pre-kindergarten. In addition, the current study found meaningful differences in school readiness indicators in the second year of including non-eligible participants. The current study was action research and used a quantitative methodological approach comparing MAP and CIRCLE scores. The current study provides information to evaluate next steps on classroom composition of pre-kindergarten classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]