The present research was conducted to empirically assess the premise that a child who is ready to learn to read in kindergarten is more likely to achieve the third-grade reading guarantee compared to a child who does not exhibit such readiness. Data used to address three specific aims are drawn specifically from children in Columbus City Schools at kindergarten entry who are followed through to the third grade. The goal of this work is to understand the extent to which kindergarten readiness guarantees children's future reading success, a key assumption in the TGRG. In this regard, this work helps to advance understanding of how two state-legislated educational practices -- kindergarten readiness screening and third-grade reading assessment -- may intersect in a way that improves students' educational achievement. (author abstract)