A national preschool company is using the Ascend Curriculum to help prepare students for kindergarten. Yet the curriculum currently has no school readiness outcome data. Because of curricula's critical role, schools should investigate their curriculum's effect upon students' outcomes. The purpose of this quantitative, quasi-experimental study was to explore the relationship between increased exposure to the Ascend Curriculum and students' scores on the Bracken School Readiness Assessment--Third Edition (BSRA-3) after controlling for student demographic characteristics including gender, age, race, and subsidy status. The study had an at-scale sample (n = 3,052) of pre kindergarteners, because at-scale research has greater external validity and better equips stakeholders to assess real-world efficacy. The only schools excluded were schools that were recently acquired or those that did not use the curriculum. A hierarchical multiple regression analysis was conducted. In Model 1, the four covariates significantly contributed to the regression model (F(8,3043) = 55.929, p < 0.001, R[superscript 2] = 0.128), accounting for 12.8% of the variance in BSRA-3 scores. In Model 2, the independent variable of students' length of curriculum exposure was added. The change in R[superscript 2] between Model 1 and Model 2 was significant ([delta]R[superscript 2] = 0.013, F(9,3042) = 55.531, p < 0.001), indicating that length of curriculum exposure explained an additional 1.3% of variance. The findings support the alternative hypothesis that greater exposure to the Ascend Curriculum was positively related to higher school readiness scores after controlling for student demographic characteristics. Through the data-driven decision making framework, this study may promote positive social change by collecting school readiness outcome data on the Ascend Curriculum, so that it can be used to inform Cadence Education stakeholders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]