It is difficult to get a good grasp of the topic of kindergarten entry assessment because there are such great differences in the purpose for the instruments, how they are constructed, and how the data is used. Even so, in many states and communities, there is cause for concern. Until the paradigm of education moves from a preoccupation with accountability to a focus on meaningful learning, based on what is known about child development, readiness is likely to continue to be assessed to inform policy and guide program funding. To provide more information on this discussion, the following questions are addressed in this report: (1) What is kindergarten readiness assessment? (2) Why is Defending the Early Years (DEY) concerned about the current state of readiness assessment? and (3) What can parents, teachers, and policymakers do about inappropriate kindergarten assessment?