This study tested hypotheses regarding the relation of differences in kindergarten entry and rentention that relate to gender and ethnicity. Hypotheses were: (1) the age at which children enter kindergarten would vary as a function of their gender and ethnicity; (2) children who were held out of kindergarten would be in the younger part of their cohort, and Anglo boys would be held out more frequently than females or Latinos; (3) kindergarten retention would be affected by age, gender, and ethnicity. Data on kindergarten students in three southern California school districts were collected between 1989 and 1991. School records were used to obtain data on students' birthdates, gender, and ethnicity. Teachers indicated which students were retained or would be retained the following year. Information on students who had been held out of kindergarten was obtained. Results showed that in the school district with the lowest Latino population, the child's age of entry varied as a function of gender and ethnicity; the predicted holding out pattern for boys and Anglos was evident; and retention decisions were also affected by age, gender, and ethnicity. These results were not duplicated in the other two districts, which had larger Latino populations. A list of 30 references is included. (BC)