This causal-comparative quantitative study investigated if there was a statistically significant difference in school readiness variables between Chippewa Falls Area Unified School District kindergarten students who participated in the pre-kindergarten program, Building Bridges 4 Children (BB4C) and those who did not. This study compared literacy skills of the kindergarteners that did attend the BB4C program with the scores of children who did not attend the pre-k program. A probability sample from sixteen classrooms in the six Chippewa Falls Area elementary schools was collected for the 2014-2015 and 2015-2016 fall and spring semesters. Five datasets were produced, each of which considered nine literacy indicators. The first dataset consisted of three hundred seventy-five kindergartener scores from the 2014-2015 spring semester. The second dataset was composed of two hundred ninety-four randomly selected scores from the combine group of 2014-2015 and 2015-2016 spring kindergarten student scores. The third dataset consisted of three hundred sixty-eight student scores from the 2014-2015 fall semester. The fourth dataset was composed of two hundred sixty-two randomly selected equal groups of 2014-2015 and 2015-2016 fall semester kindergarten scores. The fifth dataset was a combination of 2014-2015 and 2015-2016 randomly selected spring semester scores and the 2014-2015 and 2015-2016 randomly selected fall semester scores. This secondary data analysis was retroactive and based on the Phonological Awareness Literacy Screening-Kindergarten (PALS-K) scores. This was a required assessment in Wisconsin for pre-k students through second grade and performed during the fall and spring semesters. Analyses of the secondary literacy data using a one-way ANCOVA compared literacy scores of kindergarten students who participated in the BB4C program and those students that did not participate in the BB4C program to determine the significance of literacy readiness. Analysis of the first dataset provided non-significant results for eight of the nine indicators. Concept of Word list skills was the literacy variable in which the null hypothesis was rejected. The second dataset did not provided any significant results. Hence the researcher was unable to reject the null hypotheses. Analysis of the third set of data revealed significant results for eight of the nine indicators. Rhyme awareness, beginning sounds, lowercase alphabet, letter sound, spelling, word identification, word list and concept of word total were able to reject the null hypothesis. Results failed to reject the null hypothesis for the literacy indicator; pointing. The fourth dataset analysis provided significant results for three of the nine indicators. Group rhyme, alphabet lower case and pointing were the dependent variables in which the results were able to reject the null hypothesis. The fifth and final set of data provided non-significant results for eight of the nine literacy variables. Group Rhyme was the indicator for which the null hypothesis was rejected. This study considered the fall and spring semesters for two academic years to determine if significant differences were present. While the researcher anticipated more significant results the various datasets considered in its entirety added to previous inquires on the benefits of pre-kindergarten. Therefore, helping to narrow the research gap as the results indicated differences among the children who attended the BB4C program and those who did not. [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.]