States increasingly are incorporating Kindergarten Entry Assessments (KEAs) into their comprehensive assessment systems with the goal of helping educators identify gaps in children's competencies, target instruction to children's individual needs, engage parents to better support their child's learning, and identify needs for expanding and improving early learning opportunities. This "Results in Brief" summarizes a descriptive study that examined the development and early implementation of KEAs in 12 districts across four Race To the Top-Early Learning Challenge (RTT-ELC) states (Maryland, Oregon, Pennsylvania, and Washington) in the 2014-15 school year. This was the first year of KEA implementation in Maryland and Pennsylvania, the second year of implementation in Oregon, and the third year of KEA implementation in Washington, so findings reflect the early implementation of these assessments. The "Results in Brief" includes the study questions, study design and limitations, and highlighted findings. [For the full report, see ED613415.]