This study addresses the negative effects of low socioeconomic status (SES) on early childhood cognitive development, moderating variables, and variables that mitigate disparities. In a sample of 3,960 parents/guardians answering for their child, I use OLS regression models to examine SES measures that negatively impact early childhood cognitive development as well as models to examine potential mitigating variables. Being black or Hispanic, coming from a low income household, and having a parent/guardian with low education levels are associated with lower levels of early childhood development. Parental involvement and program participation positively impact school readiness levels. I conclude by drawing attention to the need for prevention of disparities early on in childhood to foster the decrease in the cycle of inequality.