Researchers and policy analysts have documented the challenges in collecting pre-K and other early childhood data, and reports on disparities in full-day kindergarten from the Education Commission of the States and the Children's Defense Fund place the disorganized state of kindergarten data on full display. But in both cases, organizations have focused on data at the state level. In this issue brief, the authors turn to an arguably knottier problem: the dearth of reliable, complete, and comparable data on pre-K and kindergarten in school districts and local communities. As the Federal Education Budget Project expands to include data on publicly funded pre-K, the extent of the problem has come into greater focus (see "Including Pre-K Data in FEBP"). New questions about kindergarten data have surfaced as well. This brief pinpoints problems of incomplete data at the local level and explains why, in many cases, the data that do exist cannot be accurately compared to data in other districts or states. It ends with a discussion of steps that states, districts, and policymakers should take to repair these holes and ensure that PreK-12 policymakers and the public have a well-informed view of the state of pre-K and kindergarten in their states and localities. (Contains 13 notes.)