This brief describes kindergarten entry assessments for Spanish-English bilingual students in the United States, exploring the evidence base, policy and recommendations, and considerations for implementation for policymakers. A kindergarten entry assessment (KEA) aims to provide valid and reliable information on children's learning and development in the key domain of school readiness. This information enables local, regional, and state-level interest holders--including families--to assess and enhance kindergarten preparedness (Rolla et al., 2024). As state education policymakers analyze their achievement data and consider available policy levers to support Spanish-English bilingual students, they also recognize the important decisions needed for any statewide KEA and Spanish-English bilingual initiative. Although the primary purpose of a KEA is to inform instruction, many KEAs are observation-based and depend on monolingual, English-speaking teachers to implement them (Yun et al., 2021). As these separate realities invariably collide, the likelihood grows of young Spanish-speaking children and families arriving at "not ready" for kindergarten by teachers who do not feel prepared to assess or teach them (Gittens et al., 2024). The inequity of this situation for all parties involved highlights that Spanish-English bilingual students have not received the systemic support they need. This brief is intended to shed light on this phenomenon and present possible policy options. Addressing the opportunity gap for Spanish-English bilingual students will enhance understanding and appreciation of this diverse and dynamic community.