Abstract
In recent years, kindergarten has changed from a play-based learning environment to one that is now more focused on academics and being able to meet or exceed the Common Core State Standards. This change impacts the dispositional expectations that kindergarten parents need to meet in order to have their children kindergarten-ready. Opportunity gaps limit the academic and social-emotional learning skills of incoming kindergarten students and as a result, kindergarteners that enter the year without proper preparedness are compelled to catch up with their peers who were able to enter the year fully prepared for kindergarten. The literature suggests that children leaving kindergarten with academic and social deficiencies tend to encounter further school struggles as they progress through later grades. The challenge now is not only addressing the opportunity gaps that incoming kindergarten parents are facing today but also identifying additional resources that will support students and families with overcoming these opportunity gaps.