Achievement gaps in learning can be identified as early as entry into kindergarten. This longitudinal study explored reading outcomes of 60 students over the course of five years to determine the impact of an additional year of school prior to kindergarten. The program was created to provide alternative options for students who attended preschool but still required an additional year of maturation and cognitive development to promote school readiness. Students that participated in the early intervention program were compared with students that advanced through the traditional progression of preschool through Grade 3. Academic growth was measured using school entry scores in kindergarten with scores at the end of Grade 3. Although the early intervention group entered school at a lower achievement level, results indicated the early intervention group demonstrated greater growth at Grade 3.