The concept of pre-college programs began in 1965 with the creation of the Higher Education Act. Since 2000, the number of pre-college programs offered to at-risk students has increased significantly. To assess the effectiveness of pre-college programs, scholars have evaluated the impact of pre-college programs on learning outcomes. Review of these studies reveal significant research design and sampling concerns. The purpose of this study is to examine the impact of a local pre-college program on educational achievement and attainment while minimizing sampling concerns. Operating within the theoretical framework of the Education Production Function, we seek to explore the impact of the Dallas Model of the Education Is Freedom program on learning outcomes and attainment for students in three Dallas high schools. The analysis will include two sampling strategies. First, we look at the program impact on all students in these schools. Second, we will use propensity score matching as a test for robustness of the initial regression findings. Our findings suggest that the Dallas Model has a positive and significant impact on grade point averages and high school completion rates for the treated population. These results were found to be robust for the unmatched and matched samples.