The purpose of this research was to examine the relationship between pre-kindergarten student test scores on a kindergarten readiness assessment, the Developmental Indicators for Assessment of Learning (DIAL-3), and test scores for the same students four years later on the mathematics and reading sections of the Ohio Fourth Grade State Achievement Test. Determining if the DIAL-3 readiness assessment had long-range predictive validity was the goal of this dissertation study. The design of the study was correlational. The researcher used historical data from at least 48 students from each of three district types (rural, suburban, and urban) as the sample for this study. Utilizing a sampling method of stratified-cluster, 208 students were randomly selected for inclusion in this study. In addition, the researcher analyzed and discussed influential variables, which affected the results. Age, ethnicity, gender, district type, half-day programs were among the variables analyzed. The targeted population was diverse in socio-economic status, race, and gender and consisted of students in Northwestern Ohio. To address the premise of this study, three research questions were developed and analyzed. Utilizing a Pearson Correlation Coefficient to calculate the relationship between the variables, the researcher was able to identify practical significance in many analyses. Although a low correlation existed in regards to the White, rural population, an increase in relationship existed among urban, children of color. Additionally, gender was analyzed to influence the correlation between the DIAL-3 and the OAT in Reading and Math. This study revealed large variances between district type, gender, and ethnicity in regards to correlational patterns. Close examination confirms that the variables in this study significantly influence one another and provide an opportunity to predict future achievement. Specifically, according to this research data, educators in urban districts can use the DIAL-3 to identify patterns of achievement. The ability to identify academic readiness in relation to future academic growth was evident. This study revealed the practicality of utilizing the DIAL-3 in developing policy for academic interventions and mediation. (author abstract)