This study investigated current practices for screening new entrants to schools. A mail survey was conducted of 755 public- and private-school districts in New York State to ascertain the procedures and instruments used to conduct kindergarten screening. Fifty-one percent (385) of the districts responded. Thirty percent of the districts reported that they used locally developed screening instruments. The most widely used standardized instruments were the Developmental Indicators for the Assessment of Learning (DIAL-R) (Mardell-Czudnowski & Goldenberg, 1990), and the Brigance K & 1 Screen (Brigance, 1992). The great majority of respondents (95%) reported that screening is conducted on an individual basis, and in 45% of the districts, professionals spend more than 30 minutes in screening procedures with each child. On average, 3.58 different educational professionals in each district participate in screening procedures. About half of the districts reported that children identified as "unready" on the basis of screening procedures were referred for further evaluation; 19% of the districts advised parents to delay school entry for an additional year. Most districts (69%) reported that they were satisfied or very satisfied with current district practice. Implications for practitioners are discussed. (author abstract)