This report provides an overview of kindergarten readiness of six Baltimore City Public Schools (City Schools) kindergarten cohorts from the 2016-17 to the 2021-22 school year. This report is accompanied by the Annual Digest of City Schools Kindergarten Statistics, 2022 Edition (Baltimore Education Research Consortium [BERC], 2022), which provides detailed summary tables and descriptive statistics on kindergarten readiness and outcomes over time and is the source data for the visualization and interpretation found in this report. By understanding children's kindergarten experiences, we hope that the stakeholders can collectively identify needs and opportunities for early childhood services and programming for our youngest children and their families. Early childhood is a complex developmental period, and descriptions of children's kindergarten readiness through the use of only one measure can be difficult. While the core of this report provides descriptive aggregate statistics on children's measured performance on the Maryland State Department of Education's Kindergarten Readiness Assessment (KRA), we also provide a "multi-dimensional" understanding of kindergarten readiness and outcomes by including an examination of kindergarten attendance and early literacy skill development as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). To better understand differences across students, we also examine these kindergarten indicators by gender, race and ethnicity, English language learner (ELL) status, special education status, and prior care. We acknowledge that these are not the only ways to measure or represent successful kindergarten experiences. However, we hope that the analyses in this report help researchers, practitioners, and policymakers use various indicators in exploring children's kindergarten success. Young children, their families, and educators experienced unprecedented challenges during the COVID-19 pandemic. In this report, we highlight children's kindergarten experiences during the pandemic and the recovery period. We compare the most recent year data with the pre-COVID data to analyze what has changed after the pandemic. Finally, we maintain the results on the relationships between kindergarten indicators and 3rd grade outcomes for the two earliest cohorts of kindergartners in this report (2014--15 and 2015--16).