This study was intended to evaluate the impact of socioeconomically disadvantaged children’s participation in the Texas home instruction for parents of preschool youngsters (TXHIPPY) program on their school readiness and academic achievement for grades K to eight. The study used a quasi-experimental design and applied optimal full propensity score matching (PSM) to address the evaluation concern of the impact of the TXHIPPY program on HIPPY participants’ academic achievement compared to non-HIPPY participants. This study targeted former HIPPY participants and tracked them in the Dallas independent school district (DISD) database through grade levels. Data were obtained by administering istation’s indicators of progress (ISIP) for kindergarten, TerraNova/SUPERA for grades K to two, and State of Texas assessments of academic readiness (STAAR) for math and reading for grades three to eight. HIPPY and non-HIPPY groups were matched using propensity score analysis procedures. (author abstract)