Project Early Kindergarten (PEK) aims to improve the school-readiness of Saint Paul children and help close the achievement gap through offering high-quality educational experiences for preschool children. This report comes at the conclusion of the sixth year of PEK. Following an initial planning year (2004-05), PEK has served children through the school component for five years (2005-06 to 2009-10) and through the community child care component for four years (2006-07 to 2009-10). As shown in Figure 1, at this point Wilder Research outcomes data are available for children attending the first three years of PEK at school sites and the first four years of PEK at child care sites. More child care than school-based cohorts are being studied due to smaller sized cohorts in child care. This report summarizes the program's implementation and outcomes results to date, with an emphasis on new results from the 2009-10 school year (highlighted in gray in Figure 1). The report begins with a brief overview of the results from previous years. The remainder of the report focuses on the outcomes for which new data are available. For these outcomes, the new data are presented, as well as previous years' data on the same outcomes in order to examine stability and change in outcomes over time. This is an interim report, and future years' data will be provided in subsequent reports. Appendices include: (1) Program goals and components; (2) District pre-kindergarten consolidation; (3) Characteristics of children; (4) Evaluation; (5) School-based PEK results; (6) Community-based PEK results; and (7) References. (Contains 67 figures.) [For "Project Early Kindergarten Evaluation: Summary of Results through 2009-10 of a Saint Paul Public Schools Initiative," see ED518453.]