Purpose and Methods: This report is the second benchmark study to assess the system of supports for school readiness. The data for this study was collected in the fall of 2006 on 537 entering kindergarten children and their families in eight representative schools across the County. The ecological model and methods from the first study, which was done in 1997, were used. Results: The system is stronger than it was in 1997. The improvements are particularly positive because the past decade had many challenges: The County population grew rapidly; a large increase in non-English speakers (especially Spanish); and, a bi-modal economic pattern developed. Child Factors: In 1997, child outcomes were high with the exception of literacy development, which was low. The 2006 child outcomes have the same pattern. Family Factors: In 1997, the family factors were moderate to high except for a sizable number of families lacking resources to meet basic needs. The 2006 data shows a similar pattern. Additionally, family intent in being involved in their child's education dropped. This is likely a result of the growing diversity in the County where families may have differing cultural viewpoints about parent involvement. School Factors. The greatest improvements in the system were at the school level. Developmentally appropriate programming increased and the schools improved their cultural practices. One decrease was the internal school communication about transition. However the data suggests that not all parties appear to be talking the same way about school transition. Community Factors: In 1997, there was a mix of low to moderate scores. The 2006 study shows system improvements. Community services are more integrated and better linked with schools, parenting education is offered more often, but access to quality child care dropped. Recommendations: (1) Continue to assist and support agencies that focus efforts in areas of high need neighborhoods, especially low-income, non-English-speaking neighborhoods. In particular, work on delivery of: physical, mental, vision, and dental health care; drug and alcohol concerns and domestic violence; adult education services; and employment services; (2) continue to support communications about transition to school; (3) Continue and expand support for literacy training for parents and child care providers; and (4) Continue to work with groups to improve child care. Summary of instruments is appended. (Contains 20 figures and 31 tables.)