The purpose of this report and accompanying state ELDS analysis is to review a subset of states' ELDS standards for pre-k-aged children (three to five years of age) to identify the most common approaches to meeting the needs of young DLLs, to determine the extent to which these standards reflect the current scientific research on the development and learning of preschool-aged DLLs, and the extent to which states provide adequate guidance for supporting early childhood programs and professionals in implementing effective programs for young DLLs. As a group, DLLs and ELLs have shown an achievement gap beginning during the preschool years that continues into kindergarten and throughout their schooling. This group of students has struggled to become fully proficient in English, lagged behind their peers on all measures of school achievement, and had school drop out rates almost double those of their native English speakers. In addition, we offer recommendations for strengthening states' ELDS to reflect current research and to fully support the learning needs of DLLs across multiple domains of development. Whenever possible, we provide exemplary standards from states' existing ELDS or accompanying documents that fully articulate a vision with consistent expectations and recommendations for practice. This is provided in order to assist states to further enhance their ELDS for DLLs and to facilitate cross-state collaboration. (author abstract)