Theses and Dissertations

Advisor

Smith, Kaleb

Committee Member

Milam, Alisha

Committee Member

Fincher, Mark

Committee Member

Burson, Debra

Committee Member

Brumfield, Bradley

Date of Degree

8-12-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Doctoral Capstone - Open Access

Major

Education (Educational Policy & Organizational Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Division of Education

Abstract

Limited access to high-quality pre-kindergarten (Pre-K) programs continues to present challenges for improving kindergarten readiness and literacy outcomes in many rural school districts. Within the Walthall County School District (WCSD), students consistently enter kindergarten below state readiness averages and perform below state averages on the 3rd-grade literacy assessment. The purpose of this empirical quantitative study, supported by a structured literature review, is to examine the relationships among Pre-K participation type, kindergarten readiness, and 3rd-grade literacy outcomes in order to inform district-level decisions regarding Pre-K expansion. School Readiness Theory and Emergent Literacy Theory provide the foundational groundwork for the study. School Readiness Theory explains why early educational experiences matter at kindergarten entry, while Emergent Literacy Theory explains how those early experiences may contribute to later reading performance. Utilizing district and state assessment data from 282 WCSD students, statistical analyses including descriptive statistics, one-way analysis of variance (ANOVA), Pearson correlation, and multiple linear regression were conducted. The literature review examines research related to school readiness, emergent literacy, sustained academic achievement, program quality, and equitable access to early childhood education. From the findings and literature review, kindergarten readiness is the clearest local indicator connected to literacy outcomes, and Pre-K expansion efforts should be paired with quality and instructional supports. As a project deliverable, a stakeholder presentation including policy-focused recommendations supports district decision-making regarding Pre-K expansion. The results provide locally relevant evidence to inform educational policy, resource allocation, and early childhood programming within the WCSD and similar rural school districts. Keywords: Early Childhood Education, Emergent Literacy Theory, Kindergarten Readiness, Pre-K, School Readiness Theory

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