This paper discusses research on early entrance to public school and individual decisions regarding early entrance. The discussion of research findings briefly alludes to four areas of research relevant to the early admission of children to kindergarten and first grade. These areas of research concern: (1) attitudes of school personnel; (2) comparison of the achievement and school problems of "unselected" children who are young for their grade with the achievement and school problems of their classmates; (3) children carefully selected for early entry; and (4) the predictive validity of measures of early intellectual development and academic advancement. Discussion then addresses aspects of Washington State legislation that establishes conditions for the early school enrollment of children as young as 4 years, 9 months. These conditions involve system-relevant and family-relevant issues, the status of the child's skills and abilities, and the availability of other options. Equity issues are briefly considered. Concluding discussion addresses the issue of living with judgment calls and compromises. Two tables list titles of preferred and alternative kindergarten and first-grade screening tests and issues and guidelines to be considered by those who make decisions about individual instances of early entry. (RH)