The purpose of this study was to explore Pennsylvania Title I school systems' methods of communication of expectations and standards for school readiness with prospective kindergarten students' parents prior to enrollment. Also explored within this study is the importance of local school systems communicating with parents regarding cognitive and noncognitive skill expectations for school readiness before their child enters the formal school setting. The research method of data collection employed for this study is based on the work of Lincoln and Guba's (1985) concept of naturalistic inquiry. The data-analysis method implemented is cross-case content analysis. Forty-nine local school systems were invited to complete an initial questionnaire via email regarding their use of the Kindergarten Entry Inventory, PA core standards, and communication methods. Postquestionnaire interviews were conducted with local school systems' central office personnel to gain further insight and data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]