The U.S. Department of Education has funded the Enhanced Assessment Grants (EAG) program to advance the development and effective use of kindergarten entry assessments (KEA). Among several efforts that are underway, eight states (Arizona, Delaware, Iowa, Maine, North Dakota, Oregon, Rhode Island, and South Carolina) and the District of Columbia have joined with North Carolina to form the K-3 Formative Assessment Consortium (Consortium). Through the EAG, this Consortium has been awarded $6.1 million to enhance a state-of-the-art system for assessing young children's learning from kindergarten through third grade. Development of the KEA component of the K-3 Formative Assessment will be informed by analyses of what the 10 Consortium states have included in their ELDS that define expectations for children during the year just prior to kindergarten entry. To this end, the Common Standards Analysis Project (CSA Project) was undertaken, with the goal of providing helpful information for the Consortium as it develops the KEA. This brief summarizes the most significant findings and recommendations from the CSA Project. For a detailed description of the Project's methodology, findings, and recommendations, please see the full report, the Common Early Learning and Development Standards Analysis for the North Carolina EAG Consortium. (author abstract)