New research and classroom survey evidence suggests early skill gaps solidify quickly—both in what kindergarten teachers prioritize and in what assessment data shows about later literacy outcomes. One NWEA study tracking more than 400,000 students found that kindergartners entering in the bottom 20% reading range had only a 1 in 10 chance of reading proficiency by 3rd grade, with the window closing even faster if students remained in the bottom quintile during 1st grade. In parallel, a poll of 574 kindergarten teachers asked what “kindergarten readiness” matters most, and emotional self-regulation emerged as the top priority, with many respondents reporting increases in dysregulated student behavior over the past two years. Teachers linked the disruption to classroom climate impacts, including crying, shutting down, and overreactions. For K–12 leaders and education policy teams, both findings reinforce a dual agenda: early literacy intervention and early behavioral/self-regulation supports need synchronized planning and resources. The NWEA results also provide evidence relevant to “science of reading” and early screening efforts, including state mandates for reading support and, in some places, analogous requirements in math. Practically, the convergence of assessment risk and teacher experience points to earlier, more targeted supports as a likely lever for reducing long-run achievement stratification.