Using recent data from a younger cohort of kindergarten students--the National Center for Education Statistics' Early Childhood Longitudinal Study, Kindergarten class of 2010-2011 (hereafter, ECLS-K 2010-2011 NCES), this paper delineates an updated picture of education inequalities among our youngest children in school. We produce a comprehensive analysis of gaps in both cognitive and noncognitive skills among this cohort of children. We conclude with a discussion of the research and policy implications of these findings. (author abstract)