With the increasing academic gap in public schools, it is important that students are exposed to education at an early age if possible. This causal-comparative research study sought to explore the impact of Pre-K attendance and foundational literacy on academic achievement at the end of the third-grade year. Student achievement was measured using iReady formative assessment scale scores and initial reading placement upon entering third grade. The assessment tested the students' foundational reading skills, comparing students who attended a Pre-K program to those who did not attend a Pre-K program. Results from the study showed a significant difference in the overall scale scores and student placement but did not show a substantial difference in student ethnicity or gender. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]