This study is the second of a two-part series examining the equality of student pre-kindergarten experiences in HISD, examining variations in outcomes occurring at the end of pre-k for students who were enrolled in HISD pre-k programs. Part 1 of this series found that there were disparities in enrollment in pre-k programs of differing qualities, with Hispanic and Asian students and students with limited English proficiency (LEP) enrolling in programs determined to reach fewer National Institute for Early Education Research quality benchmarks. Part 2 of this series (this brief) finds that, on average, there appears to be no direct association between the total number of quality benchmarks attained by a student’s school and the student’s average CIRCLE assessment score at the end of pre-k. For some groups, however, quality is positively associated with academic outcomes at the end of pre-k. Compared to their peers, non-economically disadvantaged students, students who have limited English proficiency, or are inbilingual programs, exhibit higher CIRCLE scores when enrolled in programs with a higher number of quality benchmarks. Of the individual quality benchmarks, teacher professional development and specialized training in early childhood education appear to be associated with higher CIRCLE scores.