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The purpose of this quantitative study was to examine how different types of preschool programs influenced kindergarten readiness by comparing kindergarten readiness scores from the Florida Department of Education along with VPK provider performance data to analyze the impact. By analyzing large scale, publicly available data, the research sought to identify patterns that could inform more equitable and effective preschool models. This study was guided by two related theoretical frameworks, Bronfenbrenner’s ecological systems (Guy-Evans, 2024) and social capital theory (Vannebo & Ljunggren, 2021). Together these theories provided a lens for examining how early education programs influenced kindergarten readiness among children from low-income families (Jeon et al., 2020). The participants included in this study were all students who entered kindergarten in Fall 2023 in Florida (Florida Department of Education, n.d.). The data was restricted to Brevard County classrooms, 69 schools (Florida Department of Education, n.d.). The study utilized the Florida Kindergarten Readiness Screener (FLKRS), which included the Star Early Literacy Assessment and the Florida VPK provider data. The FLKRS provided a standardized measure of early literacy and readiness skills. VPK provider data provided standardized scores of the program and readiness rate by program. The variables in this study were VPK provider data and the kindergarten readiness score, as measured by the Florida Kindergarten Readiness Screener (FLKRS) (Florida Department of Education, n.d.). The data analysis included functions of average, median, mode, standard deviation, and variance and ANOVA test. The findings aimed to provide valuable insights for educators, policy makers, and parents to optimize early childhood education. Suggestions for future research included examining instructional techniques that yielded a higher readiness score, comparing readiness data across counties, and exploring other types of preschool attendance and their readiness score.