This paper is meant to help state and local education policymakers and leaders understand how to use KRA results appropriately -- and how to avoid stretching them too far. First, the paper describes what kindergarten readiness is and how it is assessed. The paper then discusses the beneficial uses of kindergarten readiness assessment, which include providing system-level policy information and supporting improved instruction across that system. Finally, it explains why states should not use kindergarten readiness assessment results as part of an accountability system for individuals -- children, early learning providers, or teachers. (author abstract)