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Wisconsin’s gaps between Black and White student high school graduation rates (Richards, 2016) and Black and White fourth-grade math and reading scores (U.S. Department of Education, 2015) are the largest in the nation. These inequalities have led to criticisms of Wisconsin’s schools and teachers as ineffective in bolstering the success of students of color and those who are economically disadvantaged. However, serious attention to disparities in school readiness has largely been absent from these conversations. The authors know that nationally, students of color and children who are poor enter Kindergarten substantially behind their peers (Reardon & Portilla, 2016) and that disparity can account for much, if not most, of the achievement gap seen later in primary and secondary school (Bradbury, Corak, Waldfogel, & Washbrook, 2015). This report describes differences in school readiness as reflected by literacy skills at Kindergarten entry among children in Wisconsin. The authors document inequalities in literacy skills by race/ethnicity, family income and place. Results show that teachers and schools in Wisconsin face a daunting challenge in producing equitable educational outcomes for children.