This brief describes kindergarten entry assessments for Spanish–English bilinguals in the United States. It highlights that young Spanish–English bilingual students have not received the systemic support they need as they enter school. The brief explores the evidence base, policy and recommendations, and considerations for implementation for policymakers. Addressing the opportunity gap for Spanish–English bilingual students will enhance understanding and appreciation of this diverse and dynamic community.

The purpose of a kindergarten entry assessment (KEA) is to provide valid and reliable information about children’s learning and development in the key domain of school readiness. Interest holders at the local, regional, and state levels—including families—use this information to assess and enhance students’ kindergarten preparedness. However, many KEAs are observation-based and depend on monolingual, English-speaking classroom teachers to implement them. This raises the likelihood that young Spanish-speaking children and families arriving at kindergarten will be labeled as “not ready” for kindergarten by teachers who do not feel prepared to assess or teach them.

Policy options:

  • The ideal KEA of Spanish–English bilingual children should consider their skills and lived experiences in both Spanish and English.
  • State, district, and school teams can use bilingual profiles to assess and allocate services, resources, and support to those who need it.
  • Continued screening and progress monitoring should allow for a more flexible categorization of students that avoids harmful and stigmatizing labels.
  • Understanding the diverse backgrounds of Hispanic/Latino students and their families will help tailor successful educational supports for both school and home.