Early childhood stakeholders in state departments of education are interested in knowing what child assessment measures are being used in state-funded pre-kindergarten and in kindergarten classrooms. To address this need, the Center on Enhancing Early Learning Outcomes (CEELO) performed a secondary analysis of data in the National Institute for Early Education Research (NIEER) State of Preschool Yearbook. Assessment of learning and development during the pre-K and Kindergarten years can provide administrators, teachers, and parents with information to target learning to the developmental and academic needs of children. Information about the status of state policies regarding pre-K and Kindergarten assessments can inform how early childhood stakeholders, including those in SEAs, develop or revise their comprehensive early childhood assessment systems. For this brief, secondary analyses of data collected through the State of Preschool Yearbook was performed. The annual Yearbook tracks state trends on access and resources of state-funded preschool programs, information about access to kindergarten, and child outcome measures. Data collected in 2012 regarding state policies on early childhood assessment were analyzed. This brief reports on state-funded pre-K programs and does not include data on either federally-funded programs, such as Head Start, or locally-funded pre-K programs, which have their own assessment requirements. An appendix presents "Table A1: Domains Addressed in Common Assessment Tools."