This statewide survey of public school kindergartens in New York examines a representative sample of 76 local school districts. Its purposes were: (1) to prepare a status report of current goals, program development and general operational procedures and (2) to secure and analyze information which would help the state education department plan more effective ways of providing service to local districts. Data is presented on: facilities, equipment and material; organization and staffing patterns; curriculum content and practices; articulation and coordination; evaluation techniques and promotion policies; staff development activities; and parent involvement. Interviews and classroom observations serve as a basis for a number of generalizations. Analysis of collected data, including that which cannot be reported statistically, resulted in the generalization that there is a significant discrepancy between stated goals and program emphases and observed practices. For instance, the acquisition of specific skills, particularly in the reading area, is given much higher priority in observed program implementation than is evident in interview response. Although it might be expected that a survey of as large and diversified a state as New York would indicate a wide range of differences in goals, practices and policies, there appears to be surprising uniformity throughout the state. Differences evident are mostly within districts at the school building or classroom level and relate more to implementation than to other factors. The bulk of the volume consists of appended tables and charts. (Author/BF)