State policymakers should ensure learning standards for kindergarten are created and aligned both with early learning standards and standards for 1st grade and beyond. Learning standards for kindergarten should be implemented comprehensively across five key domains: physical and motor development, social/emotional development, approaches toward learning, cognitive development, and language/literacy development. Qualifications for full-day kindergarten teachers--and professional development opportunities that support them--should meet national recommendations and include specialized education in child development and the education of young children. This report presents information graphically showing where state policies across the country currently stand. The information contained herein identifies, outlines and addresses key areas where full-day kindergarten policies can be strengthened. States can use this report to learn from other states' experiences and to work cooperatively towards the development of full-day kindergarten policies that provide a strong and coherent continuum of early education for all young children in this nation. Appended is: ECS StateNotes, "Full-Day Kindergarten." (Contains 35 endnotes.)