This report presents an evaluation of a state implemented prekindergarten program for disadvantaged 4-year-old children in Texas in light of the program's impact on the largest urban school districts. The purpose of the program was to break the cycle of school failure and underachievement of disadvantaged and limited English proficient children. Its research-based rationale was that early intervention programs benefit low-income, disadvantaged children. Five years after implementation, the program has not been evaluated. However, using enrollment data, the impact on school density in 10 urban/minority school districts was measured. The results show a steady increase of enrollment in the prekindergarten programming in each district with the exception of one. Although total school district enrollment has increased, the prekindergarten enrollment increased faster than the total enrollment. This increase in overall enrollment continues the density and cultural isolation that characterizes the urban minority school. This and other unanswered questions about the schools' abilities to administer the program prevent an accurate assessment of the effectiveness of this initiative. Statistical data are provided in one table. Included are seven references. (JB)