A correlational study

The Kindergarten Readiness Assessment was administered to every kindergartener in Maryland with the purpose of identifying students for interventions and support. Title I schools received federal funding to close the achievement gap between socioeconomic groups. Given KRA data and additional funding, Title I schools are given additional support to close the achievement gaps. This study investigated if the scores correlate to the third-grade state assessment (Maryland Comprehensive Assessment Program) in ELA and Math when sorted by Title I and non-Title I schools. Descriptive statistics were conducted to determine skewness and kurtosis and then Pearson's Correlation was conducted to determine correlation between scores. It was determined that there was a correlation between KRA scores in both MCAP-ELA/L and MCAP-M in both Title I and non-Title I schools, but it was not as strong in Title I schools as it was in non-Title I schools. It is recommended that future research investigates testing fidelity when teacher administer the KRA and MCAP assessments. Research should also review how Title I schools use funding in early childhood interventions, and if the funding is effective or efficiently used to close the achievement gap. If the purposes of KRA and Title I were effective, the achievement gap would be closing between Title I and non-Title I school.