The purpose of the Oklahoma School Readiness Reach-by-Risk Report 2014 is to provide policy makers and other early childhood stakeholders with current data on factors that place children at risk of being unprepared for school and on the reach of services and programs that promote school readiness for each of the state's 77 counties. By analyzing the prevalence of certain sociodemographic indicators of school readiness, this report highlights counties where children are at high risk for starting kindergarten unprepared to learn. This issue is critical for the state and the nation as children who begin school already behind are likely to remain behind throughout their academic life, severely limiting their individual potential and perpetuating the cycle of poverty. Understanding risk alone, however, is insufficient for determining where the need is greatest. Resources can be more efficiently distributed if risk is understood in relation to the reach of early education and child care services. To achieve this goal, the Oklahoma Department of Human Services (DHS) presents this report in an effort to identify gaps between the risk of starting school un-ready to learn and the reach of programs that prepare children for school. With this publication, Oklahoma joins other states in monitoring indicators of school readiness risk and reach and promoting informed policy and funding decisions related to quality early childhood education and child care. This report is divided into two main sections, Risk and Reach. The Risk section consists of an analysis of 10 socioeconomic and demographic indicators found by empirical research to increase a child's risk of being unprepared for school. These factors are assessed for each of the state's 77 counties, resulting in a county-level risk value and categorization into one of four risk categories ranging from High to Low Risk. The Reach section assesses the county-level service density of six primarily publicly funded early childhood education and four home visitation programs designed to increase the cognitive and social-emotional development of young children, in addition to several aspects of child care services, such as provider quality ratings and enrollment of children with child care subsidies in quality facilities. (author abstract)