Preparing students for entry into kindergarten is a key priority within the educational sector. Research has shown that students with lower levels of cognitive and socio-emotional competencies are less prepared for kindergarten entry and consequently perform more poorly on assessments in later grades (Duncan et al., 2007; Ensey Hoever, 2014; Kurdek & Sinclair, 2001; Lloyd & Hertzman, 2009). Preparing students for entry into kindergarten addresses the achievement gap early and attempts to prevent it from occurring. Tests such as the Qualls Early Learning Inventory (QELI) are used to survey a child's development, competencies, communication, and overall general knowledge. In Arkansas, the QELI fulfills the requirement of Act 35 mandating the deployment of the Arkansas Uniform School Readiness Screening evaluation. This study examines the relationship between the QELI and fourth grade proficiency outcomes on the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP). Binomial logistic regression was performed to determine if different QELI Scores predict proficiency on the student's fourth grade ACTAPP scores.