Assessing Kindergarten Readiness: Evaluating the Impact of Preschool Exposure on School Age Student Achievement

Kindergarten readiness is a critical predictor of future academic success; however, students enter school with varied early learning experiences due to inconsistent access to preschool opportunities. Within a rural Pennsylvania school district experiencing a decline in available preschool programming, this study examines the relationship between preschool participation and kindergarten readiness to determine whether preschool exposure is associated with improved early academic achievement and to support district decision-making regarding the development of a district-operated preschool program. The study addresses three research questions focused on the relationship between preschool attendance and kindergarten performance, the impact of preschool participation on achievement over two years, and evidence supporting a potential preschool location. A quantitative research design was used to analyze deidentified district data, including preschool attendance records, Renaissance STAR Early Literacy assessment scores, enrollment data, facility information, and geographic indicators. Students were grouped using stratified sampling to compare preschool and non-preschool experiences across three elementary schools. Data analysis included independent sample t-tests, a two-way ANOVA, and a decision matrix to evaluate findings. Results demonstrated statistically significant achievement differences between students with preschool experience. Students who attended preschool entered kindergarten with stronger readiness skills and maintained academic advantages into first grade. Findings support the importance of early learning opportunities and provide evidence to guide district planning, resource allocation, and future preschool programming decisions.