Connecticut is often identified as a state with one of the largest achievement gaps in the country. Research has shown that the achievement gap is often present when children are assessed at school entry, but Connecticut does not administer a standardized achievement test at school entry. For this reason, we examined KEI data to learn about the size of any group differences in kindergarten entry skills. Specifically, we examined differences in KEI ratings by gender, socio-economic status, race/ethnicity, and English Learner status. (author abstract)