Two school entrance assessments were compared to determine whether or not they are theoretically unique approaches to kindergarten screening. The first test was the "Brigance K and 1 Screen" (Brigance, 1982), a kindergarten entrance assessment which focuses on perceptual-motor development, background experience, and rote memory as determinants for school success. This test does not focus on language development. The second test, a battery of Piagetian tasks, focused entirely on cognitive functioning. Subjects were 30 students (14 males and 16 females) who scored 90 and above and 30 students (17 males and 13 females) who scored 80 and below on the Brigance test administered as part of school readiness screening in a school district in Idaho. Scores for each assessment were tabulated, compared, and analyzed using a one-way analysis of variance and Pearson product-moment correlations. Students scoring high on one test were likely to score high on the other test; low scorers on one test were likely to be low scorers on the other test. The implications for readiness assessment of the correlations between the subtests are discussed. Further study could provide greater insight and more recommendations for school practice. Nineteen tables present study data. The Brigance K and 1 Screen scoring sheet, a sample contact letter to parents, the parents' response card for testing, two-way and three-way classification test materials, and the Piagetian tasks scoring sheet are appended. An 87-item list of references is included. (SLD)