A large and growing body of research supports the critical relationship between early childhood experiences and successful life-long outcomes. Assessing the readiness of children as they enter school is a high priority. This report describes findings from Year Two of the assessment of school readiness with a larger random sample of children entering kindergarten in fall 2003. It is the intent of the Minnesota School Readiness Study to use results to inform school administrators and teachers; parents; early childhood care and education teachers, providers, and administrators; policymakers; and the public about progress towards the goals of ensuring that children are ready for school and schools are ready for children. It is expected that the results will promote children's learning and development over time by improving early childhood programs and services, better preparing schools to meet the needs of children as they enter school, and easing the transition for children and families from home to school. The information gathered to complete the developmental checklists is a valuable resource to teachers in modifying curriculum, working with individual children in their classrooms, preparing for parent conferences, and identifying children eligible for Title I and other services. Appended are: (1) The Minnesota Work Sampling System (WSS)[TM] Kindergarten Entry Developmental Checklist and Parent Survey; and (2) Preschool-4 and Kindergarten Development Guidelines (4th Edition) Side-by-Side Rationales and Examples for a Sample of Selected 32 Work Sampling System (WSS)[TM] Indicators. (Contains 21 tables and 14 charts.) [This report was prepared by the Minnesota School Readiness Study Team representing the Minnesota Department of Education (MDE) and the Minnesota Department of Human Services (DHS).]