This evaluation compared mean scores and proficiency levels on the 2016--2017 CIRCLE English and Spanish language, literacy, and mathematics assessments between students enrolled in Early Childhood Centers (EECs) with their School-based Program (SBP) peers. The evaluation helped to determine whether there were observable differences in academic achievement between the two groups. Key findings include: (1) Comparisons of CIRCLE mean scores and proficiency rates indicated that the majority of HISD prekindergarten students, regardless of Pre-K program type, met or surpassed proficiency benchmarks by the end-of-year (EOY), Wave 3 CIRCLE assessment; (2) Prekindergarten program type correlated with differences in total mean scores and proficiency rates, with children enrolled in ECCs tending to outperform peers in SBPs on most subtests; and (3) When demographic indicators, such as economically disadvantaged status, were taken into account, these differences became more apparent, particularly among students tested in English. Recommendations include: (1) The Early Childhood Department may want to identify and monitor factors that impact the educational experiences of students once they enroll in HISD Pre-K programs to provide further insight as to why students enrolled in ECC-based programs tended to achieve higher proficiency in language, literacy, and mathematics across most subtests than did students in SBPs; (2) The Early Childhood Department may want to do further research aimed at determining why English language test takers tend to show lower CIRCLE subtest proficiency rates when compared to Spanish language test-takers. The Department may also want to identify factors that cause English-language test-takers to apparently derive more benefit from ECC-based programs compared both to peers in SBPs and to Spanish-language test-takers; (3) The Early Childhood and Research and Accountability departments should consider monitoring the academic growth and achievement gaps of students in the context of demographic characteristics and content area; and (4) The Early Childhood Department may consider working with the Student Assessment Department, Special Education Department and/or Research and Accountability Department to identify and implement with fidelity an inclusive, monitored assessment to measure all children's strengths, progress, and needs upon entering and exiting HISD prekindergarten programs. [For the 2015-2016 report, see ED596777.]